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"content": "\u003cp>“Hard work, low pay, miserable conditions, and more!”\u003c/p>\n\u003cp>That’s the actual motto for the California Conservation Corps, the state program that puts young adults to work in emergency response, park improvements and fire protection. In Marin, many corps members — known affectionately as “C’s” – do hard physical work building and maintaining the world-class trails in places like Point Reyes, Mount Tamalpais and Muir Woods.\u003c/p>\n\u003cp>Because the young people burn thousands of calories a day, food plays a crucial role for a CCC crew, and their menu has barely changed since the ’30s.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/201327335″ 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>After hiking a couple miles up a wooded path, 20-year-old Willy Parker shows me the huge drainage area he and the rest of the crew are shoring up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’ll last for a couple hundred years,” he tells me. “I think that’s pretty awesome.”\u003c/p>\n\u003cp>We’re on a section of trail near Devil’s Gulch Camp in West Marin. I’m trying to understand this puzzle of huge rocks that crew members maneuver to fill a huge hole.\u003c/p>\n\u003cp>Parker tells me we’re looking at about 30 rocks, each as heavy as 100 pounds. Crew members roll rocks down the trail and work in teams, using long metal poles to place them correctly. They mark and chisel the rocks to get the perfect size, so they’ll fit snugly.\u003c/p>\n\u003cp>“They all have to be contacting, one edge to another edge,” says Parker.\u003c/p>\n\u003cfigure id=\"attachment_10491691\" class=\"wp-caption alignright\" style=\"max-width: 495px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RockAndStone.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10491691 \" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RockAndStone-800x633.jpg\" alt=\"California Conservation Corps members, “Cs” for short, roll rocks as heavy as 500 pounds to their work area, set them into place and chisel them for a snug fit.\" width=\"495\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-400x317.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-1440x1140.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-1180x934.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-320x253.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone.jpg 1920w\" sizes=\"auto, (max-width: 495px) 100vw, 495px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">California Conservation Corps members, “C’s” for short, roll rocks as heavy as 500 pounds to their work area, set them into place and chisel them for a snug fit. \u003ccite>(Lisa Morehouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s to support the tens of thousands of hikers, mountain bikers and horseback riders expected to use this trail. If you hike this trail in a year or two, Parker says, you won’t be able to see the work that went on here.\u003c/p>\n\u003cp>“Over time, the dirt, the leaves will fall over it to make it look natural,” he says.\u003c/p>\n\u003cp>Parker is part of what’s called a spike crew: Members will be working this site off and on for over a year. They spend eight days working, then six days at a residential center near Lake Tahoe. There they get time off and take classes. Like Parker, many work on their GEDs.\u003c/p>\n\u003cp>While these corps members prod heavy stones into place, Samantha Pack and Gabino Lopez have left the trail early to report to KP.\u003c/p>\n\u003cp>“KP stands for kitchen patrol, or kitchen police as we call it,” says Lopez. “It’s the person whose duty it is to take care of the kitchen and camp, all the chores like start the fire, clean around the kitchen.”\u003c/p>\n\u003cp>The kitchen’s really clean, but it’s not much to look at.\u003c/p>\n\u003cp>“Basically, it’s an old burlap tent,” says Pack. “It’s set up with our two stoves, both powered by propane. Two chests are filled with our pots, pans, dishes, and the top is our serving table. It’s a tight space!”\u003c/p>\n\u003cp>Lopez is getting creative, chopping onions and slicing oranges and lemon for the fish they’re serving the 20 crew members and two supervisors. “For us KP’s, we try to make something delicious, just to make the crew feel like they’re at their house.”\u003c/p>\n\u003cp>Each year, the California Conservation Corps hires about 3,000 men and women between 18 and 25. Each has his or her own reasons for joining, but many here, like Samantha Pack, told me they needed some direction.\u003c/p>\n\u003cp>“Everybody has their different problems, but I was very defiant,” she says. “I didn’t know what I wanted. I was always taught to run from my problems. When I started to realize that running wasn’t getting anything done, my mentality changed.”\u003c/p>\n\u003cfigure id=\"attachment_10491694\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/TentCookin.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10491694\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/TentCookin-800x568.jpg\" alt=\"Gabino Lopez, left, and Samantha Pack hard at work on 'kitchen patrol.' \" width=\"800\" height=\"568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-800x568.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-400x284.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-1440x1023.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-1180x838.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-768x546.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-320x227.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gabino Lopez, left, and Samantha Pack hard at work on ‘kitchen patrol.’ \u003ccite>(Lisa Morehouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>An alumna told her about the program, and the Bakersfield native found she really loves hands-on trail work.\u003c/p>\n\u003cp>“I had never done any labor at all. I grew up not going to school, sitting on the couch,” Pack says. “Then all of a sudden being told, ‘Dig this hole, move this there,’ it really gave me what I guess I always needed. Not only that discipline, but having that urgency to get things done the right way.”\u003c/p>\n\u003cp>“It’s like we’re a big machine as a group, and the KP’s are the batteries to the machine,” says Lopez.\u003c/p>\n\u003cp>Since they’re out here for more than a week, the food for each meal is planned and packed ahead. KP’s can use ingredients creatively, but they have to consider coming meals. Lopez pulls out the eight-day food calendar, labeled for breakfast and dinner.\u003c/p>\n\u003cp>“Today, we’re having fish fillet, rice pilaf, carrots and salad,” he explains. “Day Four, we’re having pork chops, red potatoes, with broccoli and salad.”\u003c/p>\n\u003cp>A few miles away, in his office on Mount Tamalpais, I meet Victor Bjelajac, who oversees maintenance of state parks in Marin. He’s flipping through pages in a binder, looking at old food orders.\u003c/p>\n\u003cp>[contextly_sidebar id=”fSu9GIDgULAADpkMNYluvfByflKgIFTJ”]\u003c/p>\n\u003cp>“This was a group of Civilian Conservation Corps members that were working at Mount Tamalpais. This one was from 1939.”\u003c/p>\n\u003cp>And guess what? It sounds a lot like what the KP crew is making tonight.\u003c/p>\n\u003cp>“For supper, there was fillet of sole, mashed potatoes, creamed carrots, bread, butter,” Bjelajac reads.\u003c/p>\n\u003cp>The similarities in the menu aren’t sentimental. Camp food has always had to fuel large groups for hard labor. Launched in 1933 as a response to the Great Depression, the Civilian Conservation Corps employed millions of young men, many of them veterans, to work on remote, government-owned lands — planting trees, building roadways, updating parks.\u003c/p>\n\u003cp>In Marin, they built trails and camps and a beautiful amphitheater, still in use today. The Corps accepted only men, and the crews were segregated by race.\u003c/p>\n\u003cp>“It seems inconceivable today when you look at California Conservation Corps,” says Bjelajac.\u003c/p>\n\u003cp>The CCC is about a quarter women, and very diverse. But he says what the two have in common is young people, doing important work as a group for the public good. That, and the food.\u003c/p>\n\u003cp>“Part of the culture that’s built around a camp gets built around meals,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10491700\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/CampTV.