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"disqusTitle": "Is There Still Room for Play in California Kindergartens?",
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"content": "\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220329112\" 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>Six-year-old Mateo Long is a soft-spoken, shy little boy. Reading with his mother, Marisa Strong, is one thing that gets him out of his shell.\u003c/p>\n\u003cp>His favorite book is \"\u003ca href=\"http://www.harpercollins.com/9780062303820/pete-the-cat-and-the-bad-banana\">Pete the Cat and the Bad Banana\u003c/a>,\" a children’s story about a cat that discovers his love for bananas after eating not-so-appetizing food.\u003c/p>\n\u003cp>Strong points to the words and begins to read.\u003c/p>\n\u003cp>“Pete tries a ... ” Strong pauses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Pickle!” Mateo exclaims, as he follows along.\u003c/p>\n\u003cp>“Pete tastes it,” Strong continues. “It tastes better, but not as good as a ...”\u003c/p>\n\u003cp>“Banana!” Mateo exclaims, finishing the sentence.\u003c/p>\n\u003cp>Mateo will be going into kindergarten this year, and he’ll be a little older than most kids in his class. But still, Strong is worried.\u003c/p>\n\u003cfigure id=\"attachment_10651424\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\">\u003cimg class=\"wp-image-10651424 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\" alt=\"Teaching materials pinpoint the words kids must learn in kindergarten.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching materials pinpoint the words kids must learn in kindergarten. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Oakland mom knows that under the state’s \u003ca href=\"http://www.sdcoe.net/commoncore/documents/0-ccss-ela-kinder-standards.pdf\">new academic standards for kindergarten\u003c/a>, Mateo will have to read at a higher level before moving on to first grade.\u003c/p>\n\u003cp>“I’m not going to fight it. ... I want to give it a try,” Strong says. “Let’s just try and not expect him to do everything perfectly all the time.”\u003c/p>\n\u003cp>Under the state’s old standards, kids moved on to first grade if they could sound out letters and read basic words like \"cat,\" \"mop\" and \"the.\"\u003c/p>\n\u003cp>The new \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core State Standards\u003c/a> require kindergartners to learn more words and read short sentences fluently.\u003c/p>\n\u003cp>Teachers will also do more with informational books and do less with all those fun storybooks.\u003c/p>\n\u003cp>So instead of reading a children’s book like \"Frog and Toad,\" teachers might now opt for a science book about frogs. Kristen Cruz Allen, administrator of curriculum frameworks at the state Department of Education, says that's part of helping children gain skills they'll need in the future.\u003c/p>\n\u003cp>“They actually can do\" the more complex work, she says. “It’s really making them think critically about the text that they’re reading and preparing them later on, when they’re going to write arguments with text evidence.”\u003c/p>\n\u003cfigure id=\"attachment_10651417\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\">\u003cimg class=\"size-full wp-image-10651417\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\" alt=\"Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many kindergarten teachers say they understand why the shift in standards is necessary but are still concerned about students who didn’t go to preschool, who speak another language at home or who simply need more time to grasp the new concepts.\u003c/p>\n\u003cp>“What would be nice is if we didn’t have to put an evaluation on them,” says Renee Smith, a kindergarten teacher in Fremont. \"When you have to give it a grade, it doesn’t necessarily show you growth. When we have to stick something on kids, that judges them.\"\u003c/p>\n\u003cp>Smith and others say the reality is that kindergarten has become a boot camp for first grade.\u003c/p>\n\u003cp>“You don’t want to turn them off to school at age 5,” Smith says. “The hardest part is how do you still make it fun and get them to come back every day.”\u003c/p>\n\u003cp>One expert who is trying to put the fun back into lesson plans is Heidi Butkus.\u003c/p>\n\u003cp>The veteran teacher has created her own Common Core-aligned curriculum called \u003ca href=\"http://www.heidisongs.com/\">Heidi Songs\u003c/a>, which teaches kids how to read using memorable songs, physical activities, and bold images and videos.\u003c/p>\n\u003cp>“Play develops language and vocabulary better than any lesson you can give them,” Butkus says.\u003c/p>\n\u003cp>She says the problem with the new standards is that teachers take them too literally and suck the fun and imagination out of the schoolday.\u003c/p>\n\u003cp>She says some teachers don't know how to bring play back into the classroom because they’ve “lost that skill.”\u003c/p>\n\u003cp>Parents like Strong understand there is no avoiding these new standards, so they're planning to put their trust in teachers, yet keep a close eye on how they're teaching the new content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m just happy that he’s trying to sound out the words,” Strong says. “It would be nice if my son was reading (fluently), but it will come.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Pickle!” Mateo exclaims, as he follows along.\u003c/p>\n\u003cp>“Pete tastes it,” Strong continues. “It tastes better, but not as good as a ...”\u003c/p>\n\u003cp>“Banana!” Mateo exclaims, finishing the sentence.\u003c/p>\n\u003cp>Mateo will be going into kindergarten this year, and he’ll be a little older than most kids in his class. But still, Strong is worried.\u003c/p>\n\u003cfigure id=\"attachment_10651424\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\">\u003cimg class=\"wp-image-10651424 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\" alt=\"Teaching materials pinpoint the words kids must learn in kindergarten.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching materials pinpoint the words kids must learn in kindergarten. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Oakland mom knows that under the state’s \u003ca href=\"http://www.sdcoe.net/commoncore/documents/0-ccss-ela-kinder-standards.pdf\">new academic standards for kindergarten\u003c/a>, Mateo will have to read at a higher level before moving on to first grade.\u003c/p>\n\u003cp>“I’m not going to fight it. ... I want to give it a try,” Strong says. “Let’s just try and not expect him to do everything perfectly all the time.”\u003c/p>\n\u003cp>Under the state’s old standards, kids moved on to first grade if they could sound out letters and read basic words like \"cat,\" \"mop\" and \"the.\"\u003c/p>\n\u003cp>The new \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core State Standards\u003c/a> require kindergartners to learn more words and read short sentences fluently.\u003c/p>\n\u003cp>Teachers will also do more with informational books and do less with all those fun storybooks.\u003c/p>\n\u003cp>So instead of reading a children’s book like \"Frog and Toad,\" teachers might now opt for a science book about frogs. Kristen Cruz Allen, administrator of curriculum frameworks at the state Department of Education, says that's part of helping children gain skills they'll need in the future.\u003c/p>\n\u003cp>“They actually can do\" the more complex work, she says. “It’s really making them think critically about the text that they’re reading and preparing them later on, when they’re going to write arguments with text evidence.”\u003c/p>\n\u003cfigure id=\"attachment_10651417\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\">\u003cimg class=\"size-full wp-image-10651417\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\" alt=\"Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many kindergarten teachers say they understand why the shift in standards is necessary but are still concerned about students who didn’t go to preschool, who speak another language at home or who simply need more time to grasp the new concepts.\u003c/p>\n\u003cp>“What would be nice is if we didn’t have to put an evaluation on them,” says Renee Smith, a kindergarten teacher in Fremont. \"When you have to give it a grade, it doesn’t necessarily show you growth. When we have to stick something on kids, that judges them.\"\u003c/p>\n\u003cp>Smith and others say the reality is that kindergarten has become a boot camp for first grade.\u003c/p>\n\u003cp>“You don’t want to turn them off to school at age 5,” Smith says. “The hardest part is how do you still make it fun and get them to come back every day.”\u003c/p>\n\u003cp>One expert who is trying to put the fun back into lesson plans is Heidi Butkus.\u003c/p>\n\u003cp>The veteran teacher has created her own Common Core-aligned curriculum called \u003ca href=\"http://www.heidisongs.com/\">Heidi Songs\u003c/a>, which teaches kids how to read using memorable songs, physical activities, and bold images and videos.\u003c/p>\n\u003cp>“Play develops language and vocabulary better than any lesson you can give them,” Butkus says.\u003c/p>\n\u003cp>She says the problem with the new standards is that teachers take them too literally and suck the fun and imagination out of the schoolday.\u003c/p>\n\u003cp>She says some teachers don't know how to bring play back into the classroom because they’ve “lost that skill.”\u003c/p>\n\u003cp>Parents like Strong understand there is no avoiding these new standards, so they're planning to put their trust in teachers, yet keep a close eye on how they're teaching the new content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m just happy that he’s trying to sound out the words,” Strong says. “It would be nice if my son was reading (fluently), but it will come.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Forbes Report: S.F.'s Academy of Art Beset by Low Grad Rates, Code Violations",
"title": "Forbes Report: S.F.'s Academy of Art Beset by Low Grad Rates, Code Violations",
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"content": "\u003cp>\u003cem>Editor's Note: This post has been updated to include a response from Dr. Elisa Stephens, president of Academy of Art University, as well as audio from a related episode of KQED's Forum. \u003c/em>\u003c/p>\n\u003cp>San Francisco’s Academy of Art University, an institution that's been operating for 86 years, is the nation's biggest private art college. But only 32 percent of its full-time students graduate in six years -- compared with 59 percent for colleges nationally and as high as 90 percent for top-of-the-line art colleges like the Rhode Island School of Design.\u003c/p>\n\u003cp>The September issue of Forbes magazine calls out the for-profit Academy of Art in two investigative reports for having \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/black-arts-the-800-million-family-selling-art-degrees-and-false-hopes/\" target=\"_blank\">low graduation rates\u003c/a>, nondisclosure of job placements and a student body that's burdened with debt. Forbes also discloses that the Stephens family, which owns the college, has outstanding \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/how-a-for-profit-university-flouts-san-franciscos-land-use-laws/\" target=\"_blank\">planning code violations\u003c/a> for 31 of 40 buildings it owns throughout the city.\u003c/p>\n\u003cp>In an email response to the Forbes stories, the Academy of Art University said: “We are disappointed that the reporter neglected to interview our successful students and alumni, or spend time in our classrooms. We are very proud of our instructors, our students and the caliber of arts education we provide.”\u003c/p>\n\u003cp>On Monday, August 24, a representative for the university sent a \"formal letter of response\" written by Dr. Elisa Stephens, president of Academy of Art University, to KQED. The letter is addressed to the Forbes' editors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[scribd id=275910004 key=key-BpncYXZTpX68RWdVeCw4 mode=scroll]\u003c/p>\n\u003cp>Forbes reporter Katia Savchuk discussed her investigation in an interview Wednesday, August 20 with KQED's Tara Siler.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220029135\" 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>Savchuk and Sue Rowley, executive vice president for educational services at \u003ca href=\"http://info.academyart.edu/programs?network=s&cid=81730026791&campaignid=267052751&adgroupid=21893257031&match=e&k=academy%20of%20art%20university&placement=&device=c&authkey=fa262b34-61e7-4654-ba10-1ee9358c979e&pmcode=GSGEN&adposition=1t1&gclid=Cj0KEQjwmNuuBRDTu5rDjr2kxJsBEiQAWlm6UjQdvA9faYwxj3vDp19umfMrQ5712uGhzTQq4z3n6jYaAkZj8P8HAQ\" target=\"_blank\">Academy of Art University\u003c/a> joined \u003ca href=\"http://www.kqed.org/a/forum/R201508200930\" target=\"_blank\">KQED's Forum\u003c/a> on Thursday, August 21. You can listen to that discussion here:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220149910\" 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\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Editor's Note: This post has been updated to include a response from Dr. Elisa Stephens, president of Academy of Art University, as well as audio from a related episode of KQED's Forum. \u003c/em>\u003c/p>\n\u003cp>San Francisco’s Academy of Art University, an institution that's been operating for 86 years, is the nation's biggest private art college. But only 32 percent of its full-time students graduate in six years -- compared with 59 percent for colleges nationally and as high as 90 percent for top-of-the-line art colleges like the Rhode Island School of Design.\u003c/p>\n\u003cp>The September issue of Forbes magazine calls out the for-profit Academy of Art in two investigative reports for having \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/black-arts-the-800-million-family-selling-art-degrees-and-false-hopes/\" target=\"_blank\">low graduation rates\u003c/a>, nondisclosure of job placements and a student body that's burdened with debt. Forbes also discloses that the Stephens family, which owns the college, has outstanding \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/how-a-for-profit-university-flouts-san-franciscos-land-use-laws/\" target=\"_blank\">planning code violations\u003c/a> for 31 of 40 buildings it owns throughout the city.\u003c/p>\n\u003cp>In an email response to the Forbes stories, the Academy of Art University said: “We are disappointed that the reporter neglected to interview our successful students and alumni, or spend time in our classrooms. We are very proud of our instructors, our students and the caliber of arts education we provide.”\u003c/p>\n\u003cp>On Monday, August 24, a representative for the university sent a \"formal letter of response\" written by Dr. Elisa Stephens, president of Academy of Art University, to KQED. The letter is addressed to the Forbes' editors.\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>\u003ciframe\n class=\"scribd_iframe_embed\"\n src=\"//www.scribd.com/embeds/275910004/content?start_page=1&view_mode=&access_key=key-BpncYXZTpX68RWdVeCw4\"\n title=\"http://www.scribd.com/doc/275910004\"\n data-auto-height=\"true\" scrolling=\"no\" id=\"scribd_275910004\"\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/275910004\"\n target=\"_blank\" rel=\"noopener noreferrer\">View this document on Scribd\u003c/a>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Forbes reporter Katia Savchuk discussed her investigation in an interview Wednesday, August 20 with KQED's Tara Siler.\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/220029135&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/220029135'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Savchuk and Sue Rowley, executive vice president for educational services at \u003ca href=\"http://info.academyart.edu/programs?network=s&cid=81730026791&campaignid=267052751&adgroupid=21893257031&match=e&k=academy%20of%20art%20university&placement=&device=c&authkey=fa262b34-61e7-4654-ba10-1ee9358c979e&pmcode=GSGEN&adposition=1t1&gclid=Cj0KEQjwmNuuBRDTu5rDjr2kxJsBEiQAWlm6UjQdvA9faYwxj3vDp19umfMrQ5712uGhzTQq4z3n6jYaAkZj8P8HAQ\" target=\"_blank\">Academy of Art University\u003c/a> joined \u003ca href=\"http://www.kqed.org/a/forum/R201508200930\" target=\"_blank\">KQED's Forum\u003c/a> on Thursday, August 21. You can listen to that discussion here:\u003c/p>\n\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/220149910&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/220149910'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The San Francisco Board of Education voted unanimously to give diplomas to 107 high school students who have not met all their graduation requirements — a move that goes against state law.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘This is uncharted territory. We don’t know what happens when the state changes the rules midstream.’\u003ccite>David Chiu,\u003cbr>\nCalifornia State Assemblyman\u003c/cite>\u003c/aside>\n\u003cp>The vote follows a decision from the California Department of Education, which canceled the July administration of the high school exit exam. In a \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr15/yr15rel65.asp\" target=\"_blank\" rel=\"noopener\">statement released Thursday\u003c/a>, department officials said they are working with lawmakers to “pass legislation that would suspend the exit exam requirement for three years because the exam does not reflect the new state academic standards.”