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"content": "\u003cp>Calling the negotiations \"difficult but productive,\" Gov. Jerry Brown and Democratic legislative leaders have unveiled a $167.6 billion state budget, a plan that includes some adjustments demanded by legislators but is awfully close to a slam dunk for the governor's own fiscal priorities.\u003c/p>\n\u003cp>The \u003ca href=\"http://gov.ca.gov/news.php?id=19005\" target=\"_blank\">deal announced Monday afternoon at the state Capitol\u003c/a> paves the way for an enacted budget in plenty of time for the July 1 beginning of the state’s new fiscal year, a rarity for most of the past two decades, but now a common occurrence since voters made legislative passage of a budget simpler by approving \u003ca href=\"http://www.voterguide.sos.ca.gov/past/2010/general/propositions/25/\" target=\"_blank\">Proposition 25 in 2010\u003c/a>. Legislative staffers said they expect final votes sometime on Friday.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/210775919\" 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>Those votes will be on a budget that largely hews to the governor's demands, demonstrably different than the spending plan lawmakers endorsed only a day earlier.\u003c/p>\n\u003cp>\u003cstrong>Preschool In, Developmental Services Funding Out\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Under the brokered deal, the state will expand access to preschool and child care services by 13,800 slots. That’s more than Brown had endorsed in his \u003ca href=\"http://www.ebudget.ca.gov/2015-16/Revised/BudgetSummary/BSS/BSS.html\" target=\"_blank\">revised budget in May\u003c/a> (and financed from a number of pots of money, including some out of the K-14 education funding guarantee); but it’s smaller than the 27,000 slots legislative Democrats had demanded in their own spending plan.\u003c/p>\n\u003cp>And it offers $40 million for a high-profile effort to allow all children, regardless of their immigration status, health care coverage under the Medi-Cal plan. Legislative Democrats had wanted the coverage to kick in early in 2016; the compromise allows undocumented children into the system on May 1 of next year.\u003c/p>\n\u003cp>The deal also expands funding for the California State University and University of California systems beyond the governor's May budget -- $59 million more for CSU, $25 million more for UC -- but that money comes with strings attached, especially for UC officials who would have to add 5,000 in-state students by the summer of 2017 to get the cash.\u003c/p>\n\u003cp>Other highlights of the deal between the governor and legislative leaders include:\u003c/p>\n\u003cul>\n\u003cli>$226 million to restore a cut made several years ago to In-Home Supportive Services funding, but only for the 2016-17 budget year\u003c/li>\n\u003cli>A $500 million block grant to focus on teacher effectiveness, paid for out of the state's K-14 education funding guarantee\u003c/li>\n\u003cli>A new state earned income tax credit to help the working poor, at a cost of $380 million\u003c/li>\n\u003c/ul>\n\u003cp>But there was much more, it seemed, that the governor was unwilling to give legislative Democrats and to advocacy groups who wanted expanded social services. Perhaps most notable was a boost in funding for the developmental disability programs and a boost in monthly cash stipends for the aged, blind and disabled.\u003c/p>\n\u003cp>Also missing: \u003ca href=\"http://ww2.kqed.org/news/2015/06/04/lawmakers-push-for-welfare-money\" target=\"_blank\">additional money for families in the welfare assistance program, CalWORKs\u003c/a> -- including a legislative proposal to end the maximum family grant cap for families that have more children while receiving assistance.\u003c/p>\n\u003cp>\"We have more work to do,\" said Assembly Speaker Toni Atkins (D-San Diego) in her remarks at the news conference with the governor and Senate President pro Tem Kevin de León (D-Los Angeles). \"We didn't get everything we wanted accomplished in this budget, and so we'll redouble our efforts.\"\u003c/p>\n\u003cp>\u003cstrong>Special Legislative Sessions On Roads, Health Care\u003c/strong>\u003c/p>\n\u003cp>Those efforts will now turn to special legislative sessions being called by the governor to address state infrastructure needs and to craft long-term funding for health care services. Moving those items to a special session -- and out of the budget -- not only buys more time for negotiations, but also could put some political pressure on legislative Republicans. A number of GOP legislators expressed support for both policy needs during the budget debates this year, but would now be asked to approve new revenues to fund them.\u003c/p>\n\u003cp>\u003cstrong>Governor Wins Tax Estimate Fight ... Again\u003c/strong>\u003c/p>\n\u003cp>For Brown, the deal marks another milestone in his quest for state budget stability -- stability brought on by a fascinating combination of an improving economy, new budget crafting rules approved by voters over the past few years, and the governor’s unique ability to control the master political narrative in Sacramento.\u003c/p>\n\u003cp>It was, after all, Brown who vetoed the budget in his first go round on returning to the governor’s office in 2011. Since then, he has won pretty much every budget fight, none more important than the debate over tax revenue projections.\u003c/p>\n\u003cp>The new budget agreement again relies on the estimates crafted by the governor’s fiscal advisers, an estimate that’s approximately $2.2 billion smaller in size than the one favored by the Legislature. As such, the negotiated deal is less ambitious than the spending plan approved less than 24 hours earlier.\u003c/p>\n\u003cp>\"If we start fiddling\" with the system of predicting revenues, said Brown in the budget deal news conference, \"we get subjective, political, and I'm not prepared to do that.\"\u003c/p>\n\u003cp>Brown’s \u003ca href=\"http://ww2.kqed.org/news/2015/05/27/california-state-budget-fight-now-about-predictions-more-than-programs\" target=\"_blank\">continued success in shrinking revenue expectations\u003c/a> has meant fewer resources for social services and other non-mandated expenses. It’s also allowed the governor to limit the use of “surplus” dollars each time that his predictions have been surpassed. Had Brown agreed, both this time and in previous years, to cementing the higher revenue estimates in the annual budget act, more of the money would have been funneled into ongoing commitments.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Given the yo-yo quality of our finances,\" said the governor, \"I think the steady consistency [of the Brown administration's economists] is a good idea.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Calling the negotiations \"difficult but productive,\" Gov. Jerry Brown and Democratic legislative leaders have unveiled a $167.6 billion state budget, a plan that includes some adjustments demanded by legislators but is awfully close to a slam dunk for the governor's own fiscal priorities.\u003c/p>\n\u003cp>The \u003ca href=\"http://gov.ca.gov/news.php?id=19005\" target=\"_blank\">deal announced Monday afternoon at the state Capitol\u003c/a> paves the way for an enacted budget in plenty of time for the July 1 beginning of the state’s new fiscal year, a rarity for most of the past two decades, but now a common occurrence since voters made legislative passage of a budget simpler by approving \u003ca href=\"http://www.voterguide.sos.ca.gov/past/2010/general/propositions/25/\" target=\"_blank\">Proposition 25 in 2010\u003c/a>. Legislative staffers said they expect final votes sometime on Friday.\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/210775919&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/210775919'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Those votes will be on a budget that largely hews to the governor's demands, demonstrably different than the spending plan lawmakers endorsed only a day earlier.\u003c/p>\n\u003cp>\u003cstrong>Preschool In, Developmental Services Funding Out\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Under the brokered deal, the state will expand access to preschool and child care services by 13,800 slots. That’s more than Brown had endorsed in his \u003ca href=\"http://www.ebudget.ca.gov/2015-16/Revised/BudgetSummary/BSS/BSS.html\" target=\"_blank\">revised budget in May\u003c/a> (and financed from a number of pots of money, including some out of the K-14 education funding guarantee); but it’s smaller than the 27,000 slots legislative Democrats had demanded in their own spending plan.\u003c/p>\n\u003cp>And it offers $40 million for a high-profile effort to allow all children, regardless of their immigration status, health care coverage under the Medi-Cal plan. Legislative Democrats had wanted the coverage to kick in early in 2016; the compromise allows undocumented children into the system on May 1 of next year.\u003c/p>\n\u003cp>The deal also expands funding for the California State University and University of California systems beyond the governor's May budget -- $59 million more for CSU, $25 million more for UC -- but that money comes with strings attached, especially for UC officials who would have to add 5,000 in-state students by the summer of 2017 to get the cash.\u003c/p>\n\u003cp>Other highlights of the deal between the governor and legislative leaders include:\u003c/p>\n\u003cul>\n\u003cli>$226 million to restore a cut made several years ago to In-Home Supportive Services funding, but only for the 2016-17 budget year\u003c/li>\n\u003cli>A $500 million block grant to focus on teacher effectiveness, paid for out of the state's K-14 education funding guarantee\u003c/li>\n\u003cli>A new state earned income tax credit to help the working poor, at a cost of $380 million\u003c/li>\n\u003c/ul>\n\u003cp>But there was much more, it seemed, that the governor was unwilling to give legislative Democrats and to advocacy groups who wanted expanded social services. Perhaps most notable was a boost in funding for the developmental disability programs and a boost in monthly cash stipends for the aged, blind and disabled.\u003c/p>\n\u003cp>Also missing: \u003ca href=\"http://ww2.kqed.org/news/2015/06/04/lawmakers-push-for-welfare-money\" target=\"_blank\">additional money for families in the welfare assistance program, CalWORKs\u003c/a> -- including a legislative proposal to end the maximum family grant cap for families that have more children while receiving assistance.\u003c/p>\n\u003cp>\"We have more work to do,\" said Assembly Speaker Toni Atkins (D-San Diego) in her remarks at the news conference with the governor and Senate President pro Tem Kevin de León (D-Los Angeles). \"We didn't get everything we wanted accomplished in this budget, and so we'll redouble our efforts.\"\u003c/p>\n\u003cp>\u003cstrong>Special Legislative Sessions On Roads, Health Care\u003c/strong>\u003c/p>\n\u003cp>Those efforts will now turn to special legislative sessions being called by the governor to address state infrastructure needs and to craft long-term funding for health care services. Moving those items to a special session -- and out of the budget -- not only buys more time for negotiations, but also could put some political pressure on legislative Republicans. A number of GOP legislators expressed support for both policy needs during the budget debates this year, but would now be asked to approve new revenues to fund them.\u003c/p>\n\u003cp>\u003cstrong>Governor Wins Tax Estimate Fight ... Again\u003c/strong>\u003c/p>\n\u003cp>For Brown, the deal marks another milestone in his quest for state budget stability -- stability brought on by a fascinating combination of an improving economy, new budget crafting rules approved by voters over the past few years, and the governor’s unique ability to control the master political narrative in Sacramento.\u003c/p>\n\u003cp>It was, after all, Brown who vetoed the budget in his first go round on returning to the governor’s office in 2011. Since then, he has won pretty much every budget fight, none more important than the debate over tax revenue projections.\u003c/p>\n\u003cp>The new budget agreement again relies on the estimates crafted by the governor’s fiscal advisers, an estimate that’s approximately $2.2 billion smaller in size than the one favored by the Legislature. As such, the negotiated deal is less ambitious than the spending plan approved less than 24 hours earlier.\u003c/p>\n\u003cp>\"If we start fiddling\" with the system of predicting revenues, said Brown in the budget deal news conference, \"we get subjective, political, and I'm not prepared to do that.\"\u003c/p>\n\u003cp>Brown’s \u003ca href=\"http://ww2.kqed.org/news/2015/05/27/california-state-budget-fight-now-about-predictions-more-than-programs\" target=\"_blank\">continued success in shrinking revenue expectations\u003c/a> has meant fewer resources for social services and other non-mandated expenses. It’s also allowed the governor to limit the use of “surplus” dollars each time that his predictions have been surpassed. Had Brown agreed, both this time and in previous years, to cementing the higher revenue estimates in the annual budget act, more of the money would have been funneled into ongoing commitments.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Given the yo-yo quality of our finances,\" said the governor, \"I think the steady consistency [of the Brown administration's economists] is a good idea.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>David Silver sees himself as a \"cheerleader\" for Oakland education and says the city needs to show a more united front in how it serves students.\u003c/p>\n\u003cp>\"We cannot be fractured in our efforts to support our kids,\" he said.\u003c/p>\n\u003cp>Mayor Libby Schaaf has hired the former Oakland principal as the city's new director of education. Silver was most recently the CEO of College Track, a national organization that helps underserved students graduate from college.\u003c/p>\n\u003cp>In his new role, he'll be responsible for creating partnerships with families, communities and the school district itself. In an interview Friday, Silver told KQED that by the fall, he and the mayor's office hope to have a strong plan for how the city will be supporting Oakland's public schools.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/210089150\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cp>The following Q-and-A has been edited for length.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Devin Katayama:\u003c/strong> It sounds like a huge task for one person. What role should the city play in Oakland's public school system?\u003c/p>\n\u003cp>\u003cstrong>David Silver:\u003c/strong> At the end of the day what we believe that Oakland needs is for everybody to be rowing in the same direction. I have been in Oakland for 18 years in education and I have never seen the alignment of a superintendent, a mayor, a city council, a school board and other community partners like we have today.\u003c/p>\n\u003cp>I think what's missing sometimes is relationships. And as a former teacher, as a former principal, as a former nonprofit leader, I want to utilize whatever relationships I have been able to use as well as the mayor has to be able to bring us together as a common vision and I think that common vision is around cradle-to-career.\u003c/p>\n\u003cp>It's very clear to me that there is widespread alignment on the idea that we need to take our most vulnerable population starting when they're born and provide more and better aligned resources for them.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Is part of your job to bring in new money?\u003c/p>\n\u003cp>\u003cstrong>Silver:\u003c/strong> My philosophy is if you have the right ideas and if you have the right relationships, the resources will come. I think the mayor has done a great job in her first six months at building those relationships, and I think I will try to leverage those as well as the relationships of other people within the city to bring in more resources.\u003c/p>\n\u003cp>At the end of the day, yes, we need more resources in this city and we need to make sure that happens so I will be a partner in that. When people ask, \"So does this job have jurisdiction over X, Y or Z?\" What this job has is an opportunity to inspire. What this has is an opportunity to bring together a coalition towards a big vision.