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10491700\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/CampTV-800x655.jpg\" alt=\"Gabino Lopez tends the fire, also known as the camp TV.\" width=\"800\" height=\"655\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-800x655.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-400x327.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-1440x1178.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-1180x966.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-768x628.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-320x262.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gabino Lopez tends the fire, also known as the camp TV. \u003ccite>(Lisa Morehouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at camp, Gabino Lopez tends a fire as his fellow corps members start to come off the trail.\u003c/p>\n\u003cp>“I would honestly rather sit at the fire and watch it for three hours than sit at home on a couch and just watch TV,” Lopez says. “I’d rather bathe in a creek than shower in a bathroom. It makes me feel more alive, I think.”\u003c/p>\n\u003cp>And he’s happy pan-frying fish and sauteing carrots in a tent. Willy Parker says that after working all day and hiking down, KP is a life-saver.\u003c/p>\n\u003cp>“Just to get to camp, and the food is smelling good, and everybody just be walking around the KP tent ready to eat,” he says. “So it’s pretty good, we got that right there.”\u003c/p>\n\u003cp>Like a lot of this crew, Parker never went camping or fishing as a kid.\u003c/p>\n\u003cp>“Camping is amazing,” he says with a laugh. “It’s amazing. I hadn’t done none of that till I joined the CCC.”\u003c/p>\n\u003cp>But it’s not just about trying new things. Parker has a 2-year-old daughter at home in Sacramento, and he says being a C gives him purpose, and pride.\u003c/p>\n\u003cp>“To me, I feel like it’s a great experience,” he says. “I can bring my daughter up here when she gets older to understand, and be like, ‘I built this.’ It just opens my heart and my mind. I can do something I never thought I could do.”\u003c/p>\n\u003cp>He says he used to look at trails and ask, “I wonder how you build this? Or who built this? Now, I find myself actually answering my own question.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The series \u003ca href=\"http://www.californiafoodways.com/\" target=\"_blank\" rel=\"noopener\">California Foodways\u003c/a> is supported in part by \u003ca href=\"http://www.calhum.org/\" target=\"_blank\" rel=\"noopener\">Cal Humanities\u003c/a>. Reporter Lisa Morehouse produced it during a fellowship at \u003ca href=\"http://www.hedgebrook.org/\" target=\"_blank\" rel=\"noopener\">Hedgebrook\u003c/a>, a residency for women writers. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Hard work, low pay, miserable conditions, and more!”\u003c/p>\n\u003cp>That’s the actual motto for the California Conservation Corps, the state program that puts young adults to work in emergency response, park improvements and fire protection. In Marin, many corps members — known affectionately as “C’s” – do hard physical work building and maintaining the world-class trails in places like Point Reyes, Mount Tamalpais and Muir Woods.\u003c/p>\n\u003cp>Because the young people burn thousands of calories a day, food plays a crucial role for a CCC crew, and their menu has barely changed since the ’30s.\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/201327335″&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/201327335″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>After hiking a couple miles up a wooded path, 20-year-old Willy Parker shows me the huge drainage area he and the rest of the crew are shoring up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’ll last for a couple hundred years,” he tells me. “I think that’s pretty awesome.”\u003c/p>\n\u003cp>We’re on a section of trail near Devil’s Gulch Camp in West Marin. I’m trying to understand this puzzle of huge rocks that crew members maneuver to fill a huge hole.\u003c/p>\n\u003cp>Parker tells me we’re looking at about 30 rocks, each as heavy as 100 pounds. Crew members roll rocks down the trail and work in teams, using long metal poles to place them correctly. They mark and chisel the rocks to get the perfect size, so they’ll fit snugly.\u003c/p>\n\u003cp>“They all have to be contacting, one edge to another edge,” says Parker.\u003c/p>\n\u003cfigure id=\"attachment_10491691\" class=\"wp-caption alignright\" style=\"max-width: 495px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RockAndStone.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10491691 \" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RockAndStone-800x633.jpg\" alt=\"California Conservation Corps members, “Cs” for short, roll rocks as heavy as 500 pounds to their work area, set them into place and chisel them for a snug fit.\" width=\"495\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-400x317.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-1440x1140.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-1180x934.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone-320x253.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/RockAndStone.jpg 1920w\" sizes=\"auto, (max-width: 495px) 100vw, 495px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">California Conservation Corps members, “C’s” for short, roll rocks as heavy as 500 pounds to their work area, set them into place and chisel them for a snug fit. \u003ccite>(Lisa Morehouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s to support the tens of thousands of hikers, mountain bikers and horseback riders expected to use this trail. If you hike this trail in a year or two, Parker says, you won’t be able to see the work that went on here.\u003c/p>\n\u003cp>“Over time, the dirt, the leaves will fall over it to make it look natural,” he says.\u003c/p>\n\u003cp>Parker is part of what’s called a spike crew: Members will be working this site off and on for over a year. They spend eight days working, then six days at a residential center near Lake Tahoe. There they get time off and take classes. Like Parker, many work on their GEDs.\u003c/p>\n\u003cp>While these corps members prod heavy stones into place, Samantha Pack and Gabino Lopez have left the trail early to report to KP.\u003c/p>\n\u003cp>“KP stands for kitchen patrol, or kitchen police as we call it,” says Lopez. “It’s the person whose duty it is to take care of the kitchen and camp, all the chores like start the fire, clean around the kitchen.”\u003c/p>\n\u003cp>The kitchen’s really clean, but it’s not much to look at.\u003c/p>\n\u003cp>“Basically, it’s an old burlap tent,” says Pack. “It’s set up with our two stoves, both powered by propane. Two chests are filled with our pots, pans, dishes, and the top is our serving table. It’s a tight space!”\u003c/p>\n\u003cp>Lopez is getting creative, chopping onions and slicing oranges and lemon for the fish they’re serving the 20 crew members and two supervisors. “For us KP’s, we try to make something delicious, just to make the crew feel like they’re at their house.”\u003c/p>\n\u003cp>Each year, the California Conservation Corps hires about 3,000 men and women between 18 and 25. Each has his or her own reasons for joining, but many here, like Samantha Pack, told me they needed some direction.\u003c/p>\n\u003cp>“Everybody has their different problems, but I was very defiant,” she says. “I didn’t know what I wanted. I was always taught to run from my problems. When I started to realize that running wasn’t getting anything done, my mentality changed.”\u003c/p>\n\u003cfigure id=\"attachment_10491694\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/TentCookin.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10491694\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/TentCookin-800x568.jpg\" alt=\"Gabino Lopez, left, and Samantha Pack hard at work on 'kitchen patrol.' \" width=\"800\" height=\"568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-800x568.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-400x284.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-1440x1023.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-1180x838.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-768x546.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin-320x227.