\u003c/p>\n\u003cp>“Unfortunately, I think it was ended a little too early,” Assemblyman David Chiu, D-San Francisco, told KQED Friday.\u003c/p>\n\u003cp>The California High School Exit Examination (CAHSEE) is offered to students beginning sophomore year. There are several opportunities to take it, but some students struggle to pass and have to retake it. On Tuesday, faculty and students from San Francisco International High School showed up to the city’s school board meeting, pleading for help.\u003c/p>\n\u003cp>“We need another opportunity to take the CAHSEE or we need a diploma,” said Principal Julie Kessler.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=lc0Alhdy1pc\u003c/p>\n\u003cp>The group of San Francisco students who have not passed the exam represents just a small portion of the thousands of students in similar positions around the state.\u003c/p>\n\u003cp>According to state data, last summer 4,847 math tests were given with 1,286 (26.5 percent) students passing and 5,826 English Language Arts tests were given with 1,248 (21.4 percent) students passing. The stats represent students who took just a single exam and students who took both.\u003c/p>\n\u003cp>As reported in the \u003ca href=\"http://www.sfchronicle.com/education/article/College-dreams-on-hold-after-state-cancels-Exit-6441182.php\">San Francisco Chronicle\u003c/a>, around 30 students in the city have at least for now lost their chance to attend a four-year college this year.\u003c/p>\n\u003cp>“Our hope is that the few students who find themselves in this situation will only have to defer their dreams of attending the college of their choice for one semester,” Department of Education Deputy Superintendent Keric Ashley told the Chronicle. “In the meantime, there are other options available to these students, including our California Community Colleges. I received excellent preparation at my local community college before attending university.”\u003c/p>\n\u003cp>San Francisco Superintendent Richard Carranza said Tuesday, “We are absolutely with you [the students] on this particular issue.”\u003c/p>\n\u003cp>But, he said, the district was not prepared to grant diplomas without knowing what requirements might replace the CAHSEE. He said if the district did this, there’s a chance it would have to revoke the diplomas should the state decide on new requirements going forward.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/219302368″ 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>Chiu agreed the legality of the situation remains unclear.\u003c/p>\n\u003cp>“This is uncharted territory,” he said. “We don’t know what happens when the state changes the rules midstream.”\u003c/p>\n\u003cp>Chiu, along with others including California Superintendent of Public Instruction Tom Torlakson, is trying to work with the public college and university systems to find a way to grant conditional admittance for those students caught in limbo.\u003c/p>\n\u003cp>“It’s still an ongoing discussion,” Chiu said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Monday begins the final four weeks of the state’s legislative session. Chiu said he’s working with other lawmakers to expedite a solution.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The San Francisco Board of Education voted unanimously to give diplomas to 107 high school students who have not met all their graduation requirements — a move that goes against state law.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘This is uncharted territory. We don’t know what happens when the state changes the rules midstream.’\u003ccite>David Chiu,\u003cbr>\nCalifornia State Assemblyman\u003c/cite>\u003c/aside>\n\u003cp>The vote follows a decision from the California Department of Education, which canceled the July administration of the high school exit exam. In a \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr15/yr15rel65.asp\" target=\"_blank\" rel=\"noopener\">statement released Thursday\u003c/a>, department officials said they are working with lawmakers to “pass legislation that would suspend the exit exam requirement for three years because the exam does not reflect the new state academic standards.”\u003c/p>\n\u003cp>“Unfortunately, I think it was ended a little too early,” Assemblyman David Chiu, D-San Francisco, told KQED Friday.\u003c/p>\n\u003cp>The California High School Exit Examination (CAHSEE) is offered to students beginning sophomore year. There are several opportunities to take it, but some students struggle to pass and have to retake it. On Tuesday, faculty and students from San Francisco International High School showed up to the city’s school board meeting, pleading for help.\u003c/p>\n\u003cp>“We need another opportunity to take the CAHSEE or we need a diploma,” said Principal Julie Kessler.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/lc0Alhdy1pc'\n title='//www.youtube.com/embed/lc0Alhdy1pc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The group of San Francisco students who have not passed the exam represents just a small portion of the thousands of students in similar positions around the state.\u003c/p>\n\u003cp>According to state data, last summer 4,847 math tests were given with 1,286 (26.5 percent) students passing and 5,826 English Language Arts tests were given with 1,248 (21.4 percent) students passing. The stats represent students who took just a single exam and students who took both.\u003c/p>\n\u003cp>As reported in the \u003ca href=\"http://www.sfchronicle.com/education/article/College-dreams-on-hold-after-state-cancels-Exit-6441182.php\">San Francisco Chronicle\u003c/a>, around 30 students in the city have at least for now lost their chance to attend a four-year college this year.\u003c/p>\n\u003cp>“Our hope is that the few students who find themselves in this situation will only have to defer their dreams of attending the college of their choice for one semester,” Department of Education Deputy Superintendent Keric Ashley told the Chronicle. “In the meantime, there are other options available to these students, including our California Community Colleges. I received excellent preparation at my local community college before attending university.”\u003c/p>\n\u003cp>San Francisco Superintendent Richard Carranza said Tuesday, “We are absolutely with you [the students] on this particular issue.”\u003c/p>\n\u003cp>But, he said, the district was not prepared to grant diplomas without knowing what requirements might replace the CAHSEE. He said if the district did this, there’s a chance it would have to revoke the diplomas should the state decide on new requirements going forward.\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/219302368″&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/219302368″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Chiu agreed the legality of the situation remains unclear.\u003c/p>\n\u003cp>“This is uncharted territory,” he said. “We don’t know what happens when the state changes the rules midstream.”\u003c/p>\n\u003cp>Chiu, along with others including California Superintendent of Public Instruction Tom Torlakson, is trying to work with the public college and university systems to find a way to grant conditional admittance for those students caught in limbo.\u003c/p>\n\u003cp>“It’s still an ongoing discussion,” Chiu said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Monday begins the final four weeks of the state’s legislative session. Chiu said he’s working with other lawmakers to expedite a solution.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "$240 Million Education Contract Illustrates State Lobbying Loopholes",
"title": "$240 Million Education Contract Illustrates State Lobbying Loopholes",
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"content": "\u003cp>\u003cem>This is one of two stories that look at California's largest lobbying player -- local governments -- and the lack of transparency in how private companies lobby for state government contracts. \u003c/em>\u003ca href=\"http://bit.ly/1HJ8E84\" target=\"_blank\">\u003cem>Read Part 1 here.\u003c/em> \u003c/a>\u003c/p>\n\u003cp>When California education officials \u003ca href=\"http://www.cde.ca.gov/be/ag/ag/yr15/agenda201505.asp\" target=\"_blank\">awarded\u003c/a> a $240 million, three-year contract to conduct Common Core testing for millions of school children this spring, they said it was an open and competitive process -- and that \u003ca href=\"https://www.ets.org/\" target=\"_blank\">Educational Testing Service\u003c/a>, the winning company, simply had the best proposal.\u003c/p>\n\u003cp>Not everyone agrees the process was so open, nor do they agree that ETS was the clear choice. And several weeks of KQED News questions about the contracting process ended without a full set of answers.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/219067611\" 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>California's murky disclosure laws make it nearly impossible to know exactly what kinds of work private companies do to influence how thousands of state government contracts are awarded, including whether those same companies seek advantages at every step of the process with behind-the-scenes lobbying.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.fppc.ca.gov/manuals/7-05lobbymanual.pdf\" target=\"_blank\">Existing state law generally limits the disclosure of influence\u003c/a> to anyone being paid to advocate for changes in state law or regulations, the traditional kind of lobbying that’s largely focused around the work of the California Legislature and the executive branch. But a private company looking to influence the awarding of a state contract by one of dozens of state agencies and departments isn’t held to the same standards.\u003c/p>\n\u003cp>That means conversations between advocates and key decision-makers about the roughly 100,000 state contracts handed out each year -- worth some $12 billion in taxpayer funds in 2014 and an average of $34 billion a year since 2010 -- remain in the shadows, far from public scrutiny. The totals were culled from a\u003ca href=\"http://www.dgs.ca.gov/pd/Programs/eprocure/SCPRSData.aspx\" target=\"_blank\"> state Department of General Services database\u003c/a> that does not include contracts worth less than $5,000.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=1803940951&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=606977930&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003csmall>These numbers were culled from a California Deptartment of General Services database. The totals may be incomplete as DGS depends on departments and agencies to self-report their own totals and doesn't request information on state contracts worth less than $5,000. The numbers represent the total amounts awarded, not paid out, in a calendar year.\u003c/small>\u003c/p>\n\u003cp>These kinds of conversations are common knowledge among Sacramento insiders. And while many prominent lobbying firms in the capital city even \u003ca href=\"http://www.capitoladvocacy.com/services-solutions/procurement/\" target=\"_blank\">advertise their expertise\u003c/a> in helping to secure lucrative contracts, they are nonetheless allowed to keep that part of their business a secret.\u003c/p>\n\u003cp>Gary Winuk, the former chief enforcement officer for \u003ca href=\"http://www.fppc.ca.gov/\" target=\"_blank\">California's Fair Political Practices Commission\u003c/a>, said more than two dozen states and the federal government require disclosure of lobbying efforts to win government contracts. So do nearly all of California’s big cities and counties -- including San Francisco, San Jose, Los Angeles and San Diego.\u003c/p>\n\u003cp>“To me it always seemed like a common sense idea,” Winuk said. “The same reason you want it for bills, you want it for (contracts), because you want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.”\u003c/p>\n\u003cp>Winuk helped write a legislative attempt to tackle the issue, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB1200\" target=\"_blank\">Assembly Bill 1200\u003c/a> by Assemblyman Rich Gordon (D-Menlo Park), which is pending in the state Senate as legislators return from summer recess next week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.” \u003ccite>Gary Winuk, former ethics officer\u003c/cite>\u003c/aside>\n\u003cp>AB 1200 would expand state lobbying disclosure laws to include contracts. If it’s ultimately signed into law, private companies and organizations that hire lobbyists would have to disclose how much they are spending to influence which contracts -- the same way they have to divulge which legislation and regulations they seek to impact.\u003c/p>\n\u003cp>But not everyone thinks there needs to be more transparency. Jim Sutton, a San Francisco lawyer who works on campaign finance and lobbying issues, said that AB 1200 has “surface appeal,” but won’t really give Californians any more information than they have under existing law. Sutton argues that it’s already clear who wants to influence a contracting process: the companies that bid on the contracts.\u003c/p>\n\u003cp>\"You know who is influencing the process,” Sutton said. “You know who the companies are and frankly whether it's through a public records request for emails or the bid itself, you are going to know who is working on it, or if they have hired a lobbyist.”\u003c/p>\n\u003cp>That wasn’t our experience, however, when we started digging into the circumstances surrounding the Common Core testing contract.\u003c/p>\n\u003cp>\u003cstrong>‘They Are Going to Have Some Advantages’\u003c/strong>\u003c/p>\n\u003cp>In some ways, it wasn’t surprising the California State Board of Education decided to award the Common Core contract to ETS in April. The New Jersey nonprofit has a long and lucrative history with the department, one worth $800 million over the past 15 years. ETS has held the state Department of Education’s main standardized testing contract for more than a decade -- a contract repeatedly extended without a competitive bidding process.\u003c/p>\n\u003cp>The new contract is a new version of that 13-year-old contract; earlier this year, ETS was also awarded a three-year, $38 million contract to oversee English language testing.\u003c/p>\n\u003cp>But the Common Core contract is the one that seems to have raised the most eyebrows -- in large part because ETS’ winning proposal will cost taxpayers $34 million more than the lowest alternative bid.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"There’s very little question in my mind that Educational Testing Service was the favorite from the beginning.\" \u003ccite>Doug McRae, retired testing publisher\u003c/cite>\u003c/aside>\n\u003cp>Longtime observers said it’s not unusual for education officials to favor known vendors and for the state Board of Education to rubber stamp those staff recommendations.\u003c/p>\n\u003cp>“There’s very little question in my mind that Educational Testing Service was the favorite from the beginning,” said Doug McRae, a retired test publisher who closely follows state education policy and raised questions about whether ETS should have won the newest contract.\u003c/p>\n\u003cp>ETS officials sought to capitalize on that that familiarity when they presented their bid to state board members last March.\u003c/p>\n\u003cp>“One of the things we’d like you to consider when you are looking at the proposals from these great companies is our track record,” said John Oswald, ETS vice president for K-12 schools. \"Here in California, we obviously have had the advantage that we’ve been here, so you know our work.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"vnGU5mAa7a7R0Pb19njbU4BBsPMz3t6H\"]\u003c/p>\n\u003cp>But a track record of familiarity isn’t the only thing public officials are supposed to be considering when they award taxpayer money. While in this case, the Department of Education was not required by state law to pick the lowest bidder, it was supposed to make the process “open and competitive” -- and make sure the public got the best possible deal.\u003c/p>\n\u003cp>Keric Ashley, a deputy state superintendent of public instruction, insisted in an interview that the agency did just that, that it considered the “depth and quality” of the proposals as well as the cost to choose a vendor with “the best chance of delivering a successful test contract.”\u003c/p>\n\u003cp>Still, Ashley said any familiar contractor is going to have a leg up.\u003c/p>\n\u003cp>“Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages. I wouldn't call them unfair advantages,” he said. “It’s the same everywhere.”\u003c/p>\n\u003cp>Ashley admitted that representatives of all three testing companies that bid on the most recent contract met with him and his supervisor prior to the contract being put out to bid -- meetings he described as routine. He insisted that those conversations were only general in nature and didn’t include detailed discussions about how the department would structure its request for bids, known as the request for submissions (RFS).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages.\" \u003ccite>Keric Ashley, deputy state superintendent of public instruction\u003c/cite>\u003c/aside>\n\u003cp>“We meet fairly regularly with a lot of different vendors,” Ashley said. “We certainly don’t discuss the RFS itself, because we have to maintain not only objectivity but make sure all the test vendors get the same information.”\u003c/p>\n\u003cp>But when KQED News sought detailed information about those meetings, we came up empty-handed.