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Are there any immediate or long-term initiatives that you have planned?\u003c/p>\n\u003cp>\u003cstrong>Silver:\u003c/strong> The biggest initiative that the mayor and I want to do is literally put together a cradle-to-career plan with specific ideas and benchmarks where we're going to have tangible impacts for kids.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I think what makes it unique is if we were to launch something like an \"Oakland College Promise\" that is something that is not just at one level or another. We're talking about a three-legged stool where you're talking about 0-5, you're talking about K to 12 and you're talking about college into career.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>David Silver sees himself as a \"cheerleader\" for Oakland education and says the city needs to show a more united front in how it serves students.\u003c/p>\n\u003cp>\"We cannot be fractured in our efforts to support our kids,\" he said.\u003c/p>\n\u003cp>Mayor Libby Schaaf has hired the former Oakland principal as the city's new director of education. Silver was most recently the CEO of College Track, a national organization that helps underserved students graduate from college.\u003c/p>\n\u003cp>In his new role, he'll be responsible for creating partnerships with families, communities and the school district itself. In an interview Friday, Silver told KQED that by the fall, he and the mayor's office hope to have a strong plan for how the city will be supporting Oakland's public schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/210089150&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/210089150'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The following Q-and-A has been edited for length.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Devin Katayama:\u003c/strong> It sounds like a huge task for one person. What role should the city play in Oakland's public school system?\u003c/p>\n\u003cp>\u003cstrong>David Silver:\u003c/strong> At the end of the day what we believe that Oakland needs is for everybody to be rowing in the same direction. I have been in Oakland for 18 years in education and I have never seen the alignment of a superintendent, a mayor, a city council, a school board and other community partners like we have today.\u003c/p>\n\u003cp>I think what's missing sometimes is relationships. And as a former teacher, as a former principal, as a former nonprofit leader, I want to utilize whatever relationships I have been able to use as well as the mayor has to be able to bring us together as a common vision and I think that common vision is around cradle-to-career.\u003c/p>\n\u003cp>It's very clear to me that there is widespread alignment on the idea that we need to take our most vulnerable population starting when they're born and provide more and better aligned resources for them.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Is part of your job to bring in new money?\u003c/p>\n\u003cp>\u003cstrong>Silver:\u003c/strong> My philosophy is if you have the right ideas and if you have the right relationships, the resources will come. I think the mayor has done a great job in her first six months at building those relationships, and I think I will try to leverage those as well as the relationships of other people within the city to bring in more resources.\u003c/p>\n\u003cp>At the end of the day, yes, we need more resources in this city and we need to make sure that happens so I will be a partner in that. When people ask, \"So does this job have jurisdiction over X, Y or Z?\" What this job has is an opportunity to inspire. What this has is an opportunity to bring together a coalition towards a big vision.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Are there any immediate or long-term initiatives that you have planned?\u003c/p>\n\u003cp>\u003cstrong>Silver:\u003c/strong> The biggest initiative that the mayor and I want to do is literally put together a cradle-to-career plan with specific ideas and benchmarks where we're going to have tangible impacts for kids.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I think what makes it unique is if we were to launch something like an \"Oakland College Promise\" that is something that is not just at one level or another. We're talking about a three-legged stool where you're talking about 0-5, you're talking about K to 12 and you're talking about college into career.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Organizations Try to Close the College Adviser Gap in California",
"title": "Organizations Try to Close the College Adviser Gap in California",
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"content": "\u003cp>\u003cem>This story was written by \u003ca href=\"http://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003ca href=\"http://hechingerreport.org/special-reports/california/\" target=\"_blank\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Applying to college is an overwhelming process that most teenagers only complete with an abundance of one key adult resource: nagging.\u003c/p>\n\u003cp>“The battle is that students need help with every step of the process,” said college counselor Frank Marquez of Bell High School near Los Angeles.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/209854210\" 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>With few exceptions, 17 and 18-year-olds tend to be terrible at meeting deadlines, finishing tasks without reminders or putting themselves out there to ask questions that might make them look dumb. All of these skills are needed to successfully register for and take college entrance exams, write personal statements, research schools, complete applications, pay fees, fill out financial aid applications, apply for scholarships, and any number of other tasks needed for kids to get into and enroll in college.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And yes, applying is just one step toward a college degree. After that, students need to enroll, register for classes, show up during office hours… the list goes on. The process is hard enough for middle-class students who can draw on their parents' experience; it can be completely overwhelming for kids who are the first in their families to try it. And many just give college a pass. A University of Chicago study of Chicago Public School seniors found that only \u003ca href=\"http://ccsr.uchicago.edu/downloads/1835ccsr_potholes_summary.pdf\" target=\"_blank\">59 percent\u003c/a> of students who aspired to a four-year college degree even applied.\u003c/p>\n\u003cp>But it turns out just getting students to apply could be one of the simplest solutions to getting more kids from low-income families to go to college. Another Chicago-based study, this one by the American Institutes for Research and Northwestern University, found that students with an active college coach were 17-20 percent more likely to apply to college than those without.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://hechingerreport.org/rich-school-poor-school/\" target=\"_blank\">Related: Rich School, Poor School\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>So counselors like Marquez can be the make-or-break adult in the life of students who are the first in their families to try to make the leap from high school to college.\u003c/p>\n\u003cp>Shari Sevier of the American School Counselor Association concurs.\u003c/p>\n\u003cp>“For our students who are first-generation, low-income, I think it’s critical that we spend one-on-one time with them and walk them through the process,” Sevier said.\u003c/p>\n\u003cp>In short, they need to be nagged, just like middle-class teenagers, whose college-educated parents are more likely to have the tools and the time to stay on top of their kids’ college applications.\u003c/p>\n\u003cp>But Marquez is one of just two district-hired college counselors at Bell, a \u003ca href=\"http://data1.cde.ca.gov/dataquest/Enrollment/GradeEnr.aspx?cType=ALL&cGender=B&cYear=2014-15&Level=School&cSelect=Bell+Senior+High--Los+Angeles+Uni--1964733-1930866&cChoice=SchEnrGr\" target=\"_blank\">3,200-student school\u003c/a>. And even two dedicated college counselors at a Los Angeles Unified District school is a luxury, he said. The district average is 412 students to every one counselor, according to a \u003ca href=\"http://www.dailynews.com/social-affairs/20150126/lausd-hires-social-workers-counselors-to-help-students-in-foster-care\">recent story in the Los Angeles Daily News\u003c/a>. And many of those counselors are responsible not only for their student’s college planning, but also for their mental health and class schedules. (Bell has mental health and academic counselors too.)\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://hechingerreport.org/transfer-schools-california-might-graduate/\" target=\"_blank\">Related: Plenty of Credits, No Diploma\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>The average in the state of California is even worse: \u003ca href=\"http://www.schoolcounselor.org/asca/media/asca/home/Ratios2012-2013.pdf\" target=\"_blank\">826 students\u003c/a> to every one counselor as of 2012-13, the most recent school year for which data is available. The state ranks second to last after Arizona. Only three states -- Vermont, Wyoming and New Hampshire -- meet the School Counselors Association guideline of 250 students to one counselor. The national average is 482 students to every one counselor.\u003c/p>\n\u003cp>Yet, a college degree is still the most reliable path out of poverty. Of kids who grow up in poverty, those who earn a college degree are \u003ca href=\"http://www.pewtrusts.org/~/media/Assets/2013/11/01/MovingOnUppdf.pdf\" target=\"_blank\">five times \u003c/a>more likely to leave the bottom 20 percent of earners than their peers who don’t, according to a 2013 report by Pew Charitable Trusts, a think tank. College graduates who grew up in poverty are also 2.5 times more likely to make it to the middle 20 percent of earners than their non-graduate peers.\u003c/p>\n\u003cp>Those figures have recently caught the attention of a growing number of advocates who are sending private advisers into public high schools to help students apply to college.\u003c/p>\n\u003cp>Bell is one of those high schools.\u003c/p>\n\u003cp>Reyna Valenzuela is Bell’s new college adviser. She’s not a certified counselor. She’s a recent college graduate and a member of the \u003ca href=\"http://advisingcorps.org/\" target=\"_blank\">Southern California College Advising Corps.\u003c/a> And she acts a whole lot like a college counselor: Valenzuela spends her days in the college counseling office at Bell supervising student applications, interpreting financial aid forms and tracking down answers to student questions about everything from immigration status to residential housing fees.\u003c/p>\n\u003cfigure id=\"attachment_10558165\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10558165\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Mongeau-advising_1-800x450.jpeg\" alt=\"Reyna Valenzuela, standing, waits on hold for one Bell High School student while answering a question for another. Valenzuela is a member of the Southern California College Advising Corps based in Los Angeles.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-1440x810.jpeg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reyna Valenzuela, standing, waits on hold for one Bell High School student while answering a question for another. Valenzuela is a member of the Southern California College Advising Corps based in Los Angeles. \u003ccite>(Lilian Mongeau, The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“She’s well-trained,” Marquez said of Valenzuela. “She knows how to help them with SAT, ACT, college applications, FAFSA, Dream Act, college financial aid forms. So it’s another full-time person to assist students directly, which is what we need.”\u003c/p>\n\u003cp>And her age and high energy mean students gravitate towards her, Marquez said.\u003c/p>\n\u003cp>“I like Miss Reyna's method,” said senior Andrea Ramirez, 17. “Now that she knows me well she expects me to do things on my own, which is great, but not great, because I'm not ready for that.”\u003c/p>\n\u003cp>Ramirez is headed to Humboldt State in Northern California next fall. She’s nervous about going so far away, but says her parents support her even if her mom is pretty nervous too. She’ll be the first in her family to attend college.\u003c/p>\n\u003cp>“I regret not applying somewhere close,” Ramirez said, “but then I thought about it and I thought: I should try this on my own.”\u003c/p>\n\u003cp>Completing the college application process on her own would not have been realistic though, Ramirez said. She’s grateful to Marquez, Valenzuela and her advisers from another college access program, AVID, for helping her get through it.\u003c/p>\n\u003cp>The College Advising Corps, which boasts 450 advisers in 500 high schools in 14 states across the country, does not have a corner on sending outside advisers into public schools. Federal programs like Upward Bound have been doing similar work for decades and newer programs like \u003ca href=\"http://www.10000degrees.org/\" target=\"_blank\">10,000 Degrees\u003c/a> in the California Bay Area and \u003ca href=\"https://www.uaspire.org/\" target=\"_blank\">uAspire\u003c/a> are all taking slightly different approaches to providing more help to students hoping to be the first in their families to earn a college degree.\u003c/p>\n\u003cp>“It’s not necessarily new work, but it is certainly expanding work,” said Kim Cook, executive director of the National College Access Network, an organization that helps coordinate the efforts of groups focused on increasing college access. “The attention to the demand for degrees and the great need of students out there has definitely multiplied the associations and the organizations doing this work.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://hechingerreport.org/new-program-steers-bright-poor-kids-top-universities-colleges/\" target=\"_blank\">Related: New program steers bright poor kids to top universities and colleges\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Not everyone thinks bringing outside college advisers into schools is a good idea. Sevier of the School Counselor Association worries that placing recent college graduates in counseling offices with just a summer’s worth of training could lead to trouble.\u003c/p>\n\u003cp>Counselors, she said, have advanced degrees in counseling and are legally responsible for the advice they give. A four-year degree in any given subject does not qualify someone to walk into a school counseling office and give advice, Sevier said, and a better plan would be to hire fully certified counselors with smaller caseloads.\u003c/p>\n\u003cp>That would be a heavy lift in California. To get to the recommended student-to-counselor ratio here, districts would have to collectively hire more than 17,000 new counselors.\u003c/p>\n\u003cp>And there might be something to the idea of having outside advisers working in schools, said Ara Arzumanian, program manager for the Southern California College Advising Corps.\u003c/p>\n\u003cp>“You’d be hard pressed to find someone on a high school campus who just has one job,” Arzumanian said. “Because we’re an outside partner, we are able to be very defensive of that adviser’s time and say, ‘They are only going to be doing college access to the exclusion of everything else.’”\u003c/p>\n\u003cp>Valenzuela says she is a good match for the students she’s helping. Though she said the neighborhood in East L.A. where she grew up was very different from Bell, both are areas in which lots of young people aspire to be the first in their families to attend college. That was Valenzuela’s dream too -- one she achieved -- so she knows what it takes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Sometimes it can be really overwhelming and I understand if you don’t have that support at home, getting in and meeting deadlines can be really complicated,” Valenzuela said. “Just being able to help fill that gap for students is something I enjoy doing.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was written by \u003ca href=\"http://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003ca href=\"http://hechingerreport.org/special-reports/california/\" target=\"_blank\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Applying to college is an overwhelming process that most teenagers only complete with an abundance of one key adult resource: nagging.