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/TentCookin.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gabino Lopez, left, and Samantha Pack hard at work on ‘kitchen patrol.’ \u003ccite>(Lisa Morehouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>An alumna told her about the program, and the Bakersfield native found she really loves hands-on trail work.\u003c/p>\n\u003cp>“I had never done any labor at all. I grew up not going to school, sitting on the couch,” Pack says. “Then all of a sudden being told, ‘Dig this hole, move this there,’ it really gave me what I guess I always needed. Not only that discipline, but having that urgency to get things done the right way.”\u003c/p>\n\u003cp>“It’s like we’re a big machine as a group, and the KP’s are the batteries to the machine,” says Lopez.\u003c/p>\n\u003cp>Since they’re out here for more than a week, the food for each meal is planned and packed ahead. KP’s can use ingredients creatively, but they have to consider coming meals. Lopez pulls out the eight-day food calendar, labeled for breakfast and dinner.\u003c/p>\n\u003cp>“Today, we’re having fish fillet, rice pilaf, carrots and salad,” he explains. “Day Four, we’re having pork chops, red potatoes, with broccoli and salad.”\u003c/p>\n\u003cp>A few miles away, in his office on Mount Tamalpais, I meet Victor Bjelajac, who oversees maintenance of state parks in Marin. He’s flipping through pages in a binder, looking at old food orders.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“This was a group of Civilian Conservation Corps members that were working at Mount Tamalpais. This one was from 1939.”\u003c/p>\n\u003cp>And guess what? It sounds a lot like what the KP crew is making tonight.\u003c/p>\n\u003cp>“For supper, there was fillet of sole, mashed potatoes, creamed carrots, bread, butter,” Bjelajac reads.\u003c/p>\n\u003cp>The similarities in the menu aren’t sentimental. Camp food has always had to fuel large groups for hard labor. Launched in 1933 as a response to the Great Depression, the Civilian Conservation Corps employed millions of young men, many of them veterans, to work on remote, government-owned lands — planting trees, building roadways, updating parks.\u003c/p>\n\u003cp>In Marin, they built trails and camps and a beautiful amphitheater, still in use today. The Corps accepted only men, and the crews were segregated by race.\u003c/p>\n\u003cp>“It seems inconceivable today when you look at California Conservation Corps,” says Bjelajac.\u003c/p>\n\u003cp>The CCC is about a quarter women, and very diverse. But he says what the two have in common is young people, doing important work as a group for the public good. That, and the food.\u003c/p>\n\u003cp>“Part of the culture that’s built around a camp gets built around meals,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10491700\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/CampTV.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10491700\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/CampTV-800x655.jpg\" alt=\"Gabino Lopez tends the fire, also known as the camp TV.\" width=\"800\" height=\"655\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-800x655.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-400x327.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-1440x1178.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-1180x966.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-768x628.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV-320x262.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/04/CampTV.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gabino Lopez tends the fire, also known as the camp TV. \u003ccite>(Lisa Morehouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at camp, Gabino Lopez tends a fire as his fellow corps members start to come off the trail.\u003c/p>\n\u003cp>“I would honestly rather sit at the fire and watch it for three hours than sit at home on a couch and just watch TV,” Lopez says. “I’d rather bathe in a creek than shower in a bathroom. It makes me feel more alive, I think.”\u003c/p>\n\u003cp>And he’s happy pan-frying fish and sauteing carrots in a tent. Willy Parker says that after working all day and hiking down, KP is a life-saver.\u003c/p>\n\u003cp>“Just to get to camp, and the food is smelling good, and everybody just be walking around the KP tent ready to eat,” he says. “So it’s pretty good, we got that right there.”\u003c/p>\n\u003cp>Like a lot of this crew, Parker never went camping or fishing as a kid.\u003c/p>\n\u003cp>“Camping is amazing,” he says with a laugh. “It’s amazing. I hadn’t done none of that till I joined the CCC.”\u003c/p>\n\u003cp>But it’s not just about trying new things. Parker has a 2-year-old daughter at home in Sacramento, and he says being a C gives him purpose, and pride.\u003c/p>\n\u003cp>“To me, I feel like it’s a great experience,” he says. “I can bring my daughter up here when she gets older to understand, and be like, ‘I built this.’ It just opens my heart and my mind. I can do something I never thought I could do.”\u003c/p>\n\u003cp>He says he used to look at trails and ask, “I wonder how you build this? Or who built this? Now, I find myself actually answering my own question.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The series \u003ca href=\"http://www.californiafoodways.com/\" target=\"_blank\" rel=\"noopener\">California Foodways\u003c/a> is supported in part by \u003ca href=\"http://www.calhum.org/\" target=\"_blank\" rel=\"noopener\">Cal Humanities\u003c/a>. Reporter Lisa Morehouse produced it during a fellowship at \u003ca href=\"http://www.hedgebrook.org/\" target=\"_blank\" rel=\"noopener\">Hedgebrook\u003c/a>, a residency for women writers. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Clear Poll, Murky Politics on California's Teacher Tenure Laws",
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"content": "\u003cp>It’s a risky proposition for politicians to sit on the sidelines when public frustration or anger mounts over something, especially in a state like California, where voters wield immense power through the ballot box.\u003c/p>\n\u003cp>And yet a new public poll suggests all the ingredients are there for a political explosion on the value, even the existence, of tenure protection for the state’s public school teachers.\u003c/p>\n\u003cp>“They have a more nuanced view,” said pollster Drew Lieberman about Californians, citing a new survey that shows the public likes teachers but isn’t as enamored of their job protections — the same ones that a Los Angeles judge declared unconstitutional last year.\u003c/p>\n\u003cp>The poll \u003ca href=\"http://www.gqrr.com/articles/2015/4/12/new-university-of-southern-california-dornsife-college-of-letters-arts-and-scienceslos-angeles-times-poll\" target=\"_blank\" rel=\"noopener\">released this past weekend by the University of Southern California and the Los Angeles Times\u003c/a> finds 73 percent of those surveyed would pick some kind of tenure system other than the one that now exists for the state’s teachers. And the single largest bloc of Californians — 38 percent — said that teachers should have no tenure system at all.\u003c/p>\n\u003cp>It was last summer when the current tenure system, which generally provides strong job protections for teachers after two years on the job, was on the losing end of a \u003ca href=\"http://apps.washingtonpost.com/g/documents/local/court-decision-in-vergara-v-california/1031/\" target=\"_blank\" rel=\"noopener\">nationally watched case\u003c/a>, \u003cem>Vergara v. California\u003c/em>. \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-governor-appeals-vergara-20140829-story.html\" target=\"_blank\" rel=\"noopener\">Gov. Jerry Brown and education leaders, as well as teachers unions, have appealed the ruling\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The case has produced a lot of headlines but very little movement inside the state Capitol. And yet the new poll suggests real skepticism among the public. Just 7 percent of those surveyed believe the current two-year tenure threshold is the right level. And a whopping 82 percent believe that performance should play more of a role in deciding which teachers to keep and which ones to fire.\u003c/p>\n\u003cp>“Voters overwhelmingly like teachers,” said pollster Lieberman in a Monday conference call with reporters. “But at the same time, they do want this level of accountability.”