\u003c/p>\n\u003cp>\u003cstrong>Proof Hard to Come By\u003c/strong>\u003c/p>\n\u003cp>A public records request only turned up information on a single meeting -- between the deputy superintendent, Ashley, and an official with the low bidding company that lost the contract, Pearson Education. State officials disclosed no records of meetings between ETS and education officials, despite Ashley’s admission in a KQED News interview that at least one meeting occurred.\u003c/p>\n\u003cp>Tom Ewing, an ETS spokesman, first said that no such meeting occurred; then, he later admitted that it had.\u003c/p>\n\u003cp>State education officials were more vague. Elizabeth Stein, an attorney for the Department of Education, wrote in an email, “the fact that the search did not uncover a record of a meeting ... that you were told may have taken place does not shed light on whether such a meeting did or did not actually occur, and it would be wrong to draw conclusions or entertain speculation based on the fact that records were not located in our search.”\u003c/p>\n\u003cp>All three companies that bid on the Common Core testing contract retain professional lobbyists in Sacramento, and spend tens of thousands of dollars a year on their advocacy services inside the state Capitol. Ewing, however, said that ETS does not use its firm to lobby for government contracts.\u003c/p>\n\u003cp>Pearson Education, the rival company that lost out on the contract, did make use of its lobbyist to reach out to Board of Education officials, according to emails disclosed through the public records request. Those emails indicate that Pearson officials met with two members of the \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">state Board of Education\u003c/a> but that a third, Sue Burr, wrote that she could not sit down with them.\u003c/p>\n\u003cp>“I am sorry but I have to decline,” she wrote. “All board members have recently been advised by our legal counsel that, due to competitive procurement process for statewide assessments, we should not engage in independent conversations with potential contractors.”\u003c/p>\n\u003cp>The email was sent in October, a month before the request for bids went out.\u003c/p>\n\u003cp>Winuk, the former FPPC enforcement chief, said those early meetings are troubling, because that’s when a private company can actually exercise the most influence: while the language of a contract proposal is still being drafted, language that can ultimately favor a specific bidder.\u003c/p>\n\u003cp>“That’s really where the process can potentially be manipulated to give someone a leg up,” Winuk said. “If you are building an arena, for example, you (could say) you have to have built another arena in California -- but maybe there is only one company that has ever built an arena in California. That company is going to have an advantage if you have that criteria.”\u003c/p>\n\u003cp>In the the case of the state’s Common Core contract, concerns about the internal process extended throughout the bidding process.\u003c/p>\n\u003cp>Both Pearson officials and McRae, the retired testing executive, took issue with the scoring process used by education officials to evaluate the bids. McRae raised his concerns in public testimony prior to the board's final vote.\u003c/p>\n\u003cp>He noted that ETS scored the highest in virtually all of the areas assessed, even though some of its proposals were clearly inferior to those of the other bidder.\u003c/p>\n\u003cp>McRae said other aspects of the scoring also didn’t make sense. For example, he said, Pearson had the lowest cost proposal but was scored number two out of three vendors in that area.\u003c/p>\n\u003cp>Pearson, an international education company, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article17481269.html\" target=\"_blank\">initially threatened to file a lawsuit over the decision\u003c/a> but has since backed off -- meaning ETS appears here to stay.\u003c/p>\n\u003cp>Even if ETS was the best choice, supporters of ethics reform said disclosure laws are really about assuring Californians that they can have confidence that the process is fair.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“A lot ethics rules are designed to deal with the issue of trust in government,” Winuk said. “Part of this is help to instill some transparency, some sunshine, so people can really see what’s going on and hopefully get more engaged in the process.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is one of two stories that look at California's largest lobbying player -- local governments -- and the lack of transparency in how private companies lobby for state government contracts. \u003c/em>\u003ca href=\"http://bit.ly/1HJ8E84\" target=\"_blank\">\u003cem>Read Part 1 here.\u003c/em> \u003c/a>\u003c/p>\n\u003cp>When California education officials \u003ca href=\"http://www.cde.ca.gov/be/ag/ag/yr15/agenda201505.asp\" target=\"_blank\">awarded\u003c/a> a $240 million, three-year contract to conduct Common Core testing for millions of school children this spring, they said it was an open and competitive process -- and that \u003ca href=\"https://www.ets.org/\" target=\"_blank\">Educational Testing Service\u003c/a>, the winning company, simply had the best proposal.\u003c/p>\n\u003cp>Not everyone agrees the process was so open, nor do they agree that ETS was the clear choice. And several weeks of KQED News questions about the contracting process ended without a full set of answers.\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/219067611&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/219067611'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>California's murky disclosure laws make it nearly impossible to know exactly what kinds of work private companies do to influence how thousands of state government contracts are awarded, including whether those same companies seek advantages at every step of the process with behind-the-scenes lobbying.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.fppc.ca.gov/manuals/7-05lobbymanual.pdf\" target=\"_blank\">Existing state law generally limits the disclosure of influence\u003c/a> to anyone being paid to advocate for changes in state law or regulations, the traditional kind of lobbying that’s largely focused around the work of the California Legislature and the executive branch. But a private company looking to influence the awarding of a state contract by one of dozens of state agencies and departments isn’t held to the same standards.\u003c/p>\n\u003cp>That means conversations between advocates and key decision-makers about the roughly 100,000 state contracts handed out each year -- worth some $12 billion in taxpayer funds in 2014 and an average of $34 billion a year since 2010 -- remain in the shadows, far from public scrutiny. The totals were culled from a\u003ca href=\"http://www.dgs.ca.gov/pd/Programs/eprocure/SCPRSData.aspx\" target=\"_blank\"> state Department of General Services database\u003c/a> that does not include contracts worth less than $5,000.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=1803940951&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=606977930&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003csmall>These numbers were culled from a California Deptartment of General Services database. The totals may be incomplete as DGS depends on departments and agencies to self-report their own totals and doesn't request information on state contracts worth less than $5,000. The numbers represent the total amounts awarded, not paid out, in a calendar year.\u003c/small>\u003c/p>\n\u003cp>These kinds of conversations are common knowledge among Sacramento insiders. And while many prominent lobbying firms in the capital city even \u003ca href=\"http://www.capitoladvocacy.com/services-solutions/procurement/\" target=\"_blank\">advertise their expertise\u003c/a> in helping to secure lucrative contracts, they are nonetheless allowed to keep that part of their business a secret.\u003c/p>\n\u003cp>Gary Winuk, the former chief enforcement officer for \u003ca href=\"http://www.fppc.ca.gov/\" target=\"_blank\">California's Fair Political Practices Commission\u003c/a>, said more than two dozen states and the federal government require disclosure of lobbying efforts to win government contracts. So do nearly all of California’s big cities and counties -- including San Francisco, San Jose, Los Angeles and San Diego.\u003c/p>\n\u003cp>“To me it always seemed like a common sense idea,” Winuk said. “The same reason you want it for bills, you want it for (contracts), because you want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.”\u003c/p>\n\u003cp>Winuk helped write a legislative attempt to tackle the issue, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB1200\" target=\"_blank\">Assembly Bill 1200\u003c/a> by Assemblyman Rich Gordon (D-Menlo Park), which is pending in the state Senate as legislators return from summer recess next week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.” \u003ccite>Gary Winuk, former ethics officer\u003c/cite>\u003c/aside>\n\u003cp>AB 1200 would expand state lobbying disclosure laws to include contracts. If it’s ultimately signed into law, private companies and organizations that hire lobbyists would have to disclose how much they are spending to influence which contracts -- the same way they have to divulge which legislation and regulations they seek to impact.\u003c/p>\n\u003cp>But not everyone thinks there needs to be more transparency. Jim Sutton, a San Francisco lawyer who works on campaign finance and lobbying issues, said that AB 1200 has “surface appeal,” but won’t really give Californians any more information than they have under existing law. Sutton argues that it’s already clear who wants to influence a contracting process: the companies that bid on the contracts.\u003c/p>\n\u003cp>\"You know who is influencing the process,” Sutton said. “You know who the companies are and frankly whether it's through a public records request for emails or the bid itself, you are going to know who is working on it, or if they have hired a lobbyist.”\u003c/p>\n\u003cp>That wasn’t our experience, however, when we started digging into the circumstances surrounding the Common Core testing contract.\u003c/p>\n\u003cp>\u003cstrong>‘They Are Going to Have Some Advantages’\u003c/strong>\u003c/p>\n\u003cp>In some ways, it wasn’t surprising the California State Board of Education decided to award the Common Core contract to ETS in April. The New Jersey nonprofit has a long and lucrative history with the department, one worth $800 million over the past 15 years. ETS has held the state Department of Education’s main standardized testing contract for more than a decade -- a contract repeatedly extended without a competitive bidding process.\u003c/p>\n\u003cp>The new contract is a new version of that 13-year-old contract; earlier this year, ETS was also awarded a three-year, $38 million contract to oversee English language testing.\u003c/p>\n\u003cp>But the Common Core contract is the one that seems to have raised the most eyebrows -- in large part because ETS’ winning proposal will cost taxpayers $34 million more than the lowest alternative bid.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"There’s very little question in my mind that Educational Testing Service was the favorite from the beginning.\" \u003ccite>Doug McRae, retired testing publisher\u003c/cite>\u003c/aside>\n\u003cp>Longtime observers said it’s not unusual for education officials to favor known vendors and for the state Board of Education to rubber stamp those staff recommendations.\u003c/p>\n\u003cp>“There’s very little question in my mind that Educational Testing Service was the favorite from the beginning,” said Doug McRae, a retired test publisher who closely follows state education policy and raised questions about whether ETS should have won the newest contract.\u003c/p>\n\u003cp>ETS officials sought to capitalize on that that familiarity when they presented their bid to state board members last March.\u003c/p>\n\u003cp>“One of the things we’d like you to consider when you are looking at the proposals from these great companies is our track record,” said John Oswald, ETS vice president for K-12 schools. \"Here in California, we obviously have had the advantage that we’ve been here, so you know our work.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But a track record of familiarity isn’t the only thing public officials are supposed to be considering when they award taxpayer money. While in this case, the Department of Education was not required by state law to pick the lowest bidder, it was supposed to make the process “open and competitive” -- and make sure the public got the best possible deal.\u003c/p>\n\u003cp>Keric Ashley, a deputy state superintendent of public instruction, insisted in an interview that the agency did just that, that it considered the “depth and quality” of the proposals as well as the cost to choose a vendor with “the best chance of delivering a successful test contract.”\u003c/p>\n\u003cp>Still, Ashley said any familiar contractor is going to have a leg up.\u003c/p>\n\u003cp>“Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages. I wouldn't call them unfair advantages,” he said. “It’s the same everywhere.”\u003c/p>\n\u003cp>Ashley admitted that representatives of all three testing companies that bid on the most recent contract met with him and his supervisor prior to the contract being put out to bid -- meetings he described as routine. He insisted that those conversations were only general in nature and didn’t include detailed discussions about how the department would structure its request for bids, known as the request for submissions (RFS).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages.\" \u003ccite>Keric Ashley, deputy state superintendent of public instruction\u003c/cite>\u003c/aside>\n\u003cp>“We meet fairly regularly with a lot of different vendors,” Ashley said. “We certainly don’t discuss the RFS itself, because we have to maintain not only objectivity but make sure all the test vendors get the same information.”\u003c/p>\n\u003cp>But when KQED News sought detailed information about those meetings, we came up empty-handed.\u003c/p>\n\u003cp>\u003cstrong>Proof Hard to Come By\u003c/strong>\u003c/p>\n\u003cp>A public records request only turned up information on a single meeting -- between the deputy superintendent, Ashley, and an official with the low bidding company that lost the contract, Pearson Education. State officials disclosed no records of meetings between ETS and education officials, despite Ashley’s admission in a KQED News interview that at least one meeting occurred.\u003c/p>\n\u003cp>Tom Ewing, an ETS spokesman, first said that no such meeting occurred; then, he later admitted that it had.\u003c/p>\n\u003cp>State education officials were more vague. Elizabeth Stein, an attorney for the Department of Education, wrote in an email, “the fact that the search did not uncover a record of a meeting ... that you were told may have taken place does not shed light on whether such a meeting did or did not actually occur, and it would be wrong to draw conclusions or entertain speculation based on the fact that records were not located in our search.”\u003c/p>\n\u003cp>All three companies that bid on the Common Core testing contract retain professional lobbyists in Sacramento, and spend tens of thousands of dollars a year on their advocacy services inside the state Capitol. Ewing, however, said that ETS does not use its firm to lobby for government contracts.\u003c/p>\n\u003cp>Pearson Education, the rival company that lost out on the contract, did make use of its lobbyist to reach out to Board of Education officials, according to emails disclosed through the public records request. Those emails indicate that Pearson officials met with two members of the \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">state Board of Education\u003c/a> but that a third, Sue Burr, wrote that she could not sit down with them.\u003c/p>\n\u003cp>“I am sorry but I have to decline,” she wrote. “All board members have recently been advised by our legal counsel that, due to competitive procurement process for statewide assessments, we should not engage in independent conversations with potential contractors.”\u003c/p>\n\u003cp>The email was sent in October, a month before the request for bids went out.\u003c/p>\n\u003cp>Winuk, the former FPPC enforcement chief, said those early meetings are troubling, because that’s when a private company can actually exercise the most influence: while the language of a contract proposal is still being drafted, language that can ultimately favor a specific bidder.\u003c/p>\n\u003cp>“That’s really where the process can potentially be manipulated to give someone a leg up,” Winuk said. “If you are building an arena, for example, you (could say) you have to have built another arena in California -- but maybe there is only one company that has ever built an arena in California. That company is going to have an advantage if you have that criteria.”\u003c/p>\n\u003cp>In the the case of the state’s Common Core contract, concerns about the internal process extended throughout the bidding process.\u003c/p>\n\u003cp>Both Pearson officials and McRae, the retired testing executive, took issue with the scoring process used by education officials to evaluate the bids. McRae raised his concerns in public testimony prior to the board's final vote.\u003c/p>\n\u003cp>He noted that ETS scored the highest in virtually all of the areas assessed, even though some of its proposals were clearly inferior to those of the other bidder.