\u003c/p>\n\u003cp>“The battle is that students need help with every step of the process,” said college counselor Frank Marquez of Bell High School near Los Angeles.\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/209854210&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/209854210'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>With few exceptions, 17 and 18-year-olds tend to be terrible at meeting deadlines, finishing tasks without reminders or putting themselves out there to ask questions that might make them look dumb. All of these skills are needed to successfully register for and take college entrance exams, write personal statements, research schools, complete applications, pay fees, fill out financial aid applications, apply for scholarships, and any number of other tasks needed for kids to get into and enroll in college.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And yes, applying is just one step toward a college degree. After that, students need to enroll, register for classes, show up during office hours… the list goes on. The process is hard enough for middle-class students who can draw on their parents' experience; it can be completely overwhelming for kids who are the first in their families to try it. And many just give college a pass. A University of Chicago study of Chicago Public School seniors found that only \u003ca href=\"http://ccsr.uchicago.edu/downloads/1835ccsr_potholes_summary.pdf\" target=\"_blank\">59 percent\u003c/a> of students who aspired to a four-year college degree even applied.\u003c/p>\n\u003cp>But it turns out just getting students to apply could be one of the simplest solutions to getting more kids from low-income families to go to college. Another Chicago-based study, this one by the American Institutes for Research and Northwestern University, found that students with an active college coach were 17-20 percent more likely to apply to college than those without.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://hechingerreport.org/rich-school-poor-school/\" target=\"_blank\">Related: Rich School, Poor School\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>So counselors like Marquez can be the make-or-break adult in the life of students who are the first in their families to try to make the leap from high school to college.\u003c/p>\n\u003cp>Shari Sevier of the American School Counselor Association concurs.\u003c/p>\n\u003cp>“For our students who are first-generation, low-income, I think it’s critical that we spend one-on-one time with them and walk them through the process,” Sevier said.\u003c/p>\n\u003cp>In short, they need to be nagged, just like middle-class teenagers, whose college-educated parents are more likely to have the tools and the time to stay on top of their kids’ college applications.\u003c/p>\n\u003cp>But Marquez is one of just two district-hired college counselors at Bell, a \u003ca href=\"http://data1.cde.ca.gov/dataquest/Enrollment/GradeEnr.aspx?cType=ALL&cGender=B&cYear=2014-15&Level=School&cSelect=Bell+Senior+High--Los+Angeles+Uni--1964733-1930866&cChoice=SchEnrGr\" target=\"_blank\">3,200-student school\u003c/a>. And even two dedicated college counselors at a Los Angeles Unified District school is a luxury, he said. The district average is 412 students to every one counselor, according to a \u003ca href=\"http://www.dailynews.com/social-affairs/20150126/lausd-hires-social-workers-counselors-to-help-students-in-foster-care\">recent story in the Los Angeles Daily News\u003c/a>. And many of those counselors are responsible not only for their student’s college planning, but also for their mental health and class schedules. (Bell has mental health and academic counselors too.)\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://hechingerreport.org/transfer-schools-california-might-graduate/\" target=\"_blank\">Related: Plenty of Credits, No Diploma\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>The average in the state of California is even worse: \u003ca href=\"http://www.schoolcounselor.org/asca/media/asca/home/Ratios2012-2013.pdf\" target=\"_blank\">826 students\u003c/a> to every one counselor as of 2012-13, the most recent school year for which data is available. The state ranks second to last after Arizona. Only three states -- Vermont, Wyoming and New Hampshire -- meet the School Counselors Association guideline of 250 students to one counselor. The national average is 482 students to every one counselor.\u003c/p>\n\u003cp>Yet, a college degree is still the most reliable path out of poverty. Of kids who grow up in poverty, those who earn a college degree are \u003ca href=\"http://www.pewtrusts.org/~/media/Assets/2013/11/01/MovingOnUppdf.pdf\" target=\"_blank\">five times \u003c/a>more likely to leave the bottom 20 percent of earners than their peers who don’t, according to a 2013 report by Pew Charitable Trusts, a think tank. College graduates who grew up in poverty are also 2.5 times more likely to make it to the middle 20 percent of earners than their non-graduate peers.\u003c/p>\n\u003cp>Those figures have recently caught the attention of a growing number of advocates who are sending private advisers into public high schools to help students apply to college.\u003c/p>\n\u003cp>Bell is one of those high schools.\u003c/p>\n\u003cp>Reyna Valenzuela is Bell’s new college adviser. She’s not a certified counselor. She’s a recent college graduate and a member of the \u003ca href=\"http://advisingcorps.org/\" target=\"_blank\">Southern California College Advising Corps.\u003c/a> And she acts a whole lot like a college counselor: Valenzuela spends her days in the college counseling office at Bell supervising student applications, interpreting financial aid forms and tracking down answers to student questions about everything from immigration status to residential housing fees.\u003c/p>\n\u003cfigure id=\"attachment_10558165\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10558165\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Mongeau-advising_1-800x450.jpeg\" alt=\"Reyna Valenzuela, standing, waits on hold for one Bell High School student while answering a question for another. Valenzuela is a member of the Southern California College Advising Corps based in Los Angeles.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-1440x810.jpeg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/Mongeau-advising_1.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reyna Valenzuela, standing, waits on hold for one Bell High School student while answering a question for another. Valenzuela is a member of the Southern California College Advising Corps based in Los Angeles. \u003ccite>(Lilian Mongeau, The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“She’s well-trained,” Marquez said of Valenzuela. “She knows how to help them with SAT, ACT, college applications, FAFSA, Dream Act, college financial aid forms. So it’s another full-time person to assist students directly, which is what we need.”\u003c/p>\n\u003cp>And her age and high energy mean students gravitate towards her, Marquez said.\u003c/p>\n\u003cp>“I like Miss Reyna's method,” said senior Andrea Ramirez, 17. “Now that she knows me well she expects me to do things on my own, which is great, but not great, because I'm not ready for that.”\u003c/p>\n\u003cp>Ramirez is headed to Humboldt State in Northern California next fall. She’s nervous about going so far away, but says her parents support her even if her mom is pretty nervous too. She’ll be the first in her family to attend college.\u003c/p>\n\u003cp>“I regret not applying somewhere close,” Ramirez said, “but then I thought about it and I thought: I should try this on my own.”\u003c/p>\n\u003cp>Completing the college application process on her own would not have been realistic though, Ramirez said. She’s grateful to Marquez, Valenzuela and her advisers from another college access program, AVID, for helping her get through it.\u003c/p>\n\u003cp>The College Advising Corps, which boasts 450 advisers in 500 high schools in 14 states across the country, does not have a corner on sending outside advisers into public schools. Federal programs like Upward Bound have been doing similar work for decades and newer programs like \u003ca href=\"http://www.10000degrees.org/\" target=\"_blank\">10,000 Degrees\u003c/a> in the California Bay Area and \u003ca href=\"https://www.uaspire.org/\" target=\"_blank\">uAspire\u003c/a> are all taking slightly different approaches to providing more help to students hoping to be the first in their families to earn a college degree.\u003c/p>\n\u003cp>“It’s not necessarily new work, but it is certainly expanding work,” said Kim Cook, executive director of the National College Access Network, an organization that helps coordinate the efforts of groups focused on increasing college access. “The attention to the demand for degrees and the great need of students out there has definitely multiplied the associations and the organizations doing this work.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://hechingerreport.org/new-program-steers-bright-poor-kids-top-universities-colleges/\" target=\"_blank\">Related: New program steers bright poor kids to top universities and colleges\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Not everyone thinks bringing outside college advisers into schools is a good idea. Sevier of the School Counselor Association worries that placing recent college graduates in counseling offices with just a summer’s worth of training could lead to trouble.\u003c/p>\n\u003cp>Counselors, she said, have advanced degrees in counseling and are legally responsible for the advice they give. A four-year degree in any given subject does not qualify someone to walk into a school counseling office and give advice, Sevier said, and a better plan would be to hire fully certified counselors with smaller caseloads.\u003c/p>\n\u003cp>That would be a heavy lift in California. To get to the recommended student-to-counselor ratio here, districts would have to collectively hire more than 17,000 new counselors.\u003c/p>\n\u003cp>And there might be something to the idea of having outside advisers working in schools, said Ara Arzumanian, program manager for the Southern California College Advising Corps.\u003c/p>\n\u003cp>“You’d be hard pressed to find someone on a high school campus who just has one job,” Arzumanian said. “Because we’re an outside partner, we are able to be very defensive of that adviser’s time and say, ‘They are only going to be doing college access to the exclusion of everything else.’”\u003c/p>\n\u003cp>Valenzuela says she is a good match for the students she’s helping. Though she said the neighborhood in East L.A. where she grew up was very different from Bell, both are areas in which lots of young people aspire to be the first in their families to attend college. That was Valenzuela’s dream too -- one she achieved -- so she knows what it takes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Sometimes it can be really overwhelming and I understand if you don’t have that support at home, getting in and meeting deadlines can be really complicated,” Valenzuela said. “Just being able to help fill that gap for students is something I enjoy doing.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Some California Preschools Serve Young English Learners Well, But It's Tough",
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"content": "\u003cp>The 3- and 4-year-olds in Amapola Beenn’s class in East Oakland looked out the window this spring and saw butterflies. They were curious. So Beenn went shopping, bought some monarch eggs and hatched them at school.\u003c/p>\n\u003cp>“We wanted to create the whole experience in the classroom,” she said.\u003c/p>\n\u003cp>For her students, Beenn said, it’s important to have this visual, hands-on and, most importantly, \u003cem>bilingual\u003c/em> experience, because her preschool, De Colores, is located in the part of Oakland with the highest concentration of English learners.\u003c/p>\n\u003cp>“This area especially is a melting pot,” she said.\u003c/p>\n\u003cp>California is a melting pot, itself. \u003ca href=\"http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf\">Half of preschool-aged children\u003c/a> live in families where English is not the first language. Most are Spanish speaking, though scores of other languages are spoken as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the state's public school system, English-language learners make up more than 20 percent of kindergarten-through-high school students. And, \u003ca href=\"http://ww2.kqed.org/news/2015/05/22/struggling-with-english-from-kindergarten-to-high-school-graduation\">as KQED reported\u003c/a>, many of these students will likely end up in the category of \"long-term English learners.\"\u003c/p>\n\u003cp>The California Department of Education now gives extra money to public school districts with more English learners, but that hasn’t been the case for preschool programs -- not even those with state subsidies.\u003c/p>\n\u003cp>One thing the Department of Education \u003cem>is\u003c/em> doing: This summer, for the first time, it's adding a chapter to its preschool guidelines describing how to best support youngsters simultaneously learning English and their home language. But there’s no guarantee these guidelines will be used, and there is not a lot of extra money to help preschools implement them.\u003c/p>\n\u003cp>“We had at least a billion dollars more in early childhood [funding] prior to the recession,” said Cecilia Fisher-Dahms, who works in the California Department of Education and has focused on young, dual-language learners.\u003c/p>\n\u003cp>The state has restored some of its early-childhood education funding, but it could be a while before it gets back to where it used to be, said Fisher-Dahms. Even then, child advocates say, it's not enough.\u003c/p>\n\u003cp>Meanwhile, English learners in California \u003ca href=\"http://dq.cde.ca.gov/dataquest/cohortrates/CRByProgram.aspx?cds=00000000000000&TheYear=2013-14&Agg=T&Topic=Graduates&RC=State&SubGroup=Ethnic/Racial\">drop out at a higher rate\u003c/a> than almost any other group of students. That's why Fisher-Dahms is working on giving them a better start. She points to research by Nobel laureate and \u003ca href=\"http://heckmanequation.org/content/resource/invest-early-childhood-development-reduce-deficits-strengthen-economy\">University of Chicago professor James Heckman\u003c/a>, which suggests good early-childhood programs can improve social and economic outcomes for low-income students.\u003c/p>\n\u003cp>“It’s really going to pay off in terms of state dividends,” said Fisher-Dahms.\u003c/p>\n\u003cp>But for dual-language learners, good preschool programs are still being figured out, said Soodie Ansari with the San Mateo County Office of Education.\u003c/p>\n\u003cp>“Often times [in education] we have principles, we have philosophies,” she said. “And then the next step is, what does it look like on the ground? What does it actually look like in the classroom?”\u003c/p>\n\u003cp>The state’s new guidelines are another step in the right direction, but there's still more to be done, said Ansari. Preschools need to offer better pay to attract more qualified teachers, she said. And those teachers need paid time to assess how well the children are developing their skills, something afforded to K-12 teachers.\u003c/p>\n\u003cp>“We don’t really have the time to sit together as a team and think about, 'OK, these are the results in the classroom. This is the profile of the children in our classroom. How are we going to address their needs?'\"\u003c/p>\n\u003cp>Right now, it will fall to individual preschools to decide whether or how to use the state guidelines for dual-language learners, she said.\u003c/p>\n\u003cp>There’s no funded mandate despite having strong research that supports programs like De Colores, where Amapola Beenn works.\u003c/p>\n\u003cfigure id=\"attachment_10559604\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg\">\u003cimg class=\"size-medium wp-image-10559604\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg\" alt=\"Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's a Head Start program run through The Unity Council, and it receives most of its funding from the federal government, but state dollars -- as well as foundation grants -- also chip in to help serve low-income children.