\u003c/p>\n\u003cp>The poll asks which kinds of teachers should be let go first in the event layoffs are needed at a California public school. Of those surveyed, 53 percent say it should be a teacher who “received poor marks” in classroom observations. Only 8 percent said it should be “a teacher who has less seniority,” even though that is the foundation of California’s “last in, first out” system of teacher job protection.\u003c/p>\n\u003cp>That’s not to say Californians don’t value experienced teachers; the poll finds support for seniority privileges in general.\u003c/p>\n\u003cp>“You still have a majority that say seniority should count for something,” said Lieberman. “It just shouldn’t count for everything.”\u003c/p>\n\u003cp>Still, it’s fascinating that the issue hasn’t gained any traction in Sacramento, where the Vergara ruling hasn’t seemed to produce any noticeable ripples. Only one bill was introduced this winter to address the system that is now in legal limbo. And politically speaking, tenure has withstood almost every challenge. The \u003ca href=\"http://www.nytimes.com/2005/10/20/national/20tenure.html?_r=0\" target=\"_blank\" rel=\"noopener\">last, and most prominent, fight over the system came in 2005\u003c/a>, when organized labor helped defeat Gov. Arnold Schwarzenegger’s \u003ca href=\"http://ballotpedia.org/California_Proposition_74,_Waiting_Period_for_Permanent_Employment_as_a_Teacher_%282005%29\" target=\"_blank\" rel=\"noopener\">Proposition 74\u003c/a>.\u003c/p>\n\u003cp>But the pollsters who conducted the USC/LAT survey believe there are signs of new — and important — divisions on how to reward or punish teachers. In particular, the poll found a racial and ethnic gap when it comes to the value of standardized testing in holding educators accountable. Whites were more leery of the value of testing (40 percent) than were black (55 percent), Latino (52 percent) or Asian Californians (56 percent).\u003c/p>\n\u003cp>Pollster Dave Kanevsky called it a “cultural gap” on how to reward educators.\u003c/p>\n\u003cp>“The question is not whether performance matters” for nonwhites, he said, “but in how to measure performance.”\u003c/p>\n\u003cp>At this juncture, no one seems to be clamoring for a 2016 battle over new teacher tenure rules or performance-based measurements. But the poll numbers suggest an appetite for the debate among many Californians — one that, absent a more thorough and measured discussion in the legislative arena, could become a noisy hunger should tenure critics decide to champion changes on their own.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>NOTE: An original version of this story said that no bills had been introduced to change the tenure system. That was incorrect; Assembly Bill 1248, to lengthen the tenure process to three years, was introduced in February by Asm. Rocky Chavez (R-Oceanside).\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s a risky proposition for politicians to sit on the sidelines when public frustration or anger mounts over something, especially in a state like California, where voters wield immense power through the ballot box.\u003c/p>\n\u003cp>And yet a new public poll suggests all the ingredients are there for a political explosion on the value, even the existence, of tenure protection for the state’s public school teachers.\u003c/p>\n\u003cp>“They have a more nuanced view,” said pollster Drew Lieberman about Californians, citing a new survey that shows the public likes teachers but isn’t as enamored of their job protections — the same ones that a Los Angeles judge declared unconstitutional last year.\u003c/p>\n\u003cp>The poll \u003ca href=\"http://www.gqrr.com/articles/2015/4/12/new-university-of-southern-california-dornsife-college-of-letters-arts-and-scienceslos-angeles-times-poll\" target=\"_blank\" rel=\"noopener\">released this past weekend by the University of Southern California and the Los Angeles Times\u003c/a> finds 73 percent of those surveyed would pick some kind of tenure system other than the one that now exists for the state’s teachers. And the single largest bloc of Californians — 38 percent — said that teachers should have no tenure system at all.\u003c/p>\n\u003cp>It was last summer when the current tenure system, which generally provides strong job protections for teachers after two years on the job, was on the losing end of a \u003ca href=\"http://apps.washingtonpost.com/g/documents/local/court-decision-in-vergara-v-california/1031/\" target=\"_blank\" rel=\"noopener\">nationally watched case\u003c/a>, \u003cem>Vergara v. California\u003c/em>. \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-governor-appeals-vergara-20140829-story.html\" target=\"_blank\" rel=\"noopener\">Gov. Jerry Brown and education leaders, as well as teachers unions, have appealed the ruling\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The case has produced a lot of headlines but very little movement inside the state Capitol. And yet the new poll suggests real skepticism among the public. Just 7 percent of those surveyed believe the current two-year tenure threshold is the right level. And a whopping 82 percent believe that performance should play more of a role in deciding which teachers to keep and which ones to fire.\u003c/p>\n\u003cp>“Voters overwhelmingly like teachers,” said pollster Lieberman in a Monday conference call with reporters. “But at the same time, they do want this level of accountability.”\u003c/p>\n\u003cp>The poll asks which kinds of teachers should be let go first in the event layoffs are needed at a California public school. Of those surveyed, 53 percent say it should be a teacher who “received poor marks” in classroom observations. Only 8 percent said it should be “a teacher who has less seniority,” even though that is the foundation of California’s “last in, first out” system of teacher job protection.\u003c/p>\n\u003cp>That’s not to say Californians don’t value experienced teachers; the poll finds support for seniority privileges in general.\u003c/p>\n\u003cp>“You still have a majority that say seniority should count for something,” said Lieberman. “It just shouldn’t count for everything.”\u003c/p>\n\u003cp>Still, it’s fascinating that the issue hasn’t gained any traction in Sacramento, where the Vergara ruling hasn’t seemed to produce any noticeable ripples. Only one bill was introduced this winter to address the system that is now in legal limbo. And politically speaking, tenure has withstood almost every challenge. The \u003ca href=\"http://www.nytimes.com/2005/10/20/national/20tenure.html?_r=0\" target=\"_blank\" rel=\"noopener\">last, and most prominent, fight over the system came in 2005\u003c/a>, when organized labor helped defeat Gov. Arnold Schwarzenegger’s \u003ca href=\"http://ballotpedia.org/California_Proposition_74,_Waiting_Period_for_Permanent_Employment_as_a_Teacher_%282005%29\" target=\"_blank\" rel=\"noopener\">Proposition 74\u003c/a>.\u003c/p>\n\u003cp>But the pollsters who conducted the USC/LAT survey believe there are signs of new — and important — divisions on how to reward or punish teachers. In particular, the poll found a racial and ethnic gap when it comes to the value of standardized testing in holding educators accountable. Whites were more leery of the value of testing (40 percent) than were black (55 percent), Latino (52 percent) or Asian Californians (56 percent).\u003c/p>\n\u003cp>Pollster Dave Kanevsky called it a “cultural gap” on how to reward educators.\u003c/p>\n\u003cp>“The question is not whether performance matters” for nonwhites, he said, “but in how to measure performance.”\u003c/p>\n\u003cp>At this juncture, no one seems to be clamoring for a 2016 battle over new teacher tenure rules or performance-based measurements. But the poll numbers suggest an appetite for the debate among many Californians — one that, absent a more thorough and measured discussion in the legislative arena, could become a noisy hunger should tenure critics decide to champion changes on their own.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>NOTE: An original version of this story said that no bills had been introduced to change the tenure system. That was incorrect; Assembly Bill 1248, to lengthen the tenure process to three years, was introduced in February by Asm. Rocky Chavez (R-Oceanside).\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "S.F. Visitacion Valley Middle Schoolers March for Equality",