\u003c/p>\n\u003cp>McRae said other aspects of the scoring also didn’t make sense. For example, he said, Pearson had the lowest cost proposal but was scored number two out of three vendors in that area.\u003c/p>\n\u003cp>Pearson, an international education company, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article17481269.html\" target=\"_blank\">initially threatened to file a lawsuit over the decision\u003c/a> but has since backed off -- meaning ETS appears here to stay.\u003c/p>\n\u003cp>Even if ETS was the best choice, supporters of ethics reform said disclosure laws are really about assuring Californians that they can have confidence that the process is fair.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California school districts have long anticipated they would be scrambling to fill teacher jobs once boomer-age teachers began retiring. But combine that with \u003ca href=\"http://www.scpr.org/blogs/education/2015/01/27/17851/california-officials-preparing-for-rise-in-new-tea/\">declining enrollment in teacher credentialing programs\u003c/a> and \u003ca href=\"http://www.scpr.org/news/2015/06/19/52545/california-legislature-approves-compromise-115-4-b/\">increased state funding for new hires\u003c/a>, and you've got \"the perfect storm,\" said Donna Glassman-Sommer, a Tulare County Office of Education administrator who handles teacher recruitment.\u003c/p>\n\u003cp>“We have heard that there is a teacher shortage coming and it started to hit last year, and it’s kind of snowballed right now,\" she said. \"What they have predicted has arrived.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/218203561\" 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>\u003ca href=\"http://www.ctc.ca.gov/reports/TS-2013-2014-AnnualRpt.pdf\">A recent state report\u003c/a> found that candidates in teacher preparation programs declined for the 12th consecutive year. The number of new teachers is down 26 percent over the past five years.\u003c/p>\n\u003cp>Interest in teaching fell following recession-era budget cuts that also drove many experienced teachers from the field. Some university students who had sought degrees in education changed majors to pursue more secure careers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What is worrisome is that, you know, we’ve worked really hard to place fully credentialed teachers in the classroom and now that is becoming more and more difficult because they just aren’t out there,” Glassman-Sommer said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2015/06/29/52548/socal-schools-may-see-more-interns-substitutes-in/\">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>California school districts have long anticipated they would be scrambling to fill teacher jobs once boomer-age teachers began retiring. But combine that with \u003ca href=\"http://www.scpr.org/blogs/education/2015/01/27/17851/california-officials-preparing-for-rise-in-new-tea/\">declining enrollment in teacher credentialing programs\u003c/a> and \u003ca href=\"http://www.scpr.org/news/2015/06/19/52545/california-legislature-approves-compromise-115-4-b/\">increased state funding for new hires\u003c/a>, and you've got \"the perfect storm,\" said Donna Glassman-Sommer, a Tulare County Office of Education administrator who handles teacher recruitment.\u003c/p>\n\u003cp>“We have heard that there is a teacher shortage coming and it started to hit last year, and it’s kind of snowballed right now,\" she said. \"What they have predicted has arrived.\"\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/218203561&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/218203561'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ctc.ca.gov/reports/TS-2013-2014-AnnualRpt.pdf\">A recent state report\u003c/a> found that candidates in teacher preparation programs declined for the 12th consecutive year. The number of new teachers is down 26 percent over the past five years.\u003c/p>\n\u003cp>Interest in teaching fell following recession-era budget cuts that also drove many experienced teachers from the field. Some university students who had sought degrees in education changed majors to pursue more secure careers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Shaken by a string of recent shootings, people from a public housing development on San Francisco's Potrero Hill found something to celebrate this week.\u003c/p>\n\u003cp>A youth violence prevention organization with roots in Potrero Terrace and Annex announced that more than 200 of the program's alumni can also claim that title from colleges and universities around the country.\u003c/p>\n\u003cp>\"For all the people who think that college isn’t for you, college isn’t for me either,\" Cal Poly Pomona graduate Evangela Brewster said at a celebration of the milestone on Aug. 2. \"But I can stand here today and tell you that I did it.”\u003c/p>\n\u003cp>It was a day of triumph and happy tears for generations of people who have joined \u003ca href=\"http://stayaliveandfree.org/\" target=\"_blank\">Alive & Free\u003c/a> (formerly Omega Boys Club). Twenty-eight years ago, frustration over the killing of young people pushed middle school teacher Joe Marshall and counselor Jack Jacqua to found a place where young people facing violence and trauma could feel safe -- and learn to stay that way.\u003c/p>\n\u003cp>\"Back then, something terrible seemed to be happening every day,\" Marshall said. \"The drugs, the gangs, the turf, the funerals -- we had enough of it and we knew that something had to be done. Omega was that something.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though the name formally changed just a few years ago, Omega wasn't a boys club for long. Shervon Hunter joined the 15 original boys from Potrero Terrace for the group's second meeting, on March 3, 1987.\u003c/p>\n\u003cp>\"I became the first girl because I used to just go all the time, and Dr. Marshall and Jack couldn't deny me,\" she said.\u003c/p>\n\u003cp>Hunter got a bachelor's degree in psychology in 2000, and she's currently pursuing a master's degree in social work. She grew up on Missouri Street in Potrero Terrace, a neighborhood that's recently seen a spike in shootings and a month ago was the \u003ca href=\"http://ww2.kqed.org/news/2015/08/04/the-forgotten-tracking-two-homicides-in-san-francisco-public-housing\" target=\"_blank\">site of two homicides\u003c/a> in a single week.\u003c/p>\n\u003cp>She now works at the \u003ca href=\"http://www.phnhsf.org/\" target=\"_blank\">Potrero Hill Neighborhood House\u003c/a>, where she counsels 16- to 24-year-olds from Potrero Terrace.\u003c/p>\n\u003cp>\"It’s absolutely necessary to give back,\" she said. \"Imagine that you are living in a war zone all your life, all day, every day. And people assume that it’s just easy. It’s really not. If you’re familiar with Potrero Hill, you know there’s a lot of rich people on Potrero Hill. There’s a lot of well-off people on Potrero Hill. People trying to get the property because it’s such a popular space. But there is a community of eight or 10 blocks that people are literally dying.\"\u003c/p>\n\u003cp>But not, she says, the 200-plus college graduates recognized on Sunday.\u003c/p>\n\u003cp>Recent graduate Portia Kane-Abdullah, who just completed a bachelor's degree in creative writing from UC Riverside, broke down when she began to thank her father, Jaleel Abdullah, also a college graduate and Alive & Free alum.\u003c/p>\n\u003cp>\"He went through this program first, and he graduated in 1999, and that’s how I was able to go through the program,\" she said, after her father joined her on stage. \"He was really sick at one point, and I wasn't sure if he was going to be with us, but he's healthier than ever.\"\u003c/p>\n\u003cp>Kane-Abdullah recited some of the rules to live by that she picked up at the club, including: \"A true friend will never lead you to danger\" and “What doesn’t work doesn’t work, and it doesn’t make sense to keep doing things that don’t work.”\u003c/p>\n\u003cp>Marshall said those rules are responses to poor advice that young people often receive in neighborhoods with a high level of violence.\u003c/p>\n\u003cp>\"They’ll just tell you, don’t be a punk, handle your business, get your respect, gotta carry a gun for protection,\" he said. \"Don’t be no snitch.\"\u003c/p>\n\u003cp>Those are the commandments he tries to combat as he ushers young people -- who now come from all over the Bay Area -- from the streets to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's surreal,\" Abudullah told KQED after his daughter's speech. \"It's unbelievable. I'm very proud.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though the name formally changed just a few years ago, Omega wasn't a boys club for long. Shervon Hunter joined the 15 original boys from Potrero Terrace for the group's second meeting, on March 3, 1987.\u003c/p>\n\u003cp>\"I became the first girl because I used to just go all the time, and Dr. Marshall and Jack couldn't deny me,\" she said.\u003c/p>\n\u003cp>Hunter got a bachelor's degree in psychology in 2000, and she's currently pursuing a master's degree in social work. She grew up on Missouri Street in Potrero Terrace, a neighborhood that's recently seen a spike in shootings and a month ago was the \u003ca href=\"http://ww2.kqed.org/news/2015/08/04/the-forgotten-tracking-two-homicides-in-san-francisco-public-housing\" target=\"_blank\">site of two homicides\u003c/a> in a single week.\u003c/p>\n\u003cp>She now works at the \u003ca href=\"http://www.phnhsf.org/\" target=\"_blank\">Potrero Hill Neighborhood House\u003c/a>, where she counsels 16- to 24-year-olds from Potrero Terrace.\u003c/p>\n\u003cp>\"It’s absolutely necessary to give back,\" she said. \"Imagine that you are living in a war zone all your life, all day, every day. And people assume that it’s just easy. It’s really not. If you’re familiar with Potrero Hill, you know there’s a lot of rich people on Potrero Hill. There’s a lot of well-off people on Potrero Hill. People trying to get the property because it’s such a popular space. But there is a community of eight or 10 blocks that people are literally dying.\"\u003c/p>\n\u003cp>But not, she says, the 200-plus college graduates recognized on Sunday.\u003c/p>\n\u003cp>Recent graduate Portia Kane-Abdullah, who just completed a bachelor's degree in creative writing from UC Riverside, broke down when she began to thank her father, Jaleel Abdullah, also a college graduate and Alive & Free alum.\u003c/p>\n\u003cp>\"He went through this program first, and he graduated in 1999, and that’s how I was able to go through the program,\" she said, after her father joined her on stage. \"He was really sick at one point, and I wasn't sure if he was going to be with us, but he's healthier than ever.\"\u003c/p>\n\u003cp>Kane-Abdullah recited some of the rules to live by that she picked up at the club, including: \"A true friend will never lead you to danger\" and “What doesn’t work doesn’t work, and it doesn’t make sense to keep doing things that don’t work.”\u003c/p>\n\u003cp>Marshall said those rules are responses to poor advice that young people often receive in neighborhoods with a high level of violence.\u003c/p>\n\u003cp>\"They’ll just tell you, don’t be a punk, handle your business, get your respect, gotta carry a gun for protection,\" he said. \"Don’t be no snitch.\"\u003c/p>\n\u003cp>Those are the commandments he tries to combat as he ushers young people -- who now come from all over the Bay Area -- from the streets to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's surreal,\" Abudullah told KQED after his daughter's speech. \"It's unbelievable. I'm very proud.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If you looked at the children at the edge of Conrad Cooper's pool, you'd think you were watching an ad for something. Jell-O, maybe. Or a breakfast cereal kids like. They're that cute.\u003c/p>\n\u003cp>They're lined up on the steps in the shallow end, 10 little ones, ranging from ages 2 to 5. The boys are in board trunks, many wearing rash-guard shirts like the weekend surfers they might become years from now. The girls wear bright one-piece suits and two-pieces that show their childish potbellies.\u003c/p>\n\u003cp>They are a rainbow tribe: black, Asian, white, biracial. And every eye is trained on the large man in the middle of the pool.\u003c/p>\n\u003cp>Conrad Cooper has been teaching little kids (and some adults) to swim for 20 years now. His business, Swim to Me, operates out of his pool in the View Park neighborhood of Los Angeles. He has taught kids who scream with fright at being put in the water, and adults who never thought they'd ever be able to swim.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://www.npr.org/player/embed/425617386/427018784\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His families come from around the corner and across the ocean, because word of his effectiveness travels. \"He does not fool around,\" parents will tell you, \"but it works.\"\u003c/p>\n\u003cp>It's not a method that works for everyone.\u003c/p>\n\u003cp>\"If you think this is someplace you can come and do monkey-walking by the side of the pool and sing songs ... you're in the wrong class,\" Cooper says. A tall brown man with sun-bronzed dreadlocks and Pacific Islander tattoos, Cooper radiates authority, in and out of the water.\u003c/p>\n\u003cp>Helicopter parents are politely instructed to find a landing place in one of the comfy chairs that ring the large saltwater pool — and stay there. Parents who want Cooper to teach their children have to promise to abide by his rules: They're there to support the method, not to comfort their children.\u003c/p>\n\u003cp>That sometimes comes as a shock to his students.\u003c/p>\n\u003cp>\"After two or three times in the pool with me,\" Cooper says, \"they recognize, 'OK, this guy is serious. He's not taking no for an answer. I'm going to do this.' \"\u003c/p>\n\u003cp>A few parents have dropped out over the years. \"We're very clear that it's not for everybody,\" Cooper acknowledges. A slim number find his method too strict and leave. Or never sign up in the first place. But their empty slots are quickly filled by others on a waiting list.\u003c/p>\n\u003cp>The lessons are an hour each and run over five days. The cost is a little over $200.\u003c/p>\n\u003cp>Cooper began teaching in the 1990s, after he and his wife, Londa, bought a home with a pool. They hired someone who taught their niece and several of her friends to swim, and Cooper, who'd been looking to move out of sales work, thought this might be something he could do. In 1995, he began teaching full time, and Swim to Me was born.\u003c/p>\n\u003cp>He and Londa divide the labor: He teaches, she runs the business, scheduling classes, booking students, keeping everything running smoothly.\u003c/p>\n\u003cp>It's a relaxed environment. The trees around the pool are hung with chimes that tinkle softly. Light jazz is piped through hidden speakers. Cooper gently instructs and encourages. He sometimes throws in a little etiquette tutoring: \"Conrad, I burped!\" one little boy tells him gleefully.\u003c/p>\n\u003cp>\"You did? Well, what do we say when we burp?\" Cooper asks.\u003c/p>\n\u003cp>\"Um, excuse me?\"\u003c/p>\n\u003cp>\"Yes, excuse me. Very good.\"\u003c/p>\n\u003cp>One by one, kids leave the pool stairs and swim over to Cooper.\u003c/p>\n\u003cp>\"Kick, Logan, c'mon, kick those little legs.\"\u003c/p>\n\u003cp>Logan McRae, who's wearing swim diapers, puts his little hands into Cooper's big ones. He has powered himself halfway across the pool.\u003c/p>\n\u003cp>\"Atta boy, Logie! Where are you going to swim next?\"\u003c/p>\n\u003cp>Silently, Logan points at his seated parents, and looks to Cooper for approval.\u003c/p>\n\u003cp>\"You're swimming to mommy and daddy?\"\u003c/p>\n\u003cp>Logan nods.\u003c/p>\n\u003cp>\"OK, then, don't forget to kick!\"\u003c/p>\n\u003cp>After the first half-hour, the kids get to vary the routine, by jumping off a huge granite rock that's on the side of the pool's deeper end, which causes much hilarity and some parental spritzing.\u003c/p>\n\u003cp>And despite insisting that there's no bubble-blowing or game-playing, when Cooper wades to the shallow end and holds aloft a clutch of plastic toys, the kids squeal with excitement. There's a sea star (\"\u003cem>Not\u003c/em> a starfish!\" Cooper scolds), a stingray and an Ariel from \"The Little Mermaid.\"\u003c/p>\n\u003cp>He tosses them all in the water. Each child chooses a target, then dives down and emerges, grinning, prize in hand.\u003c/p>\n\u003cp>Parents say they're amazed at the transformation. Meredith Harper points to her daughter, Dove.\u003c/p>\n\u003cp>\"You see the results. On Monday she couldn't swim,\" Harper says. \"Friday she can swim. It just speaks for itself.\"\u003c/p>\n\u003cp>Caroline Collins says 5-year-old Nate was one of the kids who cried for the first couple of days, but they kept at it. \"And by the end of the week, he was jumping off that rock. And he had no swim experience prior to Conrad.\"\u003c/p>\n\u003cp>Cooper says his students don't need prior experience.\u003c/p>\n\u003cp>\"Swimming is the easy part,\" he says. \"It's the trust part that's the most difficult for them.\"\u003c/p>\n\u003cp>And he's earned it. His students leave him with hugs, high-fives and kisses. And last year, some of his early students returned with their own children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"That's rewarding, I love that,\" Cooper says, as he goes out to greet the next class.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+%27Swim+Whisperer%27+Teaches+Kids+To+Be+Water-Safe&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "For 20 years, Conrad Cooper has helped a rainbow tribe of L.A. kids learn to swim by earning their unwavering trust.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you looked at the children at the edge of Conrad Cooper's pool, you'd think you were watching an ad for something. Jell-O, maybe. Or a breakfast cereal kids like. They're that cute.\u003c/p>\n\u003cp>They're lined up on the steps in the shallow end, 10 little ones, ranging from ages 2 to 5. The boys are in board trunks, many wearing rash-guard shirts like the weekend surfers they might become years from now. The girls wear bright one-piece suits and two-pieces that show their childish potbellies.\u003c/p>\n\u003cp>They are a rainbow tribe: black, Asian, white, biracial. And every eye is trained on the large man in the middle of the pool.\u003c/p>\n\u003cp>Conrad Cooper has been teaching little kids (and some adults) to swim for 20 years now. His business, Swim to Me, operates out of his pool in the View Park neighborhood of Los Angeles. He has taught kids who scream with fright at being put in the water, and adults who never thought they'd ever be able to swim.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://www.npr.org/player/embed/425617386/427018784\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His families come from around the corner and across the ocean, because word of his effectiveness travels. \"He does not fool around,\" parents will tell you, \"but it works.\"\u003c/p>\n\u003cp>It's not a method that works for everyone.\u003c/p>\n\u003cp>\"If you think this is someplace you can come and do monkey-walking by the side of the pool and sing songs ... you're in the wrong class,\" Cooper says. A tall brown man with sun-bronzed dreadlocks and Pacific Islander tattoos, Cooper radiates authority, in and out of the water.\u003c/p>\n\u003cp>Helicopter parents are politely instructed to find a landing place in one of the comfy chairs that ring the large saltwater pool — and stay there. Parents who want Cooper to teach their children have to promise to abide by his rules: They're there to support the method, not to comfort their children.\u003c/p>\n\u003cp>That sometimes comes as a shock to his students.\u003c/p>\n\u003cp>\"After two or three times in the pool with me,\" Cooper says, \"they recognize, 'OK, this guy is serious. He's not taking no for an answer. I'm going to do this.' \"\u003c/p>\n\u003cp>A few parents have dropped out over the years. \"We're very clear that it's not for everybody,\" Cooper acknowledges. A slim number find his method too strict and leave. Or never sign up in the first place. But their empty slots are quickly filled by others on a waiting list.\u003c/p>\n\u003cp>The lessons are an hour each and run over five days. The cost is a little over $200.\u003c/p>\n\u003cp>Cooper began teaching in the 1990s, after he and his wife, Londa, bought a home with a pool. They hired someone who taught their niece and several of her friends to swim, and Cooper, who'd been looking to move out of sales work, thought this might be something he could do. In 1995, he began teaching full time, and Swim to Me was born.\u003c/p>\n\u003cp>He and Londa divide the labor: He teaches, she runs the business, scheduling classes, booking students, keeping everything running smoothly.\u003c/p>\n\u003cp>It's a relaxed environment. The trees around the pool are hung with chimes that tinkle softly. Light jazz is piped through hidden speakers. Cooper gently instructs and encourages. He sometimes throws in a little etiquette tutoring: \"Conrad, I burped!\" one little boy tells him gleefully.\u003c/p>\n\u003cp>\"You did? Well, what do we say when we burp?\" Cooper asks.\u003c/p>\n\u003cp>\"Um, excuse me?\"\u003c/p>\n\u003cp>\"Yes, excuse me. Very good.\"\u003c/p>\n\u003cp>One by one, kids leave the pool stairs and swim over to Cooper.\u003c/p>\n\u003cp>\"Kick, Logan, c'mon, kick those little legs.\"\u003c/p>\n\u003cp>Logan McRae, who's wearing swim diapers, puts his little hands into Cooper's big ones. He has powered himself halfway across the pool.\u003c/p>\n\u003cp>\"Atta boy, Logie! Where are you going to swim next?\"\u003c/p>\n\u003cp>Silently, Logan points at his seated parents, and looks to Cooper for approval.\u003c/p>\n\u003cp>\"You're swimming to mommy and daddy?\"\u003c/p>\n\u003cp>Logan nods.\u003c/p>\n\u003cp>\"OK, then, don't forget to kick!\"\u003c/p>\n\u003cp>After the first half-hour, the kids get to vary the routine, by jumping off a huge granite rock that's on the side of the pool's deeper end, which causes much hilarity and some parental spritzing.\u003c/p>\n\u003cp>And despite insisting that there's no bubble-blowing or game-playing, when Cooper wades to the shallow end and holds aloft a clutch of plastic toys, the kids squeal with excitement. There's a sea star (\"\u003cem>Not\u003c/em> a starfish!\" Cooper scolds), a stingray and an Ariel from \"The Little Mermaid.\"\u003c/p>\n\u003cp>He tosses them all in the water. Each child chooses a target, then dives down and emerges, grinning, prize in hand.\u003c/p>\n\u003cp>Parents say they're amazed at the transformation. Meredith Harper points to her daughter, Dove.\u003c/p>\n\u003cp>\"You see the results. On Monday she couldn't swim,\" Harper says. \"Friday she can swim. It just speaks for itself.\"\u003c/p>\n\u003cp>Caroline Collins says 5-year-old Nate was one of the kids who cried for the first couple of days, but they kept at it. \"And by the end of the week, he was jumping off that rock. And he had no swim experience prior to Conrad.\"\u003c/p>\n\u003cp>Cooper says his students don't need prior experience.\u003c/p>\n\u003cp>\"Swimming is the easy part,\" he says. \"It's the trust part that's the most difficult for them.\"\u003c/p>\n\u003cp>And he's earned it. His students leave him with hugs, high-fives and kisses. And last year, some of his early students returned with their own children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"That's rewarding, I love that,\" Cooper says, as he goes out to greet the next class.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+%27Swim+Whisperer%27+Teaches+Kids+To+Be+Water-Safe&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>To lay one important card on the table, I’m married to a teacher in a public school district known far and wide for desperate need among many of its students and low pay for its employees.\u003c/p>\n\u003cp>That’s relevant here only because the reality of relatively meager compensation for teachers — a key component in California’s perennial ranking near the bottom nationally for classroom spending — is one of those issues that feels like it has become part of the fabric of our society. Something intractable and incurable, like our inability to house thousands of our fellow citizens or rein in the cost of health care or amend Proposition 13.\u003c/p>\n\u003cp>One of the rich ironies facing teachers in Bay Area school districts is their growing inability to afford homes in the communities in which they teach. That’s not a brand-new phenomenon. I’ve been hearing for years, through my wife, of colleagues unable to pay rent here unless they find a roommate or two or three. Home ownership? In this market? Ha!\u003c/p>\n\u003cp>The impression that teachers have joined low-wage service workers, students and starving artists among the legions priced out during the current boom is backed up by cold, hard facts. The realty firm \u003ca href=\"https://www.redfin.com/research/reports/special-reports/2014/california-home-affordability-for-teachers.html#.VbZcS0JVikp\" target=\"_blank\" rel=\"noopener\">Redfin published a report\u003c/a> earlier this year that found that 83 percent of the homes for sale in California were beyond the means of a teacher earning the statewide annual average salary of $69,300.\u003c/p>\n\u003cp>The picture was considerably worse in the Bay Area.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Redfin reported that there wasn’t a single home for sale in San Francisco that a teacher making that average salary could afford. In San Mateo County, 1.2 percent of homes — one in 80 — were affordable for teachers; in Santa Clara County, the number was 1.3 percent. The more affordable counties for teachers: Solano (22 percent), Marin (12 percent), Alameda (9.7 percent) and Contra Costa (8.6 percent).\u003c/p>\n\u003cp>Lillian Mongeau, who has reported on education for KQED News and now writes for \u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a> — published by Columbia University’s Hechinger Institute on Education and the Media — has just taken a closer look at how the teacher housing issue is playing out in Silicon Valley.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/education/archive/2015/07/silicon-valley-housing-tough-on-teachers/399071/\" target=\"_blank\" rel=\"noopener\">a piece published last week\u003c/a> by The Atlantic, she looks at the roots of the problem — the high-tech industry salaries chasing a limited supply of housing, for instance — and some suggested remedies. Among the latter, she mentions a San Francisco program that provides down-payment loans to teachers and one district’s more direct intervention in the housing market:\u003c/p>\n\u003cblockquote>\u003cp>Perhaps one of the most straightforward solutions to the lack of affordable housing for teachers in the Valley is the “Casa del Maestro,” or “House of the Teacher” apartment complex in the city of Santa Clara. Over the past 15 years, 70 one- and two-bedroom units have been built on district-owned land and rented only to new Santa Clara public-school teachers at reduced prices ranging from $1,110 to $1,805 a month for a maximum period of seven years.\u003c/p>\u003c/blockquote>\n\u003cp>But Mongeau’s conclusion is, well, less than hopeful:\u003c/p>\n\u003cblockquote>\u003cp>If a Bay Area tech company needs to set up a server farm, they could, say, open it in a less expensive mid-sized city, like Bend, Oregon. But a Bay Area school has no such luxury. Advances in computer-based learning aside, Stolan’s eighth-graders are unlikely to teach themselves algebra while he monitors their work from Oregon via video conference call.\u003c/p>\n\u003cp>“You can’t really have teachers just living in the Pacific Ocean,” Brennan said. “We need to make sure these workers can afford to be in our communities.”\u003c/p>\n\u003cp>But unless something changes drastically (or an as-yet-unknown app is invented to solve the problem), Silicon Valley risks losing the very people it’s counting on to educate its future stars.\u003c/p>\u003c/blockquote>\n\u003cp>KQED News morning anchor Joshua Johnson talked to Mongeau about the situation Monday morning:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/216581151&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>To lay one important card on the table, I’m married to a teacher in a public school district known far and wide for desperate need among many of its students and low pay for its employees.\u003c/p>\n\u003cp>That’s relevant here only because the reality of relatively meager compensation for teachers — a key component in California’s perennial ranking near the bottom nationally for classroom spending — is one of those issues that feels like it has become part of the fabric of our society. Something intractable and incurable, like our inability to house thousands of our fellow citizens or rein in the cost of health care or amend Proposition 13.\u003c/p>\n\u003cp>One of the rich ironies facing teachers in Bay Area school districts is their growing inability to afford homes in the communities in which they teach. That’s not a brand-new phenomenon. I’ve been hearing for years, through my wife, of colleagues unable to pay rent here unless they find a roommate or two or three. Home ownership? In this market? Ha!\u003c/p>\n\u003cp>The impression that teachers have joined low-wage service workers, students and starving artists among the legions priced out during the current boom is backed up by cold, hard facts. The realty firm \u003ca href=\"https://www.redfin.com/research/reports/special-reports/2014/california-home-affordability-for-teachers.html#.VbZcS0JVikp\" target=\"_blank\" rel=\"noopener\">Redfin published a report\u003c/a> earlier this year that found that 83 percent of the homes for sale in California were beyond the means of a teacher earning the statewide annual average salary of $69,300.\u003c/p>\n\u003cp>The picture was considerably worse in the Bay Area.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Redfin reported that there wasn’t a single home for sale in San Francisco that a teacher making that average salary could afford. In San Mateo County, 1.2 percent of homes — one in 80 — were affordable for teachers; in Santa Clara County, the number was 1.3 percent. The more affordable counties for teachers: Solano (22 percent), Marin (12 percent), Alameda (9.7 percent) and Contra Costa (8.6 percent).\u003c/p>\n\u003cp>Lillian Mongeau, who has reported on education for KQED News and now writes for \u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a> — published by Columbia University’s Hechinger Institute on Education and the Media — has just taken a closer look at how the teacher housing issue is playing out in Silicon Valley.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/education/archive/2015/07/silicon-valley-housing-tough-on-teachers/399071/\" target=\"_blank\" rel=\"noopener\">a piece published last week\u003c/a> by The Atlantic, she looks at the roots of the problem — the high-tech industry salaries chasing a limited supply of housing, for instance — and some suggested remedies. Among the latter, she mentions a San Francisco program that provides down-payment loans to teachers and one district’s more direct intervention in the housing market:\u003c/p>\n\u003cblockquote>\u003cp>Perhaps one of the most straightforward solutions to the lack of affordable housing for teachers in the Valley is the “Casa del Maestro,” or “House of the Teacher” apartment complex in the city of Santa Clara. Over the past 15 years, 70 one- and two-bedroom units have been built on district-owned land and rented only to new Santa Clara public-school teachers at reduced prices ranging from $1,110 to $1,805 a month for a maximum period of seven years.\u003c/p>\u003c/blockquote>\n\u003cp>But Mongeau’s conclusion is, well, less than hopeful:\u003c/p>\n\u003cblockquote>\u003cp>If a Bay Area tech company needs to set up a server farm, they could, say, open it in a less expensive mid-sized city, like Bend, Oregon. But a Bay Area school has no such luxury. Advances in computer-based learning aside, Stolan’s eighth-graders are unlikely to teach themselves algebra while he monitors their work from Oregon via video conference call.\u003c/p>\n\u003cp>“You can’t really have teachers just living in the Pacific Ocean,” Brennan said. “We need to make sure these workers can afford to be in our communities.”\u003c/p>\n\u003cp>But unless something changes drastically (or an as-yet-unknown app is invented to solve the problem), Silicon Valley risks losing the very people it’s counting on to educate its future stars.\u003c/p>\u003c/blockquote>\n\u003cp>KQED News morning anchor Joshua Johnson talked to Mongeau about the situation Monday morning:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/216581151&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Justin Van Zandt is a busy dad.\u003c/p>\n\u003cp>He has five kids, all under 18 years old, and holds down a demanding full-time job. But that doesn’t stop him from spending all his free time teaching and tutoring his kids.\u003c/p>\n\u003cp>“I want my kids to do as well as possible,” says Van Zandt. “I want them all to graduate college and have good jobs. If I work hard as a parent, that’s going to give them an edge.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/215134361″ 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>Lately, Van Zandt has been focusing his time on his 11-year-old daughter, Valentina.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She’s a straight “A” student, plays four instruments and is fluent in Spanish.\u003c/p>\n\u003cp>She’ll be in seventh grade this fall, and her dad is determined to get her into \u003ca href=\"https://lhs-sfusd-ca.schoolloop.com/\">Lowell High School\u003c/a>, San Francisco’s highest-performing public high school.\u003c/p>\n\u003cp>So this summer, Valentina has been working hard to hone her math skills.\u003c/p>\n\u003cfigure id=\"attachment_10610347\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10610347\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg\" alt=\"An algebraic equation is displayed on whiteboard.\" width=\"800\" height=\"531\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1440x956.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1400x930.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1180x784.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-960x638.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An algebraic equation is displayed on whiteboard. \u003ccite>(James Lee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Math] used to come fairly easy to me, but now it’s getting a little bit challenging,” says Valentina. “[My dad] teaches a lot, but he doesn’t always have a whole lot of patience.”\u003c/p>\n\u003cp>Van Zandt admits he has high expectations for his children. He also has high expectations for \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified\u003c/a>, which is why he and many parents like him were outraged when they learned\u003ca href=\"http://www.sfusdmath.org/middle-school-faq.html\"> Algebra 1 will no longer be taught in middle school\u003c/a> under \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, the state’s new academic standards.\u003c/p>\n\u003cp>Instead, all students will have to wait until their freshman year in high school to take the class.\u003c/p>\n\u003cp>Valentina says delaying Algebra 1 is going to hurt gifted students because some classes are “too easy” or “aren’t very challenging” for high-achieving students.\u003c/p>\n\u003cp>The shift to now require Algebra 1 in high school may seem like a subtle change, but it hits on a deep-rooted debate over when advanced math should be introduced, and to which students.\u003c/p>\n\u003cp>Some say Algebra 1 at a young age causes students to flounder.\u003c/p>\n\u003cp>Others say students will be unprepared for tough college-prep courses in high school if they don’t take Algebra 1 early.\u003c/p>\n\u003cp>Districts like\u003ca href=\"http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/219/ccss%20docs/CCSS%20for%20MATH.pdf\"> Los Angeles\u003c/a> and \u003ca href=\"http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/2993/ParentGuide_Math_8.pdf\">Oakland\u003c/a> are going to allow some high-achieving kids to go ahead and take algebra in middle school.\u003c/p>\n\u003cp>But not \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/Math%20Resources/ccss-math-faq.pdf\">San Francisco Unified\u003c/a>.\u003c/p>\n\u003cp>For years, all eighth-graders had to take Algebra 1. The vast majority, however, either failed or did poorly in the subject.\u003c/p>\n\u003cp>“Those students are now in a cycle of failure,” says \u003ca href=\"http://www.sfusdmath.org/our-team.html\">Lizzy Hull Barnes\u003c/a>, mathematics program administrator for the district.\u003c/p>\n\u003cfigure id=\"attachment_10611633\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg\" alt=\"Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011.\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10611633\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-400x275.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-1440x989.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-1400x961.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-1180x810.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-960x659.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011. \u003ccite>(Lenny Gonzalez/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new standards, the district is no longer taking a “drill and kill” approach to math. Instead, algebraic concepts will be woven into all math courses, beginning in kindergarten.\u003c/p>\n\u003cp>The goal is to get students fully prepared for \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/curriculum-and-standards/files/ccss-math-faq.pdf\">Math 8\u003c/a>, a hybrid pre-algebra class in eighth grade focusing on how linear functions and equations all fit together.\u003c/p>\n\u003cp>Students will then take a deep dive into Algebra 1 as high school freshman, which will also include transformational geometry and angle relationships.\u003c/p>\n\u003cp>Hull Barnes says exposing all students to high-quality math instruction is a social justice issue for SFUSD.\u003c/p>\n\u003cp>District officials say the controversial practice of tracking students — or separating them based on talent and ability — is simply wrong.\u003c/p>\n\u003cp>Math is now supposed to be more rigorous and engaging at all levels, regardless of the students’ ability.\u003c/p>\n\u003cp>“What it means to be good in math is no longer about answer-getting and speed,” Hull Barnes says. “To be truly deeply proficient in math, you have to defend your reasoning and understand how a mathematical situation would apply in the real world. That’s a very significant shift.”\u003c/p>\n\u003cp>This summer, San Francisco math teachers have been working hard to figure out how to implement Algebra 1 under the new standards because now teachers will have to engage students at all levels.\u003c/p>\n\u003cp>Before, most students didn’t talk in their Algebra 1 class unless a teacher called on them for an answer.\u003c/p>\n\u003cp>The course was also “packed” with content, says eighth-grade teacher Vriana Kempster, forcing educators to “move pretty quickly” and “skip the parts about when you would use those skills.”\u003c/p>\n\u003cp>Now students will be asked to tackle a math assignment in small groups so they can discuss, interact and problem-solve together in a more methodical manner.\u003c/p>\n\u003cp>But is this the best thing for the super-smart kids?\u003c/p>\n\u003cp>A growing group of San Francisco parents don’t believe so.\u003c/p>\n\u003cp>They say that not allowing their children to take Algebra 1 in middle school is going to significantly slow down their progress, and they’ll wind up helping other students in class.\u003c/p>\n\u003cp>They’re now pressuring the district to create more options so they don’t have to choose between private school or paying extra for advanced math classes.\u003c/p>\n\u003cp>“It’s very disappointing to me that our education system is really starting to be this cookie-cutter approach,” says Melody Hernandez, whose 13-year-old son will be in eighth grade this year. “It’s not feasible. … I really don’t want [my son] to lose his engagement in school because it’s not moving at a fast enough pace for him.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The California Report’s education reporter, Ana Tintocalis, will be taking a closer look at how Common Core Academic Standards are transforming education across the state as students gear up for the 2015-2016 school year . \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Justin Van Zandt is a busy dad.\u003c/p>\n\u003cp>He has five kids, all under 18 years old, and holds down a demanding full-time job. But that doesn’t stop him from spending all his free time teaching and tutoring his kids.\u003c/p>\n\u003cp>“I want my kids to do as well as possible,” says Van Zandt. “I want them all to graduate college and have good jobs. If I work hard as a parent, that’s going to give them an edge.”\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/215134361″&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/215134361″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Lately, Van Zandt has been focusing his time on his 11-year-old daughter, Valentina.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s a straight “A” student, plays four instruments and is fluent in Spanish.\u003c/p>\n\u003cp>She’ll be in seventh grade this fall, and her dad is determined to get her into \u003ca href=\"https://lhs-sfusd-ca.schoolloop.com/\">Lowell High School\u003c/a>, San Francisco’s highest-performing public high school.\u003c/p>\n\u003cp>So this summer, Valentina has been working hard to hone her math skills.\u003c/p>\n\u003cfigure id=\"attachment_10610347\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10610347\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg\" alt=\"An algebraic equation is displayed on whiteboard.\" width=\"800\" height=\"531\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1440x956.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1400x930.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1180x784.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-960x638.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An algebraic equation is displayed on whiteboard. \u003ccite>(James Lee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Math] used to come fairly easy to me, but now it’s getting a little bit challenging,” says Valentina. “[My dad] teaches a lot, but he doesn’t always have a whole lot of patience.”\u003c/p>\n\u003cp>Van Zandt admits he has high expectations for his children. He also has high expectations for \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified\u003c/a>, which is why he and many parents like him were outraged when they learned\u003ca href=\"http://www.sfusdmath.org/middle-school-faq.html\"> Algebra 1 will no longer be taught in middle school\u003c/a> under \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, the state’s new academic standards.\u003c/p>\n\u003cp>Instead, all students will have to wait until their freshman year in high school to take the class.\u003c/p>\n\u003cp>Valentina says delaying Algebra 1 is going to hurt gifted students because some classes are “too easy” or “aren’t very challenging” for high-achieving students.\u003c/p>\n\u003cp>The shift to now require Algebra 1 in high school may seem like a subtle change, but it hits on a deep-rooted debate over when advanced math should be introduced, and to which students.\u003c/p>\n\u003cp>Some say Algebra 1 at a young age causes students to flounder.\u003c/p>\n\u003cp>Others say students will be unprepared for tough college-prep courses in high school if they don’t take Algebra 1 early.\u003c/p>\n\u003cp>Districts like\u003ca href=\"http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/219/ccss%20docs/CCSS%20for%20MATH.pdf\"> Los Angeles\u003c/a> and \u003ca href=\"http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/2993/ParentGuide_Math_8.pdf\">Oakland\u003c/a> are going to allow some high-achieving kids to go ahead and take algebra in middle school.\u003c/p>\n\u003cp>But not \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/Math%20Resources/ccss-math-faq.pdf\">San Francisco Unified\u003c/a>.\u003c/p>\n\u003cp>For years, all eighth-graders had to take Algebra 1. The vast majority, however, either failed or did poorly in the subject.\u003c/p>\n\u003cp>“Those students are now in a cycle of failure,” says \u003ca href=\"http://www.sfusdmath.org/our-team.html\">Lizzy Hull Barnes\u003c/a>, mathematics program administrator for the district.\u003c/p>\n\u003cfigure id=\"attachment_10611633\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg\" alt=\"Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011.\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10611633\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-400x275.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-1440x989.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-1400x961.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-1180x810.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls-960x659.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/07/AlgebraGirls.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011. \u003ccite>(Lenny Gonzalez/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new standards, the district is no longer taking a “drill and kill” approach to math. Instead, algebraic concepts will be woven into all math courses, beginning in kindergarten.\u003c/p>\n\u003cp>The goal is to get students fully prepared for \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/curriculum-and-standards/files/ccss-math-faq.pdf\">Math 8\u003c/a>, a hybrid pre-algebra class in eighth grade focusing on how linear functions and equations all fit together.\u003c/p>\n\u003cp>Students will then take a deep dive into Algebra 1 as high school freshman, which will also include transformational geometry and angle relationships.\u003c/p>\n\u003cp>Hull Barnes says exposing all students to high-quality math instruction is a social justice issue for SFUSD.\u003c/p>\n\u003cp>District officials say the controversial practice of tracking students — or separating them based on talent and ability — is simply wrong.\u003c/p>\n\u003cp>Math is now supposed to be more rigorous and engaging at all levels, regardless of the students’ ability.\u003c/p>\n\u003cp>“What it means to be good in math is no longer about answer-getting and speed,” Hull Barnes says. “To be truly deeply proficient in math, you have to defend your reasoning and understand how a mathematical situation would apply in the real world. That’s a very significant shift.”\u003c/p>\n\u003cp>This summer, San Francisco math teachers have been working hard to figure out how to implement Algebra 1 under the new standards because now teachers will have to engage students at all levels.\u003c/p>\n\u003cp>Before, most students didn’t talk in their Algebra 1 class unless a teacher called on them for an answer.\u003c/p>\n\u003cp>The course was also “packed” with content, says eighth-grade teacher Vriana Kempster, forcing educators to “move pretty quickly” and “skip the parts about when you would use those skills.”\u003c/p>\n\u003cp>Now students will be asked to tackle a math assignment in small groups so they can discuss, interact and problem-solve together in a more methodical manner.\u003c/p>\n\u003cp>But is this the best thing for the super-smart kids?\u003c/p>\n\u003cp>A growing group of San Francisco parents don’t believe so.\u003c/p>\n\u003cp>They say that not allowing their children to take Algebra 1 in middle school is going to significantly slow down their progress, and they’ll wind up helping other students in class.\u003c/p>\n\u003cp>They’re now pressuring the district to create more options so they don’t have to choose between private school or paying extra for advanced math classes.\u003c/p>\n\u003cp>“It’s very disappointing to me that our education system is really starting to be this cookie-cutter approach,” says Melody Hernandez, whose 13-year-old son will be in eighth grade this year. “It’s not feasible. … I really don’t want [my son] to lose his engagement in school because it’s not moving at a fast enough pace for him.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The California Report’s education reporter, Ana Tintocalis, will be taking a closer look at how Common Core Academic Standards are transforming education across the state as students gear up for the 2015-2016 school year . \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "UC Raising Its Minimum Wage to $15 an Hour",
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"content": "\u003cp>Declaring \"it's the right thing to do\" for workers and their families, University of California President Janet Napolitano announced Wednesday that the state's third-largest employer will increase base pay for its staff and contract workers to $15 an hour over the next three years.\u003c/p>\n\u003cp>The move follows similar steps by local governments and employers to give employees what activists call a \"living wage.\" Los Angeles, Seattle and San Francisco have all approved phased-in increases that eventually will take their minimum wage to $15 an hour, or about $31,200 for a full-time job.\u003c/p>\n\u003cp>Napolitano said Wednesday that UC should be taking the lead in ensuring its lowest-paid workers make decent wages. UC has 10 campuses, including UCLA and UC Berkeley, nearly 240,000 students and a staff of 195,000.\u003c/p>\n\u003cp>\"Our community does not exist in a vacuum. How we support our workers and their families impacts Californians who might never set foot on one of our campuses,\" she said. \"It's the right thing to do.\"\u003c/p>\n\u003cp>The university's hourly wage earners -- a group that includes students and full-time employees working in dining halls, dorms and bookstores or as gardeners, housekeepers and custodians at campuses and hospitals -- currently make the state minimum of $9 an hour.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Napolitano said she will boost that to $13 in October for employees who work at least 20 hours a week and by $1 an hour in each of the next two years.\u003c/p>\n\u003cp>About 4,200 UC employees and a much larger but undetermined number of workers hired by university contractors will receive the higher wage, UC spokeswoman Dianne Klein said.\u003c/p>\n\u003cp>\"I just thought it was important for a public university to plant the flag here for low-wage workers and a more livable wage,\" Napolitano, who was President Barack Obama's homeland security secretary before she assumed leadership of the University of California nearly two years ago, said in an interview.\u003c/p>\n\u003cp>The higher minimum-wage argument has gained traction amid concerns over the shrinking middle class and rising income inequality.\u003c/p>\n\u003cp>Supporters argue a higher wage floor will help lift the working poor into the middle class. Opponents warn that businesses will have to raise prices, shed jobs or cut employees' hours. At least 15 states have passed laws barring local governments from setting their own minimum wage.\u003c/p>\n\u003cp>Democrats, including presidential front-runner Hillary Rodham Clinton, have said they support a higher federal minimum wage, which is currently $7.25 per hour.\u003c/p>\n\u003cp>Vice President Joe Biden was scheduled to promote a higher minimum wage during a stop Wednesday at a washroom equipment manufacturer in Los Angeles.\u003c/p>\n\u003cp>On Tuesday, Los Angeles County, the nation's most populous county, voted to craft a law to raise the minimum wage to $15 over the next five years.\u003c/p>\n\u003cp>On the other side of the country, a New York state board Wednesday was poised to recommend a minimum wage increase for fast-food workers. The state's minimum wage is now $8.75 an hour and is set to rise to $9 an hour at year's end. Many fast-food workers say their industry should pay a minimum of $15 so that they can afford the high cost of living in New York City and elsewhere.\u003c/p>\n\u003cp>Wal-Mart, the nation's largest private employer, announced in February that it was raising its wages for a half-million employees to at least $10 an hour by next February.\u003c/p>\n\u003cp>The $15 minimum has become the rallying cry of labor groups nationwide who argue the base wage hasn't kept up with inflation.\u003c/p>\n\u003cp>University of California officials estimated that the raises for workers directly employed by UC will cost $14 million a year, a fraction of the system's $12.6 billion annual payroll. Klein said UC also predicts contractors will pass some of the cost of higher wages onto the university.\u003c/p>\n\u003cp>In recent months, workers and UC union leaders have complained about the university's increased reliance on contractors who, they allege, treat employees unfairly.\u003c/p>\n\u003cp>Napolitano said she is setting up a hotline and online reporting system so complaints about contractors' labor practices go directly to her office. The university also plans to audit its contractors to make sure they are paying their workers the higher base wage, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Napolitano's minimum-wage plan does not need approval from the governing Board of Regents, who on Wednesday were scheduled to consider a 3 percent cost-of-living increase for campus chancellors, medical center directors and other top executives.\u003c/p>\n\n",
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"nprByline": "\u003cstrong>\u003ca href=\"https://twitter.com/scoopscout\" target=\"_blank\">Lisa Leff\u003cbr />Associated Press\u003c/strong>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Declaring \"it's the right thing to do\" for workers and their families, University of California President Janet Napolitano announced Wednesday that the state's third-largest employer will increase base pay for its staff and contract workers to $15 an hour over the next three years.\u003c/p>\n\u003cp>The move follows similar steps by local governments and employers to give employees what activists call a \"living wage.\" Los Angeles, Seattle and San Francisco have all approved phased-in increases that eventually will take their minimum wage to $15 an hour, or about $31,200 for a full-time job.\u003c/p>\n\u003cp>Napolitano said Wednesday that UC should be taking the lead in ensuring its lowest-paid workers make decent wages. UC has 10 campuses, including UCLA and UC Berkeley, nearly 240,000 students and a staff of 195,000.\u003c/p>\n\u003cp>\"Our community does not exist in a vacuum. How we support our workers and their families impacts Californians who might never set foot on one of our campuses,\" she said. \"It's the right thing to do.\"\u003c/p>\n\u003cp>The university's hourly wage earners -- a group that includes students and full-time employees working in dining halls, dorms and bookstores or as gardeners, housekeepers and custodians at campuses and hospitals -- currently make the state minimum of $9 an hour.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Napolitano said she will boost that to $13 in October for employees who work at least 20 hours a week and by $1 an hour in each of the next two years.\u003c/p>\n\u003cp>About 4,200 UC employees and a much larger but undetermined number of workers hired by university contractors will receive the higher wage, UC spokeswoman Dianne Klein said.\u003c/p>\n\u003cp>\"I just thought it was important for a public university to plant the flag here for low-wage workers and a more livable wage,\" Napolitano, who was President Barack Obama's homeland security secretary before she assumed leadership of the University of California nearly two years ago, said in an interview.\u003c/p>\n\u003cp>The higher minimum-wage argument has gained traction amid concerns over the shrinking middle class and rising income inequality.\u003c/p>\n\u003cp>Supporters argue a higher wage floor will help lift the working poor into the middle class. Opponents warn that businesses will have to raise prices, shed jobs or cut employees' hours. At least 15 states have passed laws barring local governments from setting their own minimum wage.\u003c/p>\n\u003cp>Democrats, including presidential front-runner Hillary Rodham Clinton, have said they support a higher federal minimum wage, which is currently $7.25 per hour.\u003c/p>\n\u003cp>Vice President Joe Biden was scheduled to promote a higher minimum wage during a stop Wednesday at a washroom equipment manufacturer in Los Angeles.\u003c/p>\n\u003cp>On Tuesday, Los Angeles County, the nation's most populous county, voted to craft a law to raise the minimum wage to $15 over the next five years.\u003c/p>\n\u003cp>On the other side of the country, a New York state board Wednesday was poised to recommend a minimum wage increase for fast-food workers. The state's minimum wage is now $8.75 an hour and is set to rise to $9 an hour at year's end. Many fast-food workers say their industry should pay a minimum of $15 so that they can afford the high cost of living in New York City and elsewhere.\u003c/p>\n\u003cp>Wal-Mart, the nation's largest private employer, announced in February that it was raising its wages for a half-million employees to at least $10 an hour by next February.\u003c/p>\n\u003cp>The $15 minimum has become the rallying cry of labor groups nationwide who argue the base wage hasn't kept up with inflation.\u003c/p>\n\u003cp>University of California officials estimated that the raises for workers directly employed by UC will cost $14 million a year, a fraction of the system's $12.6 billion annual payroll. Klein said UC also predicts contractors will pass some of the cost of higher wages onto the university.\u003c/p>\n\u003cp>In recent months, workers and UC union leaders have complained about the university's increased reliance on contractors who, they allege, treat employees unfairly.\u003c/p>\n\u003cp>Napolitano said she is setting up a hotline and online reporting system so complaints about contractors' labor practices go directly to her office. The university also plans to audit its contractors to make sure they are paying their workers the higher base wage, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Napolitano's minimum-wage plan does not need approval from the governing Board of Regents, who on Wednesday were scheduled to consider a 3 percent cost-of-living increase for campus chancellors, medical center directors and other top executives.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Anna Deavere Smith Fights School-to-Prison Pipeline With New Play",
"title": "Anna Deavere Smith Fights School-to-Prison Pipeline With New Play",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>\u003ca href=\"http://annadeaveresmithprojects.net/\" target=\"_blank\">Anna Deavere Smith\u003c/a> is best known for her TV work on \u003ca href=\"http://www.sho.com/sho/nurse-jackie/home\" target=\"_blank\">\"Nurse Jackie\"\u003c/a> and \"The West Wing,\" but she’s been making documentary theater for decades, about race and class.\u003c/p>\n\u003cp>Her latest play, \u003ca href=\"http://www.berkeleyrep.org/season/1415/9293.asp\" target=\"_blank\">“Notes from the Field: Doing Time in Education, The California Chapter”\u003c/a> at Berkeley Repertory Theatre, tackles what social justice groups have dubbed the\u003ca href=\"http://www.pbs.org/wnet/tavissmiley/tsr/education-under-arrest/school-to-prison-pipeline-fact-sheet/\" target=\"_blank\"> school-to-prison pipeline\u003c/a>. That's what happens when black, brown and Native American children are suspended, expelled and even arrested way out of proportion to their numbers in the student population, putting them on a path to juvenile hall or prison.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/215213165\" 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>Smith creates her shows by interviewing people who know the issues firsthand, nearly 150 for \"Notes,\" and then embodying a dozen or more on stage, using quick changes in costume and voice.\u003c/p>\n\u003cp>For instance, \u003ca href=\"http://www.stocktongov.com/government/council/district6.html\" target=\"_blank\">Michael Tubbs\u003c/a>, an African-American city councilman from Stockton, makes an appearance near the beginning of the play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Whenever I talk to young people in Stockton,\" says Smith as Tubbs, \"I always quote the \u003ca href=\"http://allpoetry.com/The-Rose-That-Grew-From-Concrete\" target=\"_blank\">Tupac (Shakur) poem about the rose that grew from concrete\u003c/a>, where he talks about, 'Long live the rose that grew from concrete when no one else cares.' \"\u003c/p>\n\u003cp>A note of hope, tempered by another observation from Smith in her role as Tubbs.\u003c/p>\n\u003cp>\"For a lot of men of color in Stockton, there’s almost this prevailing sense of nihilism. You have an undercaste of young people who just feel forgotten, neglected and just angry, and don’t know what to be angry at.\"\u003c/p>\n\u003cp>Among the other characters: Abby Abinanti, chief judge of the Yurok Tribal Court, and Taos Proctor, a Yurok fisherman, who Abinanti helped rescue from the school-to-prison system.\u003c/p>\n\u003cp>The monologues, so vivid in Smith's impersonations, are underscored with musical backing from bassist, bandleader and composer Marcus Shelby.\u003c/p>\n\u003cfigure id=\"attachment_10603544\" class=\"wp-caption alignright\" style=\"max-width: 373px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/NF6_lr.jpg\">\u003cimg class=\"wp-image-10603544 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/NF6_lr.jpg\" alt='Bassist Marcus Shelby composes music for and performs in Anna Deavere Smith’s \"Notes from the Field: Doing Time in Education, The California Chapter\"' width=\"373\" height=\"560\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bassist Marcus Shelby composes music for and performs in Anna Deavere Smith’s \"Notes from the Field: Doing Time in Education, The California Chapter\" \u003ccite>(Kevin Berne/Berkeley Rep)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one transition between scenes, Shelby improvises on \"\u003ca href=\"https://www.youtube.com/watch?v=OGd6CdtOqEE\" target=\"_blank\">Spanish Harlem,\u003c/a>\" a old song that restates the theme of the Tupac poem:\u003c/p>\n\u003cp>\"There is a rose in Spanish Harlem...\u003c/p>\n\u003cp>It's growing in the street\u003cbr>\nRight up through the concrete.\"\u003c/p>\n\u003cp>Shelby plays that song and a lot of blues throughout the play because, he says, the blues capture the pain of the human condition.\u003c/p>\n\u003cp>\"It’s the dichotomy between tragedy and triumph,\" Shelby said. \"All the ways we feel life: anger happiness, love, tension, release.\u003c/p>\n\u003cp>The play is highly personal for Smith, whose mother was a teacher at a school in a poor Baltimore neighborhood.\u003c/p>\n\u003cp>\"So in my house,\" Smith said, \"my mother would bring home these great big boys because she believed there was no such thing as a non-reader. So if someone was in her sixth-grade class, they weren’t leaving sixth grade until they learned to read.\"\u003c/p>\n\u003cp>Smith argues, during an interview in a break from rehearsal recently, and in her characters on stage, that these days teachers are taking an unfair share of the blame for funneling troubled students into the school-to-prison pipeline.\u003c/p>\n\u003cp>\"Because it is a broader problem that is linked to poverty,\" Smith said, \"and the question is how do we help people become productive citizens to their families, to their country and to their communities.\"\u003c/p>\n\u003cp>The play has a surprise built into its second act, even for audiences familiar with Smith’s discursive storytelling.\u003c/p>\n\u003cp>At intermission during a recent preview, 20 facilitators, some from the writing corps \u003ca href=\"http://youthspeaks.org/\" target=\"_blank\">Youth Speaks\u003c/a>, broke the audience up into groups of 30 or so for a brisk whiteboard exercise.\u003c/p>\n\u003cfigure id=\"attachment_10603673\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/IMG_458627864.jpg\">\u003cimg class=\"wp-image-10603673 size-large\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/IMG_458627864-1440x1080.jpg\" alt=\"Poet Dahlak Brathwaite at the whiteboard during Anna Deveare Smith's "Notes from the Field: Doing Time in Education, The California Chapter.”\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-1400x1050.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Poet Dahlak Brathwaite at the whiteboard during Anna Deveare Smith's \"Notes from the Field: Doing Time in Education, The California Chapter.” \u003ccite>(Cy Musiker/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As audience members munched packets of cookies, the kind you might find in a schoolkid's lunchbox, poet Dahlak Brathwaite asked the audience to accept the challenge implicit in Smith's play, \"to be part of the effort to change (the school-to-prison pipeline).\"\u003c/p>\n\u003cp>In the play, Smith portrays a conversation with Sherrilyn Ifill, president of the NAACP Legal Defense and Education Fund, in which Ifill calls for the U.S. to invest in education in the same way it invested in the U.S. highway system and the suburbs.\u003c/p>\n\u003cp>But audience members in our group were less ambitious. One man said, \"To create the society I want to live in, I would be willing to pay higher taxes.\"\u003c/p>\n\u003cp>Another said, \"I will vote.\"\u003c/p>\n\u003cp>Asked what she thought of the exercise, Sybil Cobbs of Oakland, part of another group, said, \"I actually loved it. We’re changing our minds, and therefore everything will follow in terms of our actions.\"\u003c/p>\n\u003cp>But she added, \"One young man in our group said, ‘What change can we make in three years?’ And it was heart-wrenching, that our young people feel so hopeless.\"\u003c/p>\n\u003cp>The Act Two discussions raise the question of whether theater, or any art form, can change society. One scholar notes that plays agitating for change are as old the anti-war plays of Aristophanes, and as American as the Federal Theater Project of the Great Depression.\u003c/p>\n\u003cp>Smith herself bristled a bit when I asked the question.\u003c/p>\n\u003cp>\"It’s so obvious,\" she said, \"that art is a form of expression that gets beyond the official language. That complicates things. It has the opportunity to really draw more people in, and particularly in a place in their heart, where they might just make an adjustment about how they think about things.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Smith will be trying to motivate people to change the school-to-prison pipeline through Aug. 2 at Berkeley Rep. Then she and Berkeley Rep are working on plans to take the show to Yurok country in Northern California, and to three cities on the East Coast.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://annadeaveresmithprojects.net/\" target=\"_blank\">Anna Deavere Smith\u003c/a> is best known for her TV work on \u003ca href=\"http://www.sho.com/sho/nurse-jackie/home\" target=\"_blank\">\"Nurse Jackie\"\u003c/a> and \"The West Wing,\" but she’s been making documentary theater for decades, about race and class.\u003c/p>\n\u003cp>Her latest play, \u003ca href=\"http://www.berkeleyrep.org/season/1415/9293.asp\" target=\"_blank\">“Notes from the Field: Doing Time in Education, The California Chapter”\u003c/a> at Berkeley Repertory Theatre, tackles what social justice groups have dubbed the\u003ca href=\"http://www.pbs.org/wnet/tavissmiley/tsr/education-under-arrest/school-to-prison-pipeline-fact-sheet/\" target=\"_blank\"> school-to-prison pipeline\u003c/a>. That's what happens when black, brown and Native American children are suspended, expelled and even arrested way out of proportion to their numbers in the student population, putting them on a path to juvenile hall or prison.\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/215213165&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/215213165'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Smith creates her shows by interviewing people who know the issues firsthand, nearly 150 for \"Notes,\" and then embodying a dozen or more on stage, using quick changes in costume and voice.\u003c/p>\n\u003cp>For instance, \u003ca href=\"http://www.stocktongov.com/government/council/district6.html\" target=\"_blank\">Michael Tubbs\u003c/a>, an African-American city councilman from Stockton, makes an appearance near the beginning of the play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Whenever I talk to young people in Stockton,\" says Smith as Tubbs, \"I always quote the \u003ca href=\"http://allpoetry.com/The-Rose-That-Grew-From-Concrete\" target=\"_blank\">Tupac (Shakur) poem about the rose that grew from concrete\u003c/a>, where he talks about, 'Long live the rose that grew from concrete when no one else cares.' \"\u003c/p>\n\u003cp>A note of hope, tempered by another observation from Smith in her role as Tubbs.\u003c/p>\n\u003cp>\"For a lot of men of color in Stockton, there’s almost this prevailing sense of nihilism. You have an undercaste of young people who just feel forgotten, neglected and just angry, and don’t know what to be angry at.\"\u003c/p>\n\u003cp>Among the other characters: Abby Abinanti, chief judge of the Yurok Tribal Court, and Taos Proctor, a Yurok fisherman, who Abinanti helped rescue from the school-to-prison system.\u003c/p>\n\u003cp>The monologues, so vivid in Smith's impersonations, are underscored with musical backing from bassist, bandleader and composer Marcus Shelby.\u003c/p>\n\u003cfigure id=\"attachment_10603544\" class=\"wp-caption alignright\" style=\"max-width: 373px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/NF6_lr.jpg\">\u003cimg class=\"wp-image-10603544 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/NF6_lr.jpg\" alt='Bassist Marcus Shelby composes music for and performs in Anna Deavere Smith’s \"Notes from the Field: Doing Time in Education, The California Chapter\"' width=\"373\" height=\"560\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bassist Marcus Shelby composes music for and performs in Anna Deavere Smith’s \"Notes from the Field: Doing Time in Education, The California Chapter\" \u003ccite>(Kevin Berne/Berkeley Rep)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one transition between scenes, Shelby improvises on \"\u003ca href=\"https://www.youtube.com/watch?v=OGd6CdtOqEE\" target=\"_blank\">Spanish Harlem,\u003c/a>\" a old song that restates the theme of the Tupac poem:\u003c/p>\n\u003cp>\"There is a rose in Spanish Harlem...\u003c/p>\n\u003cp>It's growing in the street\u003cbr>\nRight up through the concrete.\"\u003c/p>\n\u003cp>Shelby plays that song and a lot of blues throughout the play because, he says, the blues capture the pain of the human condition.\u003c/p>\n\u003cp>\"It’s the dichotomy between tragedy and triumph,\" Shelby said. \"All the ways we feel life: anger happiness, love, tension, release.\u003c/p>\n\u003cp>The play is highly personal for Smith, whose mother was a teacher at a school in a poor Baltimore neighborhood.\u003c/p>\n\u003cp>\"So in my house,\" Smith said, \"my mother would bring home these great big boys because she believed there was no such thing as a non-reader. So if someone was in her sixth-grade class, they weren’t leaving sixth grade until they learned to read.\"\u003c/p>\n\u003cp>Smith argues, during an interview in a break from rehearsal recently, and in her characters on stage, that these days teachers are taking an unfair share of the blame for funneling troubled students into the school-to-prison pipeline.\u003c/p>\n\u003cp>\"Because it is a broader problem that is linked to poverty,\" Smith said, \"and the question is how do we help people become productive citizens to their families, to their country and to their communities.\"\u003c/p>\n\u003cp>The play has a surprise built into its second act, even for audiences familiar with Smith’s discursive storytelling.\u003c/p>\n\u003cp>At intermission during a recent preview, 20 facilitators, some from the writing corps \u003ca href=\"http://youthspeaks.org/\" target=\"_blank\">Youth Speaks\u003c/a>, broke the audience up into groups of 30 or so for a brisk whiteboard exercise.\u003c/p>\n\u003cfigure id=\"attachment_10603673\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/IMG_458627864.jpg\">\u003cimg class=\"wp-image-10603673 size-large\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/IMG_458627864-1440x1080.jpg\" alt=\"Poet Dahlak Brathwaite at the whiteboard during Anna Deveare Smith's "Notes from the Field: Doing Time in Education, The California Chapter.”\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-1400x1050.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/IMG_458627864-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Poet Dahlak Brathwaite at the whiteboard during Anna Deveare Smith's \"Notes from the Field: Doing Time in Education, The California Chapter.” \u003ccite>(Cy Musiker/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As audience members munched packets of cookies, the kind you might find in a schoolkid's lunchbox, poet Dahlak Brathwaite asked the audience to accept the challenge implicit in Smith's play, \"to be part of the effort to change (the school-to-prison pipeline).\"\u003c/p>\n\u003cp>In the play, Smith portrays a conversation with Sherrilyn Ifill, president of the NAACP Legal Defense and Education Fund, in which Ifill calls for the U.S. to invest in education in the same way it invested in the U.S. highway system and the suburbs.\u003c/p>\n\u003cp>But audience members in our group were less ambitious. One man said, \"To create the society I want to live in, I would be willing to pay higher taxes.\"\u003c/p>\n\u003cp>Another said, \"I will vote.\"\u003c/p>\n\u003cp>Asked what she thought of the exercise, Sybil Cobbs of Oakland, part of another group, said, \"I actually loved it. We’re changing our minds, and therefore everything will follow in terms of our actions.\"\u003c/p>\n\u003cp>But she added, \"One young man in our group said, ‘What change can we make in three years?’ And it was heart-wrenching, that our young people feel so hopeless.\"\u003c/p>\n\u003cp>The Act Two discussions raise the question of whether theater, or any art form, can change society. One scholar notes that plays agitating for change are as old the anti-war plays of Aristophanes, and as American as the Federal Theater Project of the Great Depression.\u003c/p>\n\u003cp>Smith herself bristled a bit when I asked the question.\u003c/p>\n\u003cp>\"It’s so obvious,\" she said, \"that art is a form of expression that gets beyond the official language. That complicates things. It has the opportunity to really draw more people in, and particularly in a place in their heart, where they might just make an adjustment about how they think about things.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Smith will be trying to motivate people to change the school-to-prison pipeline through Aug. 2 at Berkeley Rep. Then she and Berkeley Rep are working on plans to take the show to Yurok country in Northern California, and to three cities on the East Coast.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Program for Stay-at-Home Dads Takes Root in Richmond",
"title": "New Program for Stay-at-Home Dads Takes Root in Richmond",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>Outside his small apartment in Richmond, Travis McGee’s 9-month-old daughter, Honesty, clutches his chest as he shoos his two other little ones back inside a living room littered with toys and laundry. Like all new parents, McGee has been exhausted, freaked out and in love — for the past six years.\u003c/p>\n\u003cp>“Sleep?” he says, laughing lightly, “I don’t even know what sleep is anymore.”\u003c/p>\n\u003cp>Since he lost his job last fall, McGee has been staying home with the kids while their mom works.\u003c/p>\n\u003cp>“As much as I would like to be working right now,” McGee says, “[I] can’t beat the experience I’m getting being here with them every day.”\u003c/p>\n\u003cp>McGee isn’t alone. More dads are staying home to take care of their kids than ever before, according to a 2014 study from Pew Research Center. And as McGee points out, along with the joy of watching your kids grow up comes a lot of work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In low-income neighborhoods in Contra Costa County, men like McGee have been showing up at family resource centers with their kids in tow asking for help. In response, \u003ca href=\"http://www.firstfivecc.org/\">First 5 Contra Costa\u003c/a> and the nonprofit \u003ca href=\"http://www.brighter-beginnings.org/\">Brighter Beginnings\u003c/a> have launched a new home-visiting program just for dads.\u003c/p>\n\u003cp>Since January, McGee’s been getting some much-needed help from Chris Gibson, a fatherhood involvement coach for the new program.\u003c/p>\n\u003cp>“When Travis first got into the program he was standoffish, wouldn’t open up,” Gisbon says. “It was cool, but it wasn’t cool. One day we had a sit-down and a talk, and things just opened up drastically.”\u003c/p>\n\u003cp>For McGee, dealing with unemployment and three kids under the age of 5 has been stressful. But he says being able to open up to Gibson helped relieve some of that stress.\u003c/p>\n\u003cp>“If I need somebody to talk to about what I’m going through, ain’t nobody listening, he listens,” McGee says. “ ’Cause you just build up, keep building up that pent-up emotion, it’s just going to explode one way or another. So I mean, Chris, I can’t even explain how helpful he’s been.”\u003c/p>\n\u003cp>It would be very difficult for McGee to get this help if Gibson didn’t come to his house once every couple of weeks. With three kids in tow, McGee says making it across town on a bus to the office would be nearly impossible.\u003c/p>\n\u003cp>Many of the dads that Gibson visits have limitations of one kind or another -- they might be unemployed, on parole or have health problems -- but they all want to be better dads. He gives them practical advice on child care and coaches them to trust their own instincts.\u003c/p>\n\u003cp>“You’re the expert on your child,” Gibson tells the fathers he works with. “You know your child, you spend most of your time with this child. You know what certain cries mean. Little baby Travis, sometimes it’s hard to understand him, but Travis -- I know what you want, this that and the other.”\u003c/p>\n\u003cfigure id=\"attachment_10595995\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/Travisandbabytravis.jpg\">\u003cimg class=\"size-thumbnail wp-image-10595995\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/Travisandbabytravis-400x300.jpg\" alt=\"Stay-at-home dad Travis McGee says wrangling his three little ones is challenging, but rewarding. (Photo by: Sukey Lewis)\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-960x720.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stay-at-home dad Travis McGee says wrangling his three little ones is challenging, but rewarding. (Photo by: Sukey Lewis) \u003ccite>(Sukey Lewis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There aren’t a lot of resources for dads like McGee. But noticing a growing demand, First 5 launched the home-visiting program last fall.\u003c/p>\n\u003cp>“We saw a real shift during the recession, and a lot more fathers were staying home with the kids because at that point women could go out and get a job,” says early childhood development program officer Lisa Morrell. “And so all of the sudden they were the ones that were in charge of taking care of the kids. And we have family resource centers in these communities, and all of the sudden they were showing up with their kids saying, 'What do I do? My wife said to come here.' ”\u003c/p>\n\u003cp>First 5 has been supporting home visits for moms for 10 years. Research shows they can make families more resilient.\u003c/p>\n\u003cp>“They can reduce child abuse. They can, if you’re in the home with the families, you can catch things as they arise,” Morrell says.\u003c/p>\n\u003cp>Although it’s just a pilot program right now, she says that if all goes well, they plan to expand it to reach more low-income dads and their families over the next few years.\u003c/p>\n\u003cp>Here in Richmond, where unemployment, poverty and crime can all be major barriers to health and development, dads need all the help they can get.\u003c/p>\n\u003cp>“I don’t want my son to have to grow up and see stuff I’ve had to see,” McGee says. “Go through stuff I had to go through. I mean I’ve been shot at several times, just walking. And I don’t want one of my kids to be a statistic.”\u003c/p>\n\u003cp>Gibson also grew up in Richmond. As he helps McGee look for a job and fill out child-care applications, he sees himself changing his hometown.\u003c/p>\n\u003cp>“As long as we can change the community by changing individual families, it’s huge,” Gibson says. “It’s huge. And it’s just one family at a time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, Chris Gibson says he’s just one guy working for one program part time -- and there are a lot of new dads being born every day.\u003cbr>\n[soundcloud url=\"https://api.soundcloud.com/tracks/214182619\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"450\" iframe=\"true\" /]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Outside his small apartment in Richmond, Travis McGee’s 9-month-old daughter, Honesty, clutches his chest as he shoos his two other little ones back inside a living room littered with toys and laundry. Like all new parents, McGee has been exhausted, freaked out and in love — for the past six years.\u003c/p>\n\u003cp>“Sleep?” he says, laughing lightly, “I don’t even know what sleep is anymore.”\u003c/p>\n\u003cp>Since he lost his job last fall, McGee has been staying home with the kids while their mom works.\u003c/p>\n\u003cp>“As much as I would like to be working right now,” McGee says, “[I] can’t beat the experience I’m getting being here with them every day.”\u003c/p>\n\u003cp>McGee isn’t alone. More dads are staying home to take care of their kids than ever before, according to a 2014 study from Pew Research Center. And as McGee points out, along with the joy of watching your kids grow up comes a lot of work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In low-income neighborhoods in Contra Costa County, men like McGee have been showing up at family resource centers with their kids in tow asking for help. In response, \u003ca href=\"http://www.firstfivecc.org/\">First 5 Contra Costa\u003c/a> and the nonprofit \u003ca href=\"http://www.brighter-beginnings.org/\">Brighter Beginnings\u003c/a> have launched a new home-visiting program just for dads.\u003c/p>\n\u003cp>Since January, McGee’s been getting some much-needed help from Chris Gibson, a fatherhood involvement coach for the new program.\u003c/p>\n\u003cp>“When Travis first got into the program he was standoffish, wouldn’t open up,” Gisbon says. “It was cool, but it wasn’t cool. One day we had a sit-down and a talk, and things just opened up drastically.”\u003c/p>\n\u003cp>For McGee, dealing with unemployment and three kids under the age of 5 has been stressful. But he says being able to open up to Gibson helped relieve some of that stress.\u003c/p>\n\u003cp>“If I need somebody to talk to about what I’m going through, ain’t nobody listening, he listens,” McGee says. “ ’Cause you just build up, keep building up that pent-up emotion, it’s just going to explode one way or another. So I mean, Chris, I can’t even explain how helpful he’s been.”\u003c/p>\n\u003cp>It would be very difficult for McGee to get this help if Gibson didn’t come to his house once every couple of weeks. With three kids in tow, McGee says making it across town on a bus to the office would be nearly impossible.\u003c/p>\n\u003cp>Many of the dads that Gibson visits have limitations of one kind or another -- they might be unemployed, on parole or have health problems -- but they all want to be better dads. He gives them practical advice on child care and coaches them to trust their own instincts.\u003c/p>\n\u003cp>“You’re the expert on your child,” Gibson tells the fathers he works with. “You know your child, you spend most of your time with this child. You know what certain cries mean. Little baby Travis, sometimes it’s hard to understand him, but Travis -- I know what you want, this that and the other.”\u003c/p>\n\u003cfigure id=\"attachment_10595995\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/Travisandbabytravis.jpg\">\u003cimg class=\"size-thumbnail wp-image-10595995\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/Travisandbabytravis-400x300.jpg\" alt=\"Stay-at-home dad Travis McGee says wrangling his three little ones is challenging, but rewarding. (Photo by: Sukey Lewis)\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/Travisandbabytravis-960x720.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stay-at-home dad Travis McGee says wrangling his three little ones is challenging, but rewarding. (Photo by: Sukey Lewis) \u003ccite>(Sukey Lewis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There aren’t a lot of resources for dads like McGee. But noticing a growing demand, First 5 launched the home-visiting program last fall.\u003c/p>\n\u003cp>“We saw a real shift during the recession, and a lot more fathers were staying home with the kids because at that point women could go out and get a job,” says early childhood development program officer Lisa Morrell. “And so all of the sudden they were the ones that were in charge of taking care of the kids. And we have family resource centers in these communities, and all of the sudden they were showing up with their kids saying, 'What do I do? My wife said to come here.' ”\u003c/p>\n\u003cp>First 5 has been supporting home visits for moms for 10 years. Research shows they can make families more resilient.\u003c/p>\n\u003cp>“They can reduce child abuse. They can, if you’re in the home with the families, you can catch things as they arise,” Morrell says.\u003c/p>\n\u003cp>Although it’s just a pilot program right now, she says that if all goes well, they plan to expand it to reach more low-income dads and their families over the next few years.\u003c/p>\n\u003cp>Here in Richmond, where unemployment, poverty and crime can all be major barriers to health and development, dads need all the help they can get.\u003c/p>\n\u003cp>“I don’t want my son to have to grow up and see stuff I’ve had to see,” McGee says. “Go through stuff I had to go through. I mean I’ve been shot at several times, just walking. And I don’t want one of my kids to be a statistic.”\u003c/p>\n\u003cp>Gibson also grew up in Richmond. As he helps McGee look for a job and fill out child-care applications, he sees himself changing his hometown.\u003c/p>\n\u003cp>“As long as we can change the community by changing individual families, it’s huge,” Gibson says. “It’s huge. And it’s just one family at a time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, Chris Gibson says he’s just one guy working for one program part time -- and there are a lot of new dads being born every day.\u003cbr>\n\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='450'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/214182619&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/214182619'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"order": 5
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
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