\u003c/p>\n\u003cp>Beenn said she is lucky to get paid time to plan lessons, and she receives certain professional development that’s not granted to most state-subsidized preschool educators. But her largest supporter has been the Unity Council itself, which gave her time to go back to graduate school, she said.\u003c/p>\n\u003cp>“The first thing I did when I came here was go back to school to get a masters [degree] in early childhood, which I didn’t have.”\u003c/p>\n\u003cp>Now she leads a dual-language program, where children hear Spanish and English throughout the day from two different teachers. The kids sit in a circle and sing songs and listen to stories in both languages.\u003c/p>\n\u003cp>The families of the children are also served here. Adults can hone their English skills and get parenting advice, and the school has even offered classes for those with alcohol dependency, said Beenn.\u003c/p>\n\u003cp>When the state releases its new guidelines this summer, they will be backed by current research, which says this type of bilingual program is on the right track. The program supports families and supports the home language, while a child also learns English. This builds the foundation for how language and concepts work, said Beenn.\u003c/p>\n\u003cp>“There are windows in your brain that open up,\" she said. \"The more you speak, the more you acquire information for anything. Not just language.\"\u003c/p>\n\u003cp>And it’s not just Spanish. There are many other languages her students speak, like Farsi and Mam, and in order to succeed in a global society, it’s important that her students don’t lose their languages, she said.\u003c/p>\n\u003cp>“When you lose \u003cem>la raiz\u003c/em>, the root of who you are, the core of who we are, we lose our identity,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Bilingual preschool helps establish that identity, to serve kids as they grow, said Beenn.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The 3- and 4-year-olds in Amapola Beenn’s class in East Oakland looked out the window this spring and saw butterflies. They were curious. So Beenn went shopping, bought some monarch eggs and hatched them at school.\u003c/p>\n\u003cp>“We wanted to create the whole experience in the classroom,” she said.\u003c/p>\n\u003cp>For her students, Beenn said, it’s important to have this visual, hands-on and, most importantly, \u003cem>bilingual\u003c/em> experience, because her preschool, De Colores, is located in the part of Oakland with the highest concentration of English learners.\u003c/p>\n\u003cp>“This area especially is a melting pot,” she said.\u003c/p>\n\u003cp>California is a melting pot, itself. \u003ca href=\"http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf\">Half of preschool-aged children\u003c/a> live in families where English is not the first language. Most are Spanish speaking, though scores of other languages are spoken as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the state's public school system, English-language learners make up more than 20 percent of kindergarten-through-high school students. And, \u003ca href=\"http://ww2.kqed.org/news/2015/05/22/struggling-with-english-from-kindergarten-to-high-school-graduation\">as KQED reported\u003c/a>, many of these students will likely end up in the category of \"long-term English learners.\"\u003c/p>\n\u003cp>The California Department of Education now gives extra money to public school districts with more English learners, but that hasn’t been the case for preschool programs -- not even those with state subsidies.\u003c/p>\n\u003cp>One thing the Department of Education \u003cem>is\u003c/em> doing: This summer, for the first time, it's adding a chapter to its preschool guidelines describing how to best support youngsters simultaneously learning English and their home language. But there’s no guarantee these guidelines will be used, and there is not a lot of extra money to help preschools implement them.\u003c/p>\n\u003cp>“We had at least a billion dollars more in early childhood [funding] prior to the recession,” said Cecilia Fisher-Dahms, who works in the California Department of Education and has focused on young, dual-language learners.\u003c/p>\n\u003cp>The state has restored some of its early-childhood education funding, but it could be a while before it gets back to where it used to be, said Fisher-Dahms. Even then, child advocates say, it's not enough.\u003c/p>\n\u003cp>Meanwhile, English learners in California \u003ca href=\"http://dq.cde.ca.gov/dataquest/cohortrates/CRByProgram.aspx?cds=00000000000000&TheYear=2013-14&Agg=T&Topic=Graduates&RC=State&SubGroup=Ethnic/Racial\">drop out at a higher rate\u003c/a> than almost any other group of students. That's why Fisher-Dahms is working on giving them a better start. She points to research by Nobel laureate and \u003ca href=\"http://heckmanequation.org/content/resource/invest-early-childhood-development-reduce-deficits-strengthen-economy\">University of Chicago professor James Heckman\u003c/a>, which suggests good early-childhood programs can improve social and economic outcomes for low-income students.\u003c/p>\n\u003cp>“It’s really going to pay off in terms of state dividends,” said Fisher-Dahms.\u003c/p>\n\u003cp>But for dual-language learners, good preschool programs are still being figured out, said Soodie Ansari with the San Mateo County Office of Education.\u003c/p>\n\u003cp>“Often times [in education] we have principles, we have philosophies,” she said. “And then the next step is, what does it look like on the ground? What does it actually look like in the classroom?”\u003c/p>\n\u003cp>The state’s new guidelines are another step in the right direction, but there's still more to be done, said Ansari. Preschools need to offer better pay to attract more qualified teachers, she said. And those teachers need paid time to assess how well the children are developing their skills, something afforded to K-12 teachers.\u003c/p>\n\u003cp>“We don’t really have the time to sit together as a team and think about, 'OK, these are the results in the classroom. This is the profile of the children in our classroom. How are we going to address their needs?'\"\u003c/p>\n\u003cp>Right now, it will fall to individual preschools to decide whether or how to use the state guidelines for dual-language learners, she said.\u003c/p>\n\u003cp>There’s no funded mandate despite having strong research that supports programs like De Colores, where Amapola Beenn works.\u003c/p>\n\u003cfigure id=\"attachment_10559604\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg\">\u003cimg class=\"size-medium wp-image-10559604\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg\" alt=\"Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15421_IMG_0091.JPG-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amapola Beenn reads to her students in Spanish. Later another teacher will read to the group in English. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's a Head Start program run through The Unity Council, and it receives most of its funding from the federal government, but state dollars -- as well as foundation grants -- also chip in to help serve low-income children.\u003c/p>\n\u003cp>Beenn said she is lucky to get paid time to plan lessons, and she receives certain professional development that’s not granted to most state-subsidized preschool educators. But her largest supporter has been the Unity Council itself, which gave her time to go back to graduate school, she said.\u003c/p>\n\u003cp>“The first thing I did when I came here was go back to school to get a masters [degree] in early childhood, which I didn’t have.”\u003c/p>\n\u003cp>Now she leads a dual-language program, where children hear Spanish and English throughout the day from two different teachers. The kids sit in a circle and sing songs and listen to stories in both languages.\u003c/p>\n\u003cp>The families of the children are also served here. Adults can hone their English skills and get parenting advice, and the school has even offered classes for those with alcohol dependency, said Beenn.\u003c/p>\n\u003cp>When the state releases its new guidelines this summer, they will be backed by current research, which says this type of bilingual program is on the right track. The program supports families and supports the home language, while a child also learns English. This builds the foundation for how language and concepts work, said Beenn.\u003c/p>\n\u003cp>“There are windows in your brain that open up,\" she said. \"The more you speak, the more you acquire information for anything. Not just language.\"\u003c/p>\n\u003cp>And it’s not just Spanish. There are many other languages her students speak, like Farsi and Mam, and in order to succeed in a global society, it’s important that her students don’t lose their languages, she said.\u003c/p>\n\u003cp>“When you lose \u003cem>la raiz\u003c/em>, the root of who you are, the core of who we are, we lose our identity,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Bilingual preschool helps establish that identity, to serve kids as they grow, said Beenn.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Guidance counselor Agustina Sanchez yells out the names of 27 seniors at Dinuba High School.\u003c/p>\n\u003cp>\"Elizabeth!\" she calls, as she goes down the list. \"Daisy!\"\u003c/p>\n\u003cp>They get in line to pick up their biliteracy medals. It's just one more task in the hubbub of today’s graduation rehearsal.\u003c/p>\n\u003cp>\"Can we wear these tonight?\" one student asks.\u003c/p>\n\u003cp>\"You can wear 'em,\" says Sanchez.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/210029562\" 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>Tonight is the real graduation for this small town high school about 35 miles southeast of Fresno. These students will wear the medals around their necks when they pick up their diplomas, which also have the special \u003ca href=\"http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp\" target=\"_blank\">seal of biliteracy\u003c/a>.\u003c/p>\n\u003cp>To receive the award, students have to meet certain criteria. These include passing English classes and the state English language test, and getting either a 3.0 on an Advanced Placement foreign language exam or a 3.0 or higher in foreign language classes.\u003c/p>\n\u003cp>It's a recent effort by the state of California to formally recognize students who are proficient in more than one language.\u003c/p>\n\u003cp>Daisy Del Rio speaks Spanish and English. When she learned there was an award for bilingualism at Dinuba High School, she says she became dead set on getting it.\u003c/p>\n\u003cp>\"I was in the office daily asking, 'Hey am I going to get it? Am I going to get it?' I got it. Oh, it's such an accomplishment to me. I'm first generation Mexican-American. I felt this was something I needed to pursue and something I needed to achieve.\"\u003c/p>\n\u003cp>Del Rio says she wanted the seal because she's seen her immigrant parents toil to make her life better. Her mom works in a packing house; her dad is a truck driver.\u003c/p>\n\u003cp>\"Just seeing them work hard every day, come home, taking off their boots, that alone inspires me,\" she says.\u003c/p>\n\u003cp>Del Rio, who is the youngest of three children, has also worked hard. This summer she's heading to American University in Washington, D.C. to study political science. \"It's up to me to be the first one to go to college in my family,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_10548768\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut.jpg\">\u003cimg class=\"wp-image-10548768 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg\" alt=\"RS15357_photo-qut\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Counselor Agustina Sanchez watches her Seal of Biliteracy students take a selfie. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s proud of her dual heritage and says the seal signifies the value of California's diversity.\u003c/p>\n\u003cp>\"It exemplifies who you are, what your culture is,\" she says.\u003c/p>\n\u003cp>Laurie Olsen, an expert on English-learner education, agrees. \"It suddenly gives [students] a sense of not being stigmatized for having those other languages and that this is being recognized now,\" she says.\u003c/p>\n\u003cp>Olsen is on the board of \u003ca href=\"http://www.californianstogether.org/\" target=\"_blank\">Californians Together\u003c/a>, the organization that convinced California to become the first state to adopt the seal of biliteracy. That was in 2011; since then, nine other states have joined the ranks and 11 more are in the process.\u003c/p>\n\u003cp>\"This idea has taken off with great energy,\" Olsen says. \"It’s amazing that it came from California, which was the state that gave birth to the English-only movement.\"\u003c/p>\n\u003cp>She’s referring to \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227.htm\" target=\"_blank\">Proposition 227\u003c/a>, which was passed in 1998 and all but ended bilingual education. The focus then was on English immersion. But the tide may be changing. A measure to repeal most of that proposition is on the \u003ca href=\"http://ballotpedia.org/California_Multilingual_Education_Act_(2016)\" target=\"_blank\">2016 ballot\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, at least 198 K-12 school districts statewide have adopted the seal of biliteracy. And many schools are trying to figure out how to help more kids earn it.\u003c/p>\n\u003cp>\"It’s opening up the question of where are the programs that are going to lead to bilingual proficiency,\" says Olsen.\u003c/p>\n\u003cp>Dinuba High School guidance counselor Agustina Sanchez says schools also see the practicality in the award.\u003c/p>\n\u003cp>\"When you walk into any job interview in college you're able to put it into a binder and say: 'Well would you like to see proof?'\"\u003c/p>\n\u003cp>She says \u003ca href=\"https://velazquezpress.com/velazquez-press-seal-biliteracy-recognition\" target=\"_blank\">Velázquez Press \u003c/a>sponsored the medals for her students. Each year, the company donates 5,000 medals free of charge. \"A lot of districts want to do it but just don't have the budget,\" says Velázquez Press CEO Arthur Chou. \"Our rule is we want to make this happen.\"\u003c/p>\n\u003cp>About 50,000 students in California have earned the seal, says Olsen. But that's not taking into account this year's students, some of whom haven't yet graduated.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The most wonderful thing is going to the award ceremonies where the seals are being given out,\" Olsen says. \"And seeing the way in which families, whole communities turn out and the tremendous pride they feel at just having it be said and recognized that there is enormous skill to language proficiency.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Guidance counselor Agustina Sanchez yells out the names of 27 seniors at Dinuba High School.\u003c/p>\n\u003cp>\"Elizabeth!\" she calls, as she goes down the list. \"Daisy!\"\u003c/p>\n\u003cp>They get in line to pick up their biliteracy medals. It's just one more task in the hubbub of today’s graduation rehearsal.\u003c/p>\n\u003cp>\"Can we wear these tonight?\" one student asks.\u003c/p>\n\u003cp>\"You can wear 'em,\" says Sanchez.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/210029562&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/210029562'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Tonight is the real graduation for this small town high school about 35 miles southeast of Fresno. These students will wear the medals around their necks when they pick up their diplomas, which also have the special \u003ca href=\"http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp\" target=\"_blank\">seal of biliteracy\u003c/a>.\u003c/p>\n\u003cp>To receive the award, students have to meet certain criteria. These include passing English classes and the state English language test, and getting either a 3.0 on an Advanced Placement foreign language exam or a 3.0 or higher in foreign language classes.\u003c/p>\n\u003cp>It's a recent effort by the state of California to formally recognize students who are proficient in more than one language.\u003c/p>\n\u003cp>Daisy Del Rio speaks Spanish and English. When she learned there was an award for bilingualism at Dinuba High School, she says she became dead set on getting it.\u003c/p>\n\u003cp>\"I was in the office daily asking, 'Hey am I going to get it? Am I going to get it?' I got it. Oh, it's such an accomplishment to me. I'm first generation Mexican-American. I felt this was something I needed to pursue and something I needed to achieve.\"\u003c/p>\n\u003cp>Del Rio says she wanted the seal because she's seen her immigrant parents toil to make her life better. Her mom works in a packing house; her dad is a truck driver.\u003c/p>\n\u003cp>\"Just seeing them work hard every day, come home, taking off their boots, that alone inspires me,\" she says.\u003c/p>\n\u003cp>Del Rio, who is the youngest of three children, has also worked hard. This summer she's heading to American University in Washington, D.C. to study political science. \"It's up to me to be the first one to go to college in my family,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_10548768\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut.jpg\">\u003cimg class=\"wp-image-10548768 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg\" alt=\"RS15357_photo-qut\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15357_photo-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Counselor Agustina Sanchez watches her Seal of Biliteracy students take a selfie. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s proud of her dual heritage and says the seal signifies the value of California's diversity.\u003c/p>\n\u003cp>\"It exemplifies who you are, what your culture is,\" she says.\u003c/p>\n\u003cp>Laurie Olsen, an expert on English-learner education, agrees. \"It suddenly gives [students] a sense of not being stigmatized for having those other languages and that this is being recognized now,\" she says.\u003c/p>\n\u003cp>Olsen is on the board of \u003ca href=\"http://www.californianstogether.org/\" target=\"_blank\">Californians Together\u003c/a>, the organization that convinced California to become the first state to adopt the seal of biliteracy. That was in 2011; since then, nine other states have joined the ranks and 11 more are in the process.\u003c/p>\n\u003cp>\"This idea has taken off with great energy,\" Olsen says. \"It’s amazing that it came from California, which was the state that gave birth to the English-only movement.\"\u003c/p>\n\u003cp>She’s referring to \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227.htm\" target=\"_blank\">Proposition 227\u003c/a>, which was passed in 1998 and all but ended bilingual education. The focus then was on English immersion. But the tide may be changing. A measure to repeal most of that proposition is on the \u003ca href=\"http://ballotpedia.org/California_Multilingual_Education_Act_(2016)\" target=\"_blank\">2016 ballot\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, at least 198 K-12 school districts statewide have adopted the seal of biliteracy. And many schools are trying to figure out how to help more kids earn it.\u003c/p>\n\u003cp>\"It’s opening up the question of where are the programs that are going to lead to bilingual proficiency,\" says Olsen.\u003c/p>\n\u003cp>Dinuba High School guidance counselor Agustina Sanchez says schools also see the practicality in the award.\u003c/p>\n\u003cp>\"When you walk into any job interview in college you're able to put it into a binder and say: 'Well would you like to see proof?'\"\u003c/p>\n\u003cp>She says \u003ca href=\"https://velazquezpress.com/velazquez-press-seal-biliteracy-recognition\" target=\"_blank\">Velázquez Press \u003c/a>sponsored the medals for her students. Each year, the company donates 5,000 medals free of charge. \"A lot of districts want to do it but just don't have the budget,\" says Velázquez Press CEO Arthur Chou. \"Our rule is we want to make this happen.\"\u003c/p>\n\u003cp>About 50,000 students in California have earned the seal, says Olsen. 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"content": "\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How’d it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children’s education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“¿Qué pasó hoy en tu paseo de la escuela?” she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>“Matemáticas y como … I can’t say it,” says Angel. “Um, it’s, um, how… how do you say multiplication? It’s hard to say it.”\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren’t fluent in English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>“It was difficult because I would always try to get other people to understand what I was saying,” says Lidia. “But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.”\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he’s academically proficient in it.\u003c/p>\n\u003cp>“Sometimes I get bad on the tests,” says Angel. “And sometimes I forgot to turn in my homework.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/209857857″ 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>One in four california students are still learning English. Almost all of them go to classes where it’s the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel’s scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>“It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,” she says. “Because they’re learning in all these different modes.”\u003c/p>\n\u003cp>The essentials of strong teaching — project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand — is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>“So we’re going to have a writing assignment today about Sophie,” Plant says to the class. “So what could we write about, a Sophie adventure story?”\u003c/p>\n\u003cp>Angel answers, “Her and her dog friends on a quest.”\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>“And yet when it comes to the academic language … that’s where they’re totally lost. Test taking, also, words like “evaluate” and “solve” being the same thing. If they have to answer the question, ‘Could you please tell us why this happened in the story and give us some clues?’ Instead of telling us why, they’ll tell us what happened.”\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank — it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>“Which usually works out to 25 minutes once they get seated and get their workbooks,” says Plant. “So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.”\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>“Teachers mostly don’t know how to teach language,” says English-learner researcher Laurie Olsen. “They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.”\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies — colorful posters, words and diagrams — in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk — a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>“Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?”\u003c/p>\n\u003cp>“Well, the kelp is eaten by the crab,” says Alfred. “Then the octopus eats the crab. Then the octopus is eaten by the whale.”\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he’s using big words like “octopus” and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>“I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,” says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important — and challenging — piece of the new model is retraining teachers.\u003c/p>\n\u003cp>“It’s over a two-and-a-half-year period,”says Paula Cornia, the English learner administrator for the Oak Grove district. “And it’s very intense, but it’s very successful. I’ve never seen a program this successful.”\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>“To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,” says Elena Fajardo, administrator for the state Department of Education’s Language Policy and Leadership Office. “The extent to which it is necessary has become very clear.”\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family’s future.\u003c/p>\n\u003cp>“The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,” says Mrs. Luque in Spanish. “I want them to have an office job or the option to work from home if they want to and earn money without struggling.”\u003c/p>\n\u003cp>This year, the Luques’ youngest son, Valentin, started kindergarten. He’s one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How’d it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children’s education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“¿Qué pasó hoy en tu paseo de la escuela?” she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>“Matemáticas y como … I can’t say it,” says Angel. “Um, it’s, um, how… how do you say multiplication? It’s hard to say it.”\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren’t fluent in English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>“It was difficult because I would always try to get other people to understand what I was saying,” says Lidia. “But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.”\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he’s academically proficient in it.\u003c/p>\n\u003cp>“Sometimes I get bad on the tests,” says Angel. “And sometimes I forgot to turn in my homework.”\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/209857857″&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/209857857″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One in four california students are still learning English. Almost all of them go to classes where it’s the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel’s scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>“It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,” she says. “Because they’re learning in all these different modes.”\u003c/p>\n\u003cp>The essentials of strong teaching — project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand — is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>“So we’re going to have a writing assignment today about Sophie,” Plant says to the class. “So what could we write about, a Sophie adventure story?”\u003c/p>\n\u003cp>Angel answers, “Her and her dog friends on a quest.”\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>“And yet when it comes to the academic language … that’s where they’re totally lost. Test taking, also, words like “evaluate” and “solve” being the same thing. If they have to answer the question, ‘Could you please tell us why this happened in the story and give us some clues?’ Instead of telling us why, they’ll tell us what happened.”\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank — it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>“Which usually works out to 25 minutes once they get seated and get their workbooks,” says Plant. “So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.”\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>“Teachers mostly don’t know how to teach language,” says English-learner researcher Laurie Olsen. “They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.”\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies — colorful posters, words and diagrams — in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk — a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>“Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?”\u003c/p>\n\u003cp>“Well, the kelp is eaten by the crab,” says Alfred. “Then the octopus eats the crab. Then the octopus is eaten by the whale.”\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he’s using big words like “octopus” and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>“I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,” says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important — and challenging — piece of the new model is retraining teachers.\u003c/p>\n\u003cp>“It’s over a two-and-a-half-year period,”says Paula Cornia, the English learner administrator for the Oak Grove district. “And it’s very intense, but it’s very successful. I’ve never seen a program this successful.”\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>“To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,” says Elena Fajardo, administrator for the state Department of Education’s Language Policy and Leadership Office. “The extent to which it is necessary has become very clear.”\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family’s future.\u003c/p>\n\u003cp>“The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,” says Mrs. Luque in Spanish. “I want them to have an office job or the option to work from home if they want to and earn money without struggling.”\u003c/p>\n\u003cp>This year, the Luques’ youngest son, Valentin, started kindergarten. He’s one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I’m the cool one in this house,” says the eighth-grader. “I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Because English is where my homeland is!” he says. “If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?”\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Like any kid learns how to speak English — TV! … I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.”\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\" rel=\"noopener\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\" rel=\"noopener\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">[soundcloud url=”https://api.soundcloud.com/tracks/209710996″ 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 class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven’t acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I want to go to college, Santa Clara University. Marine biology. That’s my favorite thing in the whole world,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\" rel=\"noopener\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose’s eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills “in a very undermining and insulting way.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">“And these eighth-graders, they realize this,” he says. “I can tell in their faces. When I ask them, ‘What is this?’ and I point to a picture of a carrot, they look at me as if I’m an idiot. ‘Are you serious?’ And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?”\u003c/p>\n\u003cp>Though the test’s listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,” says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\" rel=\"noopener\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She’s pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that’s started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>“Why a student does or does not progress is very individual to the local education agency,” says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>“How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose’s K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard — kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It’s supposed to take five to seven years.\u003c/p>\n\u003cp>“We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,” says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school — better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it’s because the schools aren’t doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>“It’s not about when you get reclassified,” says researcher Laurie Olsen. “It’s about when we get kids to the level they need.”\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Sitting down with them and saying, ‘Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.”\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material — the math, science, and language arts — that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can’t wait to follow his older sister to high school. He thinks he’ll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques’ dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There’s a terribly irony here: Jose’s parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I even feel mad, because I can’t understand them,” says Mr. Luque, in Spanish. “Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose’s older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we’ll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I’m the cool one in this house,” says the eighth-grader. “I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Because English is where my homeland is!” he says. “If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?”\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Like any kid learns how to speak English — TV! … I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.”\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\" rel=\"noopener\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\" rel=\"noopener\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\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/209710996″&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/209710996″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven’t acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I want to go to college, Santa Clara University. Marine biology. That’s my favorite thing in the whole world,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\" rel=\"noopener\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose’s eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills “in a very undermining and insulting way.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">“And these eighth-graders, they realize this,” he says. “I can tell in their faces. When I ask them, ‘What is this?’ and I point to a picture of a carrot, they look at me as if I’m an idiot. ‘Are you serious?’ And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?”\u003c/p>\n\u003cp>Though the test’s listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,” says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\" rel=\"noopener\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She’s pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that’s started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>“Why a student does or does not progress is very individual to the local education agency,” says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>“How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose’s K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard — kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It’s supposed to take five to seven years.\u003c/p>\n\u003cp>“We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,” says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school — better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it’s because the schools aren’t doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>“It’s not about when you get reclassified,” says researcher Laurie Olsen. “It’s about when we get kids to the level they need.”\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Sitting down with them and saying, ‘Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.”\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material — the math, science, and language arts — that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can’t wait to follow his older sister to high school. He thinks he’ll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques’ dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There’s a terribly irony here: Jose’s parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I even feel mad, because I can’t understand them,” says Mr. Luque, in Spanish. “Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose’s older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we’ll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Undocumented UC Students May Find Paths to Citizenship With New Legal Aid",
"title": "Undocumented UC Students May Find Paths to Citizenship With New Legal Aid",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>At their weekly meeting, the University of California's brand-new immigration attorneys share notes on how to reach the estimated 2,000 UC students who either lack legal immigration documents or have only temporary protection from deportation.\u003c/p>\n\u003cp>\"I sent out an email to my student listserv with a message in caps and bold like, 'If your DACA is going to expire anytime in the summer or fall ... please let me know ASAP,'\" says attorney Habiba Simjee, who is participating in the meeting by phone from UC Santa Barbara. She's referring to \u003ca href=\"http://www.uscis.gov/humanitarian/consideration-deferred-action-childhood-arrivals-daca\">Deferred Action for Childhood Arrivals\u003c/a>, a two-year protection for young people who came to the United States illegally as children.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/210418999\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>The University of California is the first public university in the country to start a legal center on this level, with full-time attorneys to provide legal aid to undocumented students and their families.\u003c/p>\n\u003cfigure id=\"attachment_10552227\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center.jpg\">\u003cimg class=\"size-medium wp-image-10552227\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center-800x600.jpg\" alt=\"UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The UC Undocumented Legal Services Center is based at the \u003ca href=\"https://law.ucdavis.edu/\">UC Davis School of Law\u003c/a>, but the attorneys see students at six other campuses, specifically those that don't have their own law schools: Santa Cruz, Riverside, Merced, San Diego, Santa Barbara and San Francisco.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The attorneys say they've helped more than 100 students since the center opened in November.\u003c/p>\n\u003cp>Some students need guidance to apply for the DACA program or renew it. Many students who already have that protection are seeking special permission to leave the country in order to study abroad.\u003c/p>\n\u003cp>UC San Diego ethnic studies and public health student Alexis Buz was one of them. He applied to go to Vietnam for a five-week course this summer.\u003c/p>\n\u003cfigure id=\"attachment_10547153\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547153\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg\" alt=\"UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam. \u003ccite>(Courtesy of Alexis Buz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I'll also be researching and learning at a clinic that treats children in Vietnam who were born with defects due to exposure to Agent Orange,\" says Buz. \"Ultimately, this will also give me the patient exposure, the knowledge and the cultural competency for when I want to apply for medical school.\"\u003c/p>\n\u003cp>Buz was born in Mexico, but he's been in the U.S. since he was 2. He says the free legal help from the Undocumented Legal Services Center went beyond his foreign study program. Perhaps even more importantly, the attorney who met with Buz in San Diego asked him a lot of questions about his family history.\u003c/p>\n\u003cp>\"As we were discussing my family's dynamic, there were several things I realized and we realized,\" says Buz. \"There would be a way for me to get an adjustment of status, which means I can probably, if things work out, get residency in the next few years.\"\u003c/p>\n\u003cp>This is a huge deal. Most undocumented immigrants in the U.S. don't have a pathway to permanent legalization under current law. But as many as one in four young people can find a way -- if they're able to meet with an attorney, says legal center director Maria Blanco.\u003c/p>\n\u003cp>\"There's a potential there that doesn't get uncovered unless you really screen carefully,\" says Blanco.\u003c/p>\n\u003cp>One of those potentials is a \u003ca href=\"http://www.uscis.gov/humanitarian/victims-human-trafficking-other-crimes/victims-criminal-activity-u-nonimmigrant-status/victims-criminal-activity-u-nonimmigrant-status\">U visa, for victims of violent crime\u003c/a> who cooperate with police.\u003c/p>\n\u003cfigure id=\"attachment_10547092\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547092\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg\" alt=\"Maria Blanco is the executive director of the UC Undocumented Legal Services Center.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Maria Blanco is the executive director of the UC Undocumented Legal Services Center. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were surprised how many of our students were victims of violent crimes,\" says Blanco. \"[But] a lot of students come from high-crime neighborhoods, which makes sense when you think about it.\"\u003c/p>\n\u003cp>The UC lawyers can also help students' parents, brothers and sisters with immigration matters. Blanco says the idea behind the legal services is to help undocumented students -- and those with undocumented family members -- to stay in school.\u003c/p>\n\u003cp>\"When you help them emotionally, they do better academically as well,\" she says. \"Just the stress of being in fear of their deportation, but also their families being at risk. Because of the stress, the students often stop and start. They drop out, then they come back. And some don't come back.\"\u003c/p>\n\u003cp>Not everyone agrees with the center's work. Student Claire Chiara is director of the \u003ca href=\"http://www.berkeleycollegerepublicans.com/\">UC Berkeley College Republicans\u003c/a>. She says if the university is going to provide legal services, they should be for all students.\u003c/p>\n\u003cp>\"Students could get legal help for anything ranging from, my gosh, a divorce they're going through, to fighting any form of trial they might appear in,\" says Chiara. \"So I think this legal aid for undocumented students is really an issue because it doesn't represent the entire student body.\"\u003c/p>\n\u003cp>UC President Janet Napolitano disagrees.\u003c/p>\n\u003cp>\"Our undocumented students are in a special place, a unique place,\" says Napolitano. She funded the legal center as part of a $5 million investment to support undocumented students. The money is from the President's Initiative Fund, which she is allowed to use to address needs around the UC system.\u003c/p>\n\u003cp>\"It's the public policy of the state of California that they pay in-state tuition, that they qualify for financial aid. All we are doing is recognizing they are a special population,\" says Napolitano. \"They have high needs. So if these students are going to be part of the UC family, and they are … why not also do what we can to provide legal services?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Napolitano says she wants universities in other states to follow the University of California's lead.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At their weekly meeting, the University of California's brand-new immigration attorneys share notes on how to reach the estimated 2,000 UC students who either lack legal immigration documents or have only temporary protection from deportation.\u003c/p>\n\u003cp>\"I sent out an email to my student listserv with a message in caps and bold like, 'If your DACA is going to expire anytime in the summer or fall ... please let me know ASAP,'\" says attorney Habiba Simjee, who is participating in the meeting by phone from UC Santa Barbara. She's referring to \u003ca href=\"http://www.uscis.gov/humanitarian/consideration-deferred-action-childhood-arrivals-daca\">Deferred Action for Childhood Arrivals\u003c/a>, a two-year protection for young people who came to the United States illegally as children.\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/210418999&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/210418999'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The University of California is the first public university in the country to start a legal center on this level, with full-time attorneys to provide legal aid to undocumented students and their families.\u003c/p>\n\u003cfigure id=\"attachment_10552227\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center.jpg\">\u003cimg class=\"size-medium wp-image-10552227\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center-800x600.jpg\" alt=\"UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The UC Undocumented Legal Services Center is based at the \u003ca href=\"https://law.ucdavis.edu/\">UC Davis School of Law\u003c/a>, but the attorneys see students at six other campuses, specifically those that don't have their own law schools: Santa Cruz, Riverside, Merced, San Diego, Santa Barbara and San Francisco.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The attorneys say they've helped more than 100 students since the center opened in November.\u003c/p>\n\u003cp>Some students need guidance to apply for the DACA program or renew it. Many students who already have that protection are seeking special permission to leave the country in order to study abroad.\u003c/p>\n\u003cp>UC San Diego ethnic studies and public health student Alexis Buz was one of them. He applied to go to Vietnam for a five-week course this summer.\u003c/p>\n\u003cfigure id=\"attachment_10547153\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547153\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg\" alt=\"UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam. \u003ccite>(Courtesy of Alexis Buz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I'll also be researching and learning at a clinic that treats children in Vietnam who were born with defects due to exposure to Agent Orange,\" says Buz. \"Ultimately, this will also give me the patient exposure, the knowledge and the cultural competency for when I want to apply for medical school.\"\u003c/p>\n\u003cp>Buz was born in Mexico, but he's been in the U.S. since he was 2. He says the free legal help from the Undocumented Legal Services Center went beyond his foreign study program. Perhaps even more importantly, the attorney who met with Buz in San Diego asked him a lot of questions about his family history.\u003c/p>\n\u003cp>\"As we were discussing my family's dynamic, there were several things I realized and we realized,\" says Buz. \"There would be a way for me to get an adjustment of status, which means I can probably, if things work out, get residency in the next few years.\"\u003c/p>\n\u003cp>This is a huge deal. Most undocumented immigrants in the U.S. don't have a pathway to permanent legalization under current law. But as many as one in four young people can find a way -- if they're able to meet with an attorney, says legal center director Maria Blanco.\u003c/p>\n\u003cp>\"There's a potential there that doesn't get uncovered unless you really screen carefully,\" says Blanco.\u003c/p>\n\u003cp>One of those potentials is a \u003ca href=\"http://www.uscis.gov/humanitarian/victims-human-trafficking-other-crimes/victims-criminal-activity-u-nonimmigrant-status/victims-criminal-activity-u-nonimmigrant-status\">U visa, for victims of violent crime\u003c/a> who cooperate with police.\u003c/p>\n\u003cfigure id=\"attachment_10547092\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547092\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg\" alt=\"Maria Blanco is the executive director of the UC Undocumented Legal Services Center.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Maria Blanco is the executive director of the UC Undocumented Legal Services Center. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were surprised how many of our students were victims of violent crimes,\" says Blanco. \"[But] a lot of students come from high-crime neighborhoods, which makes sense when you think about it.\"\u003c/p>\n\u003cp>The UC lawyers can also help students' parents, brothers and sisters with immigration matters. Blanco says the idea behind the legal services is to help undocumented students -- and those with undocumented family members -- to stay in school.\u003c/p>\n\u003cp>\"When you help them emotionally, they do better academically as well,\" she says. \"Just the stress of being in fear of their deportation, but also their families being at risk. Because of the stress, the students often stop and start. They drop out, then they come back. And some don't come back.\"\u003c/p>\n\u003cp>Not everyone agrees with the center's work. Student Claire Chiara is director of the \u003ca href=\"http://www.berkeleycollegerepublicans.com/\">UC Berkeley College Republicans\u003c/a>. She says if the university is going to provide legal services, they should be for all students.\u003c/p>\n\u003cp>\"Students could get legal help for anything ranging from, my gosh, a divorce they're going through, to fighting any form of trial they might appear in,\" says Chiara. \"So I think this legal aid for undocumented students is really an issue because it doesn't represent the entire student body.\"\u003c/p>\n\u003cp>UC President Janet Napolitano disagrees.\u003c/p>\n\u003cp>\"Our undocumented students are in a special place, a unique place,\" says Napolitano. She funded the legal center as part of a $5 million investment to support undocumented students. The money is from the President's Initiative Fund, which she is allowed to use to address needs around the UC system.\u003c/p>\n\u003cp>\"It's the public policy of the state of California that they pay in-state tuition, that they qualify for financial aid. All we are doing is recognizing they are a special population,\" says Napolitano. \"They have high needs. So if these students are going to be part of the UC family, and they are … why not also do what we can to provide legal services?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Napolitano says she wants universities in other states to follow the University of California's lead.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "in-california-schools-thousands-of-english-language-learners-getting-stuck",
"title": "In California Schools, Thousands of English Language Learners Getting Stuck",
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"content": "\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>“He seemed like he had big dreams and a lot of goals for himself. I really liked that,” says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn’t take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>“I think my kids will have a better future here, because education here is at the forefront,” says Mrs. Luque. “The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/209697969″ 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>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lidia is the only girl. She’s now 16 and a junior in high school. She’s a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,” she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn’t always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>“I always had my doubts,” says Lidia. “Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.”\u003c/p>\n\u003cp>Lidia’s also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>“There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,” she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she’s had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state’s English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she’s mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she’s fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it’s partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>“And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,” remembers Lidia. “She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.”\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia’s really motivated to try and help her little brothers do their English homework. They were all born here — Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>“It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. “There’s no plan in the state and there needs to be.”\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she’s\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She’s on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>“Teachers would start telling me about this group of kids they didn’t know what to do with, that weren’t the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn’t have the language they really needed to participate meaningfully in school,” says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>“I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like ‘I don’t know what you’re saying. And this is hard,'” she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?” asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That’s unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>“This is not on the teachers,” says Sbarbaro. “This is on the system. This is something intangible that we don’t know yet.”\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text — visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>“We’re certainly not satisfied with where we’re at,” says Maldonado. “We recognize that we have a long way to go. A long, long way to go.”\u003c/p>\n\u003cp>It’s not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>“What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.”\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia’s little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we’ll meet Lidia’s younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we’ll meet their fifth-grade brother Angel, who’s at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Zaidee Stavely contributed to this piece.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>“He seemed like he had big dreams and a lot of goals for himself. I really liked that,” says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn’t take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>“I think my kids will have a better future here, because education here is at the forefront,” says Mrs. Luque. “The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.”\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/209697969″&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/209697969″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lidia is the only girl. She’s now 16 and a junior in high school. She’s a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,” she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn’t always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>“I always had my doubts,” says Lidia. “Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.”\u003c/p>\n\u003cp>Lidia’s also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>“There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,” she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she’s had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state’s English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she’s mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she’s fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it’s partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>“And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,” remembers Lidia. “She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.”\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia’s really motivated to try and help her little brothers do their English homework. They were all born here — Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>“It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. “There’s no plan in the state and there needs to be.”\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she’s\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She’s on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>“Teachers would start telling me about this group of kids they didn’t know what to do with, that weren’t the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn’t have the language they really needed to participate meaningfully in school,” says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>“I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like ‘I don’t know what you’re saying. And this is hard,'” she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?” asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That’s unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>“This is not on the teachers,” says Sbarbaro. “This is on the system. This is something intangible that we don’t know yet.”\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text — visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>“We’re certainly not satisfied with where we’re at,” says Maldonado. “We recognize that we have a long way to go. A long, long way to go.”\u003c/p>\n\u003cp>It’s not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>“What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.”\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia’s little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we’ll meet Lidia’s younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we’ll meet their fifth-grade brother Angel, who’s at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zaidee Stavely contributed to this piece.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Walk into a Boys & Girls Club after school, and you’ll see kids playing basketball, working on art projects, maybe getting a head start on their homework. And in a growing number of clubs, you’ll find kids creating music, through a free program called \u003ca href=\"http://notesfornotes.org/\">Notes for Notes.\u003c/a>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/209014153\" 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>At Santa Barbara’s Westside Notes for Notes studio, an improv jam session is in full swing. Little kids sing along to karaoke, bang on drums and fiddle around on a mini-synthesizer. Ten-year-old Sam Sotelo is here nearly every day.\u003c/p>\n\u003cp>“I play keyboard and ukulele,” he says. “You get very creative, and I really like all of the instruments. I just hope everyone can come here because it’s very fun!”\u003c/p>\n\u003cfigure id=\"attachment_10552034\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut.jpg\">\u003cimg class=\"size-full wp-image-10552034\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut.jpg\" alt=\"Budding musician Sam Sotelo strums a ukulele at the Notes for Notes studio.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Budding musician Sam Sotelo strums a ukulele at the Notes for Notes studio. \u003ccite>(Diane Bock/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the next room, behind a wall plastered with posters of Tupac, the Red Hot Chili Peppers and Johnny Cash, there’s a professionally equipped recording studio. High school senior Maxton Schulte lays down drum tracks for his second studio album.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Say one day I made it, I’d still want to track here,” he says with a laugh.\u003c/p>\n\u003cp>Schulte first picked up a guitar when he was 9 years old. Today, he’s a multi-instrumentalist, singer-songwriter and member of a band called The Caverns. He’s been recording at Notes for Notes for the past year.\u003c/p>\n\u003cp>“You’re not getting some cheesy-sounding garage band recording,” he explains. “Everyone is super supportive, you know, people want to collaborate with you. I meet new people here every week. It's always a good vibe here.”\u003c/p>\n\u003cp>Bre Wright is at the control board, helping Schulte fine-tune his recording. She’s a fellow musician, and a Notes for Notes program director.\u003c/p>\n\u003cp>“It’s unlike anything I’ve ever gotten to be involved with,” she says. “Just like this intermingling of all different generations of already musicians, or musicians to be. And I know that any of us who are the staff all say the same thing, 'Man, I wish I had one of these when I was a kid!' ”\u003c/p>\n\u003cfigure id=\"attachment_10552041\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut.jpg\">\u003cimg class=\"size-full wp-image-10552041\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut.jpg\" alt=\"Maxton Schulte, left, and Bre Wright in the control room at Santa Barbara’s Westside Notes for Notes studio.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Maxton Schulte, left, and Bre Wright in the control room at Santa Barbara’s Westside Notes for Notes studio. \u003ccite>(Diane Bock/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Giving all kids access to music is what Notes for Notes is all about. The first studio, called the Music Box, opened in a Santa Barbara teen center in 2007. Thanks to its partnership with the Boys & Girls Club, and sponsorships from Gibson, Les Paul and the Country Music Association, Notes for Notes has thrived. Today, there are studios in Nashville, Los Angeles and San Francisco. Just this week, a Ventura studio opened its doors, and Atlanta, Brooklyn and Detroit are set for later this year.\u003c/p>\n\u003cp>Guitars line the wall, and a drum kit dominates the room inside Santa Barbara’s Eastside studio, where three high school musicians rehearse an acoustic ballad. Seventeen-year-old Chimaway Lopez plays guitar.\u003c/p>\n\u003cp>“I've played violin since third grade, but I always wanted to play guitar ’cause of Jimi Hendrix,” he says. “But I was scared, because it had six strings.”\u003c/p>\n\u003cp>Brandi Rose Lentini, 15, is a third-generation musician with a powerful voice.\u003c/p>\n\u003cp>“I’ve been told so many times by my teachers, 'Music’s not going to get you anywhere so just stop, just stop it!' ” she says, shaking her head. “Then coming here, I actually told the people working here about that situation. They just said that’s completely wrong, and that there is people out there that’s supportive of you, and that's here.”\u003c/p>\n\u003cfigure id=\"attachment_10552040\" class=\"wp-caption alignright\" style=\"max-width: 1440px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892.jpg\">\u003cimg class=\"wp-image-10552040 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892.jpg\" alt=\"Brandi Rose Lentini plays and sings at Santa Barbara’s Eastside Notes for Notes studio.\" width=\"1440\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-960x1280.jpg 960w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brandi Rose Lentini plays and sings at Santa Barbara’s Eastside Notes for Notes studio. \u003ccite>(Diane Bock/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Notes for Notes arms these kids with the skills and confidence they need to market themselves as professional players and land gigs. Singer-songwriter Jamey Geston explains.\u003c/p>\n\u003cp>“I’m not a great student, like I'm you know, pretty average,” she says. “Coming to the Music Box makes me remember there’s more than just school, so it’s opened my eyes as to what’s after high school, and what you can do in the music industry.”\u003c/p>\n\u003cp>And these musicians will get a taste of just what they can do when they open for Peter Frampton at Notes for Notes' annual benefit concert this Sunday at Santa Barbara’s Lobero Theatre.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is dedicated to the memory of dear friend and fellow music lover Vivian Beutel.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walk into a Boys & Girls Club after school, and you’ll see kids playing basketball, working on art projects, maybe getting a head start on their homework. And in a growing number of clubs, you’ll find kids creating music, through a free program called \u003ca href=\"http://notesfornotes.org/\">Notes for Notes.\u003c/a>\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/209014153&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/209014153'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At Santa Barbara’s Westside Notes for Notes studio, an improv jam session is in full swing. Little kids sing along to karaoke, bang on drums and fiddle around on a mini-synthesizer. Ten-year-old Sam Sotelo is here nearly every day.\u003c/p>\n\u003cp>“I play keyboard and ukulele,” he says. “You get very creative, and I really like all of the instruments. I just hope everyone can come here because it’s very fun!”\u003c/p>\n\u003cfigure id=\"attachment_10552034\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut.jpg\">\u003cimg class=\"size-full wp-image-10552034\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut.jpg\" alt=\"Budding musician Sam Sotelo strums a ukulele at the Notes for Notes studio.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15379_IMG_3772.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Budding musician Sam Sotelo strums a ukulele at the Notes for Notes studio. \u003ccite>(Diane Bock/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the next room, behind a wall plastered with posters of Tupac, the Red Hot Chili Peppers and Johnny Cash, there’s a professionally equipped recording studio. High school senior Maxton Schulte lays down drum tracks for his second studio album.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Say one day I made it, I’d still want to track here,” he says with a laugh.\u003c/p>\n\u003cp>Schulte first picked up a guitar when he was 9 years old. Today, he’s a multi-instrumentalist, singer-songwriter and member of a band called The Caverns. He’s been recording at Notes for Notes for the past year.\u003c/p>\n\u003cp>“You’re not getting some cheesy-sounding garage band recording,” he explains. “Everyone is super supportive, you know, people want to collaborate with you. I meet new people here every week. It's always a good vibe here.”\u003c/p>\n\u003cp>Bre Wright is at the control board, helping Schulte fine-tune his recording. She’s a fellow musician, and a Notes for Notes program director.\u003c/p>\n\u003cp>“It’s unlike anything I’ve ever gotten to be involved with,” she says. “Just like this intermingling of all different generations of already musicians, or musicians to be. And I know that any of us who are the staff all say the same thing, 'Man, I wish I had one of these when I was a kid!' ”\u003c/p>\n\u003cfigure id=\"attachment_10552041\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut.jpg\">\u003cimg class=\"size-full wp-image-10552041\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut.jpg\" alt=\"Maxton Schulte, left, and Bre Wright in the control room at Santa Barbara’s Westside Notes for Notes studio.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15378_IMG_3744.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Maxton Schulte, left, and Bre Wright in the control room at Santa Barbara’s Westside Notes for Notes studio. \u003ccite>(Diane Bock/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Giving all kids access to music is what Notes for Notes is all about. The first studio, called the Music Box, opened in a Santa Barbara teen center in 2007. Thanks to its partnership with the Boys & Girls Club, and sponsorships from Gibson, Les Paul and the Country Music Association, Notes for Notes has thrived. Today, there are studios in Nashville, Los Angeles and San Francisco. Just this week, a Ventura studio opened its doors, and Atlanta, Brooklyn and Detroit are set for later this year.\u003c/p>\n\u003cp>Guitars line the wall, and a drum kit dominates the room inside Santa Barbara’s Eastside studio, where three high school musicians rehearse an acoustic ballad. Seventeen-year-old Chimaway Lopez plays guitar.\u003c/p>\n\u003cp>“I've played violin since third grade, but I always wanted to play guitar ’cause of Jimi Hendrix,” he says. “But I was scared, because it had six strings.”\u003c/p>\n\u003cp>Brandi Rose Lentini, 15, is a third-generation musician with a powerful voice.\u003c/p>\n\u003cp>“I’ve been told so many times by my teachers, 'Music’s not going to get you anywhere so just stop, just stop it!' ” she says, shaking her head. “Then coming here, I actually told the people working here about that situation. They just said that’s completely wrong, and that there is people out there that’s supportive of you, and that's here.”\u003c/p>\n\u003cfigure id=\"attachment_10552040\" class=\"wp-caption alignright\" style=\"max-width: 1440px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892.jpg\">\u003cimg class=\"wp-image-10552040 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892.jpg\" alt=\"Brandi Rose Lentini plays and sings at Santa Barbara’s Eastside Notes for Notes studio.\" width=\"1440\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15377_IMG_3690.JPG-qut-e1433528618892-960x1280.jpg 960w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brandi Rose Lentini plays and sings at Santa Barbara’s Eastside Notes for Notes studio. \u003ccite>(Diane Bock/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Notes for Notes arms these kids with the skills and confidence they need to market themselves as professional players and land gigs. Singer-songwriter Jamey Geston explains.\u003c/p>\n\u003cp>“I’m not a great student, like I'm you know, pretty average,” she says. “Coming to the Music Box makes me remember there’s more than just school, so it’s opened my eyes as to what’s after high school, and what you can do in the music industry.”\u003c/p>\n\u003cp>And these musicians will get a taste of just what they can do when they open for Peter Frampton at Notes for Notes' annual benefit concert this Sunday at Santa Barbara’s Lobero Theatre.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is dedicated to the memory of dear friend and fellow music lover Vivian Beutel.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Berkeley High School Recalls Yearbook Due to Offensive Comment",
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"content": "\u003cp>\u003cem>Note: This story has been updated with a \u003ca href=\"#clarification\">clarification\u003c/a> (see end of post). \u003c/em>\u003c/p>\n\u003cp>This year’s Berkeley High student yearbook was recalled Wednesday after an offensive comment about one of the campus's small schools, the \u003ca href=\"http://bhs.berkeleyschools.net/communities/academy-of-medicine-and-public-serivce/\" target=\"_blank\">Academy of Medicine and Public Service (AMPS)\u003c/a>, was discovered on one of its pages.\u003c/p>\n\u003cp>The text published in the yearbook describes AMPS, which has a high concentration of African-American and Hispanic students, as “a small learning community focus [sic] on medicine, making our future doctors, dentists, nurses, physicians, fire chiefs and trash collators [sic].”\u003c/p>\n\u003cp>In an email to Berkeley High families Wednesday night -- the school's third email of the day on the subject -- Interim Principal Kristin Glenchur wrote: “As you may know, an offensive and racist phrase was discovered on the AMPS page of the BHS yearbook. Our investigation to this point indicates that the original text of the page was maliciously replaced. ” She continued, saying it had been difficult to pinpoint who was responsible, as so many people were involved in the compilation of the yearbook. The entire yearbook staff has assumed collective responsibility for the incident. (Read her \u003ca href=\"http://www.berkeleyside.com/wp-content/uploads/2015/06/Email-from-Kristin-Glenchur-7-50pm-6.3.15.pdf\" target=\"_blank\">full email\u003c/a>.)\u003c/p>\n\u003cp>The community was first alerted to the yearbook page by an email sent out around 2 p.m. Wednesday by BHS Vice Principal Daniel Nube, who said the 2015 yearbook was being recalled. He requested that students turn in their copies to the front desk with their names written in them. He did not say why the recall was necessary or who was responsible for writing the text.\u003c/p>\n\u003cfigure id=\"attachment_10550700\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AMPS-e1433435232881.jpg\">\u003cimg class=\"size-thumbnail wp-image-10550700\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AMPS-e1433374291581-400x537.jpg\" alt=\"The excerpt from the Berkeley High School 2015 yearbook that triggered a recall. \" width=\"400\" height=\"537\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The excerpt from the Berkeley High School 2015 yearbook that triggered a recall. \u003ccite>(Twitter/@berkeleyBSU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are keeping careful track of yearbooks that are being turned back in,” Nube wrote. “After a few days they will get their same yearbook returned to them. No personal information will be looked at.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>About an hour after Nube’s email went out, Glenchur also sent out an email through the Berkeley High e-tree, saying that the school would be removing the offending page and would meet with the AMPS community.\u003c/p>\n\u003cp>“We’ve met with Yearbook staff and are investigating how unedited and inflammatory language about AMPS appeared in the yearbook,” Glenchur wrote. “Staff is recalling all yearbooks, replacing the text, and organizing a time to meet with the AMPS community next week.”\u003c/p>\n\u003cp>“They’ve stopped production of the rest of the books,” said Mark Coplan, spokesman for the Berkeley Unified School District. “I’m not exactly sure what the resolution will be.”\u003c/p>\n\u003cp>The yearbook is compiled by a student staff with the help of a faculty adviser, Gabriel Berent. Glenchur mentioned him in her email without explaining his position as the yearbook’s faculty adviser.\u003c/p>\n\u003cp>“I know Gabe Berent is devastated by the error that has caused pain to so many and, though nothing can undo what was done, he and his staff are working very hard on a response and a process that will keep this from happening in the future,” Glenchur wrote.\u003c/p>\n\u003cp>Berkeleyside was unable to reach Berent for comment.\u003c/p>\n\u003cp>Referring to the yearbook comment on Twitter, Kadijah Means, president of the Berkeley High Black Student Union, wrote: “There is no excuse for this honestly.”\u003c/p>\n\u003cp>Errors in the yearbook are not uncommon, but generally don’t extend beyond spelling mistakes or the occasional switching of one student’s photo with another.\u003c/p>\n\u003cp>“I have to note that, prior to Gabe’s work with the yearbook, an even more egregious and base level lack of editing existed,” Glenchur said in the email.\u003c/p>\n\u003cp>The school will be moving forward with a “restorative justice process,” Glenchur wrote, and each AMPS senior will receive a free edited yearbook. The school will also provide a free AMPS community photo. Glenchur asked that the community “reserve judgment” of those involved until the roots of the incident can be further investigated.\u003cbr>\n\u003ca id=\"clarification\">\u003c/a>\u003cbr>\nYearbook distribution will be halted “until the language is replaced,” Glenchur wrote.\u003c/p>\n\u003cp>\u003cstrong>Clarification:\u003c/strong> Responding to readers who have expressed confusion about some aspects of this story, in particular why the yearbook comment about students at AMPS might be construed as racist, we wanted to add some context: According to data published by the Western Association of Schools and Colleges, the racial/ethnic breakdown of the 233 students in Berkeley High’s AMPS this year was: 40 percent black, 35 percent Hispanic and 13 percent white.\u003c/p>\n\u003cp>\u003cem>Eden Teller, a junior at Macalester College in St. Paul, Minnesota, is a Berkeleyside summer intern. She is majoring in media and cultural studies and minoring in geology.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Support independent local journalism by \u003c/b>\u003ca href=\"http://www.berkeleyside.com/support-berkeleyside/\">\u003cb>becoming a Berkeleyside member\u003c/b>\u003c/a>\u003cb>. Members enjoy lots of perks, like invitations to member-only events, and an annual party.\u003c/b>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Note: This story has been updated with a \u003ca href=\"#clarification\">clarification\u003c/a> (see end of post). \u003c/em>\u003c/p>\n\u003cp>This year’s Berkeley High student yearbook was recalled Wednesday after an offensive comment about one of the campus's small schools, the \u003ca href=\"http://bhs.berkeleyschools.net/communities/academy-of-medicine-and-public-serivce/\" target=\"_blank\">Academy of Medicine and Public Service (AMPS)\u003c/a>, was discovered on one of its pages.\u003c/p>\n\u003cp>The text published in the yearbook describes AMPS, which has a high concentration of African-American and Hispanic students, as “a small learning community focus [sic] on medicine, making our future doctors, dentists, nurses, physicians, fire chiefs and trash collators [sic].”\u003c/p>\n\u003cp>In an email to Berkeley High families Wednesday night -- the school's third email of the day on the subject -- Interim Principal Kristin Glenchur wrote: “As you may know, an offensive and racist phrase was discovered on the AMPS page of the BHS yearbook. Our investigation to this point indicates that the original text of the page was maliciously replaced. ” She continued, saying it had been difficult to pinpoint who was responsible, as so many people were involved in the compilation of the yearbook. The entire yearbook staff has assumed collective responsibility for the incident. (Read her \u003ca href=\"http://www.berkeleyside.com/wp-content/uploads/2015/06/Email-from-Kristin-Glenchur-7-50pm-6.3.15.pdf\" target=\"_blank\">full email\u003c/a>.)\u003c/p>\n\u003cp>The community was first alerted to the yearbook page by an email sent out around 2 p.m. Wednesday by BHS Vice Principal Daniel Nube, who said the 2015 yearbook was being recalled. He requested that students turn in their copies to the front desk with their names written in them. He did not say why the recall was necessary or who was responsible for writing the text.\u003c/p>\n\u003cfigure id=\"attachment_10550700\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AMPS-e1433435232881.jpg\">\u003cimg class=\"size-thumbnail wp-image-10550700\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AMPS-e1433374291581-400x537.jpg\" alt=\"The excerpt from the Berkeley High School 2015 yearbook that triggered a recall. \" width=\"400\" height=\"537\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The excerpt from the Berkeley High School 2015 yearbook that triggered a recall. \u003ccite>(Twitter/@berkeleyBSU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are keeping careful track of yearbooks that are being turned back in,” Nube wrote. “After a few days they will get their same yearbook returned to them. No personal information will be looked at.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>About an hour after Nube’s email went out, Glenchur also sent out an email through the Berkeley High e-tree, saying that the school would be removing the offending page and would meet with the AMPS community.\u003c/p>\n\u003cp>“We’ve met with Yearbook staff and are investigating how unedited and inflammatory language about AMPS appeared in the yearbook,” Glenchur wrote. “Staff is recalling all yearbooks, replacing the text, and organizing a time to meet with the AMPS community next week.”\u003c/p>\n\u003cp>“They’ve stopped production of the rest of the books,” said Mark Coplan, spokesman for the Berkeley Unified School District. “I’m not exactly sure what the resolution will be.”\u003c/p>\n\u003cp>The yearbook is compiled by a student staff with the help of a faculty adviser, Gabriel Berent. Glenchur mentioned him in her email without explaining his position as the yearbook’s faculty adviser.\u003c/p>\n\u003cp>“I know Gabe Berent is devastated by the error that has caused pain to so many and, though nothing can undo what was done, he and his staff are working very hard on a response and a process that will keep this from happening in the future,” Glenchur wrote.\u003c/p>\n\u003cp>Berkeleyside was unable to reach Berent for comment.\u003c/p>\n\u003cp>Referring to the yearbook comment on Twitter, Kadijah Means, president of the Berkeley High Black Student Union, wrote: “There is no excuse for this honestly.”\u003c/p>\n\u003cp>Errors in the yearbook are not uncommon, but generally don’t extend beyond spelling mistakes or the occasional switching of one student’s photo with another.\u003c/p>\n\u003cp>“I have to note that, prior to Gabe’s work with the yearbook, an even more egregious and base level lack of editing existed,” Glenchur said in the email.\u003c/p>\n\u003cp>The school will be moving forward with a “restorative justice process,” Glenchur wrote, and each AMPS senior will receive a free edited yearbook. The school will also provide a free AMPS community photo. Glenchur asked that the community “reserve judgment” of those involved until the roots of the incident can be further investigated.\u003cbr>\n\u003ca id=\"clarification\">\u003c/a>\u003cbr>\nYearbook distribution will be halted “until the language is replaced,” Glenchur wrote.\u003c/p>\n\u003cp>\u003cstrong>Clarification:\u003c/strong> Responding to readers who have expressed confusion about some aspects of this story, in particular why the yearbook comment about students at AMPS might be construed as racist, we wanted to add some context: According to data published by the Western Association of Schools and Colleges, the racial/ethnic breakdown of the 233 students in Berkeley High’s AMPS this year was: 40 percent black, 35 percent Hispanic and 13 percent white.\u003c/p>\n\u003cp>\u003cem>Eden Teller, a junior at Macalester College in St. Paul, Minnesota, is a Berkeleyside summer intern. She is majoring in media and cultural studies and minoring in geology.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Support independent local journalism by \u003c/b>\u003ca href=\"http://www.berkeleyside.com/support-berkeleyside/\">\u003cb>becoming a Berkeleyside member\u003c/b>\u003c/a>\u003cb>. Members enjoy lots of perks, like invitations to member-only events, and an annual party.\u003c/b>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"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.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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