"title": "S.F. Visitacion Valley Middle Schoolers March for Equality",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>It was a march that almost didn't happen.\u003c/p>\n\u003cp>But today, a couple dozen San Francisco students from Visitacion Valley Middle School made a statement on police accountability and violence in their neighborhoods. They took a field trip to a neighboring high school, \u003ca href=\"http://jjse.org/\" target=\"_blank\">June Jordan School for Equity\u003c/a>. And they marched there.\u003c/p>\n\u003cp>That route, through John McLaren Park in southeast San Francisco, wasn't 13-year-old Shauntique Smith-Carter's original idea.\u003c/p>\n\u003cp>\"My whole intention was to walk on both sides of the streets and take up the whole Mission,\" he said, \"and I knew that would probably get ya'lls attention because I know the news. They go for big stories.\"\u003c/p>\n\u003cp>Shauntique's idea started to take off sometime in late February, after he had brought it to a few of his teachers and one assistant principal, Emmanuel Stewart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There was a lot going on in the country at that time,\" Stewart said, \"a lot with Ferguson and New York City and Michael Brown. There were a lot of issues, and he came to me and asked, 'What would be the possibility of our school having a march or something positive?' \"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/199911100\" 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>Stewart said he didn't see why not, and the idea started to gather momentum. Students and teachers from other schools found out and wanted to join.\u003c/p>\n\u003cp>But after more than one school got involved, what was initially a field trip became a districtwide event that had to be approved by the district, and the \"March on the Mission\" was not.\u003c/p>\n\u003cp>\"San Francisco School District risk management said we just didn’t do our due diligence,\" Stewart said.\u003c/p>\n\u003cp>SFUSD's risk management office did not respond to questions about the district's rationale for canceling the march. A school district spokeswoman said SFUSD is supportive of the students' event today. She said she didn't know about the previous plan.\u003c/p>\n\u003cp>There were a few days in mid-March when the students were sure their march was canceled.\u003c/p>\n\u003cp>\"At first I was mad and I wanted to flip out,\" Shauntique said. \"But I kept my calm how my mom taught me, and I thought to myself, what would this lead to, if I flipped out?\"\u003c/p>\n\u003cp>That moment illustrates a transformation the 13-year-old has undergone over the past year, according to Erica Ross, who has legal custody of Shauntique. Shauntique calls her \"mom,\" but he also maintains a relationship with his biological mother, Ross said.\u003c/p>\n\u003cp>\"Shauntique has a little past of fighting and being angry and just not getting along with staff or students,\" she said. Stewart said his relationship with Shauntique has involved a lot of office visits after teachers kicked him out of class.\u003c/p>\n\u003cp>But in February 2014, Shauntique was severely injured -- something he calls a life-changing experience.\u003c/p>\n\u003cp>\"I had did something really bad,\" he said. \"I had stole money from someone, and some other things, and I was supposed to get shot. But he ran me over instead.\"\u003c/p>\n\u003cp>He survived but was hospitalized for months, Ross said, part of the time in a medically induced coma. He had a total of 16 surgeries and carries a metal rod in his right leg and two pins in each of his shoulders.\u003c/p>\n\u003cp>\"I was hanging out in Havenscourt [Oakland] thinking I was a little billy bad butt, but I wasn’t,\" Shauntique said, adding his mother and siblings had always told him to stay away from selling drugs. \"I did my own thing anyway, and I’m crippled now.\"\u003c/p>\n\u003cp>He said when it gets cold, he can feel the metal in his body \"freezing,\" and he exercises every morning to keep his weight down so he doesn't lose his leg.\u003c/p>\n\u003cp>\"From that experience, he realized that’s not the life for him,\" Ross said. \"He wants to pursue a college education; he didn’t feel that way before. He wants to help other people; he was very self-centered and egotistical. And he’s very humble now, a very different kid.\"\u003c/p>\n\u003cp>Then Malcolm X and Martin Luther King Jr. entered Shauntique's life, through the curriculum of a special education teacher. Shauntique suddenly had a teacher he could identify with, who was talking about a subject that resonated.\u003c/p>\n\u003cfigure id=\"attachment_10483077\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg\">\u003cimg class=\"size-thumbnail wp-image-10483077\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg\" alt=\"Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march.\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march. \u003ccite>(Alex Emslie/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"That educator has done an outstanding job of bringing in things that matter to our students, that have them engaged in the classroom,\" Stewart said. \"So this [march] is just one more engagement piece, and I think that has to happen throughout the school.\"\u003c/p>\n\u003cp>Students at Visitacion Valley could use some engagement.\u003c/p>\n\u003cp>There's a higher-than-average number of foster youth at the school, and 84.3 percent of the student body is classified as \"socioeconomically disadvantaged\" by the \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/rpa/sarcs2/sarc-868.pdf\" target=\"_blank\">school district\u003c/a>. Only 7 percent of African-American students score at or above proficient in science. The whole student body ranks at about half the rate of the rest of the district for proficiency in English and math.\u003c/p>\n\u003cp>Visitacion Valley Middle School's population last year was about equal parts African-American and Latino students, and those two groups make up more than half the student body. Just 4.3 percent of students there are white. Suspensions \u003ca href=\"http://ww2.kqed.org/news/2015/03/10/with-suspensions-down-some-schools-struggle-to-increase-learning\" target=\"_blank\">started to fall\u003c/a> at the school and districtwide last school year, but Visitacion Valley's suspension rate is still more than six times the district as a whole.\u003c/p>\n\u003cp>On Tuesday morning, Stewart paged through a stack of letters from Shauntique's class. They were delivered after the students learned their march was canceled, and before the idea was resurrected. They're all very similar, though some students added a phrase here or there. Most say:\u003c/p>\n\u003cblockquote>\u003cp>Dear Mr. Stewart,\u003cbr>\nI want to thank you for helping with the March on the Mission. I believe in what you are doing. I just wanted to tell you thank you. Never give up. Never surrender!\u003c/p>\u003c/blockquote>\n\u003cp>\"We figured out a different way of doing it,\" Stewart said. \"They should be able to speak about what’s going on in their community.\"\u003c/p>\n\u003cp>That different way involved scaling back the march. It would be only Visitacion Valley Middle School, and it would be through McLaren Park, not down a busy city street.\u003c/p>\n\u003cp>The students played drums and sang as they walked the mile or so between the schools. An SFUSD spokeswoman said the district could not accommodate KQED reporting on events inside June Jordan.\u003c/p>\n\u003cp>But ninth- and 10th-grade humanities teacher Karen Zapata said the \"students teaching students\" workshops went went well.\u003c/p>\n\u003cp>\"It’s basically our young people showing leadership and sharing their skills as conscious young people with a group of middle schoolers who feel really strongly about injustice,\" Zapata said.\u003c/p>\n\u003cp>Nikki Whittaker, a 16-year-old who facilitated some of the workshops with the middle schoolers, confirmed that a handful of them, including Shauntique, recited portions from Martin Luther King Jr. speeches to an assembly of the whole high school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It was crazy because the middle schoolers had so much opinion in them,\" she said. \"They were so engaged and participating.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was a march that almost didn't happen.\u003c/p>\n\u003cp>But today, a couple dozen San Francisco students from Visitacion Valley Middle School made a statement on police accountability and violence in their neighborhoods. They took a field trip to a neighboring high school, \u003ca href=\"http://jjse.org/\" target=\"_blank\">June Jordan School for Equity\u003c/a>. And they marched there.\u003c/p>\n\u003cp>That route, through John McLaren Park in southeast San Francisco, wasn't 13-year-old Shauntique Smith-Carter's original idea.\u003c/p>\n\u003cp>\"My whole intention was to walk on both sides of the streets and take up the whole Mission,\" he said, \"and I knew that would probably get ya'lls attention because I know the news. They go for big stories.\"\u003c/p>\n\u003cp>Shauntique's idea started to take off sometime in late February, after he had brought it to a few of his teachers and one assistant principal, Emmanuel Stewart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There was a lot going on in the country at that time,\" Stewart said, \"a lot with Ferguson and New York City and Michael Brown. There were a lot of issues, and he came to me and asked, 'What would be the possibility of our school having a march or something positive?' \"\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/199911100&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/199911100'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Stewart said he didn't see why not, and the idea started to gather momentum. Students and teachers from other schools found out and wanted to join.\u003c/p>\n\u003cp>But after more than one school got involved, what was initially a field trip became a districtwide event that had to be approved by the district, and the \"March on the Mission\" was not.\u003c/p>\n\u003cp>\"San Francisco School District risk management said we just didn’t do our due diligence,\" Stewart said.\u003c/p>\n\u003cp>SFUSD's risk management office did not respond to questions about the district's rationale for canceling the march. A school district spokeswoman said SFUSD is supportive of the students' event today. She said she didn't know about the previous plan.\u003c/p>\n\u003cp>There were a few days in mid-March when the students were sure their march was canceled.\u003c/p>\n\u003cp>\"At first I was mad and I wanted to flip out,\" Shauntique said. \"But I kept my calm how my mom taught me, and I thought to myself, what would this lead to, if I flipped out?\"\u003c/p>\n\u003cp>That moment illustrates a transformation the 13-year-old has undergone over the past year, according to Erica Ross, who has legal custody of Shauntique. Shauntique calls her \"mom,\" but he also maintains a relationship with his biological mother, Ross said.\u003c/p>\n\u003cp>\"Shauntique has a little past of fighting and being angry and just not getting along with staff or students,\" she said. Stewart said his relationship with Shauntique has involved a lot of office visits after teachers kicked him out of class.\u003c/p>\n\u003cp>But in February 2014, Shauntique was severely injured -- something he calls a life-changing experience.\u003c/p>\n\u003cp>\"I had did something really bad,\" he said. \"I had stole money from someone, and some other things, and I was supposed to get shot. But he ran me over instead.\"\u003c/p>\n\u003cp>He survived but was hospitalized for months, Ross said, part of the time in a medically induced coma. He had a total of 16 surgeries and carries a metal rod in his right leg and two pins in each of his shoulders.\u003c/p>\n\u003cp>\"I was hanging out in Havenscourt [Oakland] thinking I was a little billy bad butt, but I wasn’t,\" Shauntique said, adding his mother and siblings had always told him to stay away from selling drugs. \"I did my own thing anyway, and I’m crippled now.\"\u003c/p>\n\u003cp>He said when it gets cold, he can feel the metal in his body \"freezing,\" and he exercises every morning to keep his weight down so he doesn't lose his leg.\u003c/p>\n\u003cp>\"From that experience, he realized that’s not the life for him,\" Ross said. \"He wants to pursue a college education; he didn’t feel that way before. He wants to help other people; he was very self-centered and egotistical. And he’s very humble now, a very different kid.\"\u003c/p>\n\u003cp>Then Malcolm X and Martin Luther King Jr. entered Shauntique's life, through the curriculum of a special education teacher. Shauntique suddenly had a teacher he could identify with, who was talking about a subject that resonated.\u003c/p>\n\u003cfigure id=\"attachment_10483077\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg\">\u003cimg class=\"size-thumbnail wp-image-10483077\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg\" alt=\"Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march.\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march. \u003ccite>(Alex Emslie/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"That educator has done an outstanding job of bringing in things that matter to our students, that have them engaged in the classroom,\" Stewart said. \"So this [march] is just one more engagement piece, and I think that has to happen throughout the school.\"\u003c/p>\n\u003cp>Students at Visitacion Valley could use some engagement.\u003c/p>\n\u003cp>There's a higher-than-average number of foster youth at the school, and 84.3 percent of the student body is classified as \"socioeconomically disadvantaged\" by the \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/rpa/sarcs2/sarc-868.pdf\" target=\"_blank\">school district\u003c/a>. Only 7 percent of African-American students score at or above proficient in science. The whole student body ranks at about half the rate of the rest of the district for proficiency in English and math.\u003c/p>\n\u003cp>Visitacion Valley Middle School's population last year was about equal parts African-American and Latino students, and those two groups make up more than half the student body. Just 4.3 percent of students there are white. Suspensions \u003ca href=\"http://ww2.kqed.org/news/2015/03/10/with-suspensions-down-some-schools-struggle-to-increase-learning\" target=\"_blank\">started to fall\u003c/a> at the school and districtwide last school year, but Visitacion Valley's suspension rate is still more than six times the district as a whole.\u003c/p>\n\u003cp>On Tuesday morning, Stewart paged through a stack of letters from Shauntique's class. They were delivered after the students learned their march was canceled, and before the idea was resurrected. They're all very similar, though some students added a phrase here or there. Most say:\u003c/p>\n\u003cblockquote>\u003cp>Dear Mr. Stewart,\u003cbr>\nI want to thank you for helping with the March on the Mission. I believe in what you are doing. I just wanted to tell you thank you. Never give up. Never surrender!\u003c/p>\u003c/blockquote>\n\u003cp>\"We figured out a different way of doing it,\" Stewart said. \"They should be able to speak about what’s going on in their community.\"\u003c/p>\n\u003cp>That different way involved scaling back the march. It would be only Visitacion Valley Middle School, and it would be through McLaren Park, not down a busy city street.\u003c/p>\n\u003cp>The students played drums and sang as they walked the mile or so between the schools. An SFUSD spokeswoman said the district could not accommodate KQED reporting on events inside June Jordan.\u003c/p>\n\u003cp>But ninth- and 10th-grade humanities teacher Karen Zapata said the \"students teaching students\" workshops went went well.\u003c/p>\n\u003cp>\"It’s basically our young people showing leadership and sharing their skills as conscious young people with a group of middle schoolers who feel really strongly about injustice,\" Zapata said.\u003c/p>\n\u003cp>Nikki Whittaker, a 16-year-old who facilitated some of the workshops with the middle schoolers, confirmed that a handful of them, including Shauntique, recited portions from Martin Luther King Jr. speeches to an assembly of the whole high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was crazy because the middle schoolers had so much opinion in them,\" she said. \"They were so engaged and participating.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Tale of Two Schools: Teens From Richmond and Marin Swap Roles on Stage",
"title": "A Tale of Two Schools: Teens From Richmond and Marin Swap Roles on Stage",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>The worlds of Richmond High School and Marin Academy are only one bridge away from each other, but they rarely collide. That was until a theater project asked students from both schools to interview each other, and perform each other's lives on stage.\u003c/p>\n\u003cp>Richmond High is a public school with more than 1,500 students. Marin Academy is a private high school with 400. Nearly all Richmond High students qualify for free and reduced lunch, and most are Latino and African-American. The majority of Marin Academy students pay $38,930 a year in tuition, and most are white.\u003c/p>\n\u003cp>Before going to Richmond High School for the first time, Marin Academy students weren't sure what to expect.\u003c/p>\n\u003cp>\"There's a lot of talk here in Marin, kind of like, 'oh, the East Bay,' and that it's a scary place. So I definitely had some of those seeds planted,\" Maddie Eisler said.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/198663240\" 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>Will Bewley had only been to Richmond to pick up industrial parts with his father, or car parts at the Pick-n-Pull.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think statistics give you a really grim view of things before you go in,\" Bewley said. \"Like when you read that 15 percent of their school is considered proficient at math, and a certain percentage of students don't even speak English, or that people have brought weapons to school. I just knew it was going to be really really different. Or I thought it was going to be really, really, different.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">When you have to walk in another teenager’s shoes, and speak their truths, you come to understand them in a new way.\u003c/aside>\n\u003cp>Richmond High students had their own worries about visiting Marin.\u003c/p>\n\u003cp>\"I was kind of afraid of going there because I thought everyone would be judging me, not only me, but us,\" Brandon Martinez said. \"Like, they were going to be, like, 'Oh these are Richmond High School kids, public school kids, poor kids, they don't know anything,' you know?\"\u003c/p>\n\u003cp>All that changed when the students did documentary theater, which means interviewing someone and then basically becoming them on stage. You have to learn to move the way that person moves, and follow the exact words that person said -- even the ums, the ahs, the likes.\u003c/p>\n\u003cp>So each student met with a student from the other school, and they basically ripped their hearts out, knowing full well that these interviews would end up on stage for everyone to see, performed by the student that interviewed them.\u003c/p>\n\u003cp>\"When I went there, I expected really small, rich-people problems, like, 'Oh, I can’t afford this car,\" Richmond High senior Tiyana Sugimoto said. \"But after transcribing the interviews and reading what the other students wrote, I found that a lot of people have issues that you can’t see. One girl, she has ulcers in her colon. ... It’s a lot. It gets really deep.\"\u003c/p>\n\u003cp>In one scene, a student from Marin Academy speaks the words of a girl from Richmond High.\u003c/p>\n\u003cp>\"I've seen many guns in my life. I’ve had guns pointed to me before ... My brother, he had his best friend die in his arms in front of my sister's house.\"\u003c/p>\n\u003cp>When you have to walk in another teenager’s shoes, and speak their truths, you come to understand them in a different way.\u003c/p>\n\u003cp>\"So many of the kids from Richmond have, obviously, lives so much deeper beyond the fact that their parents don't make as much money as our parents,\" said Kai Barshack from Marin Academy.\u003c/p>\n\u003cp>\"So many of them are passionate about writing or social justice,\" Barshack said. \"I interviewed someone who is just, like, super interested in, like, biology and psychology. The idea of portraying one of those people, really getting inside of them ... our theater teacher was saying, 'It's a lot of pressure, like baring someone's soul on stage.'\"\u003c/p>\n\u003cp>In the play, Barshack portrays Richmond High senior Reggie Edmonds, while Edmonds portrays Barshack. He runs his hands through his hair and muses about privilege.\u003c/p>\n\u003cp>\"I like living in the U.S. and part of the top 1 percent,\" Barshack says. \"I like living in Marin, but we talk so much about privilege here, it makes me sick. Like, acknowledge your privilege. ... Like, yeah. Stop shoving guilt down our throats!\"\u003c/p>\n\u003cfigure id=\"attachment_10471169\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut.jpg\">\u003cimg class=\"wp-image-10471169 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-400x225.jpg\" alt=\"\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-320x180.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students from Richmond High School and Marin Academy form a circle on stage. \u003ccite>(Dominic Colacchio/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The play, \"Bridging the Bridge,\" is the brainchild of Marin Academy theater teacher Annie Elias and Richmond theater and English teacher Eugenia Ives.\u003c/p>\n\u003cp>Elias has experience in documentary theater, which has been made popular by performing artist Anna Deavere Smith.\u003c/p>\n\u003cp>\"Sometimes my students would use the word ghetto, or other phrases, and I just felt like, 'You know, I don't think they really know what that means,'\" Elias said.\u003c/p>\n\u003cp>Ives lives in Marin but drives every day across the bridge to teach at Richmond High School.\u003c/p>\n\u003cp>\"Something I am so aware of since working in this school, how segregated the Bay Area is. It's shocking to me, actually, to come over the bridge and work in this school every day and to come home, and almost everybody's white where I live,\" Ives said.\u003c/p>\n\u003cp>To create the play students had to break through that segregatio, which meant examining some big differences, even when those differences were uncomfortable. At one point in the play, Marin Academy student Georgia Spears performs as a Richmond High senior talking about receiving her college admissions letter.\u003c/p>\n\u003caside class=\"pullquote alignright\">The play is intertwined with footage of the kids' visits to each other's schools.\u003c/aside>\n\u003cp>\"It said 'Congratulations, you've been accepted to ...', and I was like, 'Whoa!' I was like, 'Mom!' Because I'm the first person in my family to go to college, so it's a pretty big deal.\"\u003c/p>\n\u003cp>A few minutes later, Richmond High's Brandon Martinez performs as a Marin Academy student.\u003c/p>\n\u003cp>\"Cornell University, Yale or Harvard, or any of those. I never thought twice if I got into them, how I would pay for them. Well, yeah, my parents are going to pay for it!\"\u003c/p>\n\u003cp>The play is intertwined with footage of the kids' visits to each other's schools -- their concerns beforehand and their joy at getting to know each other. The audience is left with a play full of honesty and vulnerability -- of people making themselves vulnerable in order to understand each other.\u003c/p>\n\u003cp>Overwhelmingly, students from both schools came away with the feeling that they had a lot in common.\u003c/p>\n\u003cfigure id=\"attachment_10471238\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut.jpg\">\u003cimg class=\"size-medium wp-image-10471238\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-800x600.jpg\" alt='Jamey Williams from Richmond High School and Nick Ogden from Marin Academy play each other in \"Bridging the Bridge.\"' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jamey Williams from Richmond High School and Nick Ogden from Marin Academy play each other in \"Bridging the Bridge.\" \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Teenagers, we all pretty much want the same thing, we want freedom, we all want to be liberated, we all want to go out and see the world,\" Richmond student Jamey Williams said.\u003c/p>\n\u003cp>Deshawn Boyd from Richmond bonded with his Marin Academy partner.\u003c/p>\n\u003cp>\"He was on the swim team also. We both like the 49ers and the Warriors. We just had a great connection. I still talk to him every so often, like once or twice a week,\" Boyd said.\u003c/p>\n\u003cp>Some of the other students are also keeping in touch by text message, Instagram or Facebook. Will Bewley says he might even end up at the same college as his Richmond partner, Brandon Martinez.\u003c/p>\n\u003cp>\"Statistics on crime and literacy and how well people can do math don't reflect anything about how nice the people are and what kind of problems they face and how similar they are to you,\" Bewley said.\u003c/p>\n\u003cp>Martinez agreed: \" I don't think having money should separate somebody. That's what I learned. You can be friends with anybody, even if they're rich or poor, not judging someone just by their income.\"\u003c/p>\n\u003cp>It’s going to take a lot of work to stay in touch across the divide. Many of these kids will probably still have very different lives after high school.\u003c/p>\n\u003cp>Their stereotypes of each other were challenged, though. On opening night, Richmond senior Tiyana Sugimoto told adults in the audience they too should challenge their assumptions.\u003c/p>\n\u003cp>\"If high schoolers can put themselves in each other’s shoes and understand each other’s problems, then adults should be able to do it, too,\" Sugimoto said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The crowd erupted in applause.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The worlds of Richmond High School and Marin Academy are only one bridge away from each other, but they rarely collide. That was until a theater project asked students from both schools to interview each other, and perform each other's lives on stage.\u003c/p>\n\u003cp>Richmond High is a public school with more than 1,500 students. Marin Academy is a private high school with 400. Nearly all Richmond High students qualify for free and reduced lunch, and most are Latino and African-American. The majority of Marin Academy students pay $38,930 a year in tuition, and most are white.\u003c/p>\n\u003cp>Before going to Richmond High School for the first time, Marin Academy students weren't sure what to expect.\u003c/p>\n\u003cp>\"There's a lot of talk here in Marin, kind of like, 'oh, the East Bay,' and that it's a scary place. So I definitely had some of those seeds planted,\" Maddie Eisler said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/198663240&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/198663240'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Will Bewley had only been to Richmond to pick up industrial parts with his father, or car parts at the Pick-n-Pull.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think statistics give you a really grim view of things before you go in,\" Bewley said. \"Like when you read that 15 percent of their school is considered proficient at math, and a certain percentage of students don't even speak English, or that people have brought weapons to school. I just knew it was going to be really really different. Or I thought it was going to be really, really, different.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">When you have to walk in another teenager’s shoes, and speak their truths, you come to understand them in a new way.\u003c/aside>\n\u003cp>Richmond High students had their own worries about visiting Marin.\u003c/p>\n\u003cp>\"I was kind of afraid of going there because I thought everyone would be judging me, not only me, but us,\" Brandon Martinez said. \"Like, they were going to be, like, 'Oh these are Richmond High School kids, public school kids, poor kids, they don't know anything,' you know?\"\u003c/p>\n\u003cp>All that changed when the students did documentary theater, which means interviewing someone and then basically becoming them on stage. You have to learn to move the way that person moves, and follow the exact words that person said -- even the ums, the ahs, the likes.\u003c/p>\n\u003cp>So each student met with a student from the other school, and they basically ripped their hearts out, knowing full well that these interviews would end up on stage for everyone to see, performed by the student that interviewed them.\u003c/p>\n\u003cp>\"When I went there, I expected really small, rich-people problems, like, 'Oh, I can’t afford this car,\" Richmond High senior Tiyana Sugimoto said. \"But after transcribing the interviews and reading what the other students wrote, I found that a lot of people have issues that you can’t see. One girl, she has ulcers in her colon. ... It’s a lot. It gets really deep.\"\u003c/p>\n\u003cp>In one scene, a student from Marin Academy speaks the words of a girl from Richmond High.\u003c/p>\n\u003cp>\"I've seen many guns in my life. I’ve had guns pointed to me before ... My brother, he had his best friend die in his arms in front of my sister's house.\"\u003c/p>\n\u003cp>When you have to walk in another teenager’s shoes, and speak their truths, you come to understand them in a different way.\u003c/p>\n\u003cp>\"So many of the kids from Richmond have, obviously, lives so much deeper beyond the fact that their parents don't make as much money as our parents,\" said Kai Barshack from Marin Academy.\u003c/p>\n\u003cp>\"So many of them are passionate about writing or social justice,\" Barshack said. \"I interviewed someone who is just, like, super interested in, like, biology and psychology. The idea of portraying one of those people, really getting inside of them ... our theater teacher was saying, 'It's a lot of pressure, like baring someone's soul on stage.'\"\u003c/p>\n\u003cp>In the play, Barshack portrays Richmond High senior Reggie Edmonds, while Edmonds portrays Barshack. He runs his hands through his hair and muses about privilege.\u003c/p>\n\u003cp>\"I like living in the U.S. and part of the top 1 percent,\" Barshack says. \"I like living in Marin, but we talk so much about privilege here, it makes me sick. Like, acknowledge your privilege. ... Like, yeah. Stop shoving guilt down our throats!\"\u003c/p>\n\u003cfigure id=\"attachment_10471169\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut.jpg\">\u003cimg class=\"wp-image-10471169 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-400x225.jpg\" alt=\"\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut-320x180.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14662_stage-circle.Still001-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students from Richmond High School and Marin Academy form a circle on stage. \u003ccite>(Dominic Colacchio/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The play, \"Bridging the Bridge,\" is the brainchild of Marin Academy theater teacher Annie Elias and Richmond theater and English teacher Eugenia Ives.\u003c/p>\n\u003cp>Elias has experience in documentary theater, which has been made popular by performing artist Anna Deavere Smith.\u003c/p>\n\u003cp>\"Sometimes my students would use the word ghetto, or other phrases, and I just felt like, 'You know, I don't think they really know what that means,'\" Elias said.\u003c/p>\n\u003cp>Ives lives in Marin but drives every day across the bridge to teach at Richmond High School.\u003c/p>\n\u003cp>\"Something I am so aware of since working in this school, how segregated the Bay Area is. It's shocking to me, actually, to come over the bridge and work in this school every day and to come home, and almost everybody's white where I live,\" Ives said.\u003c/p>\n\u003cp>To create the play students had to break through that segregatio, which meant examining some big differences, even when those differences were uncomfortable. At one point in the play, Marin Academy student Georgia Spears performs as a Richmond High senior talking about receiving her college admissions letter.\u003c/p>\n\u003caside class=\"pullquote alignright\">The play is intertwined with footage of the kids' visits to each other's schools.\u003c/aside>\n\u003cp>\"It said 'Congratulations, you've been accepted to ...', and I was like, 'Whoa!' I was like, 'Mom!' Because I'm the first person in my family to go to college, so it's a pretty big deal.\"\u003c/p>\n\u003cp>A few minutes later, Richmond High's Brandon Martinez performs as a Marin Academy student.\u003c/p>\n\u003cp>\"Cornell University, Yale or Harvard, or any of those. I never thought twice if I got into them, how I would pay for them. Well, yeah, my parents are going to pay for it!\"\u003c/p>\n\u003cp>The play is intertwined with footage of the kids' visits to each other's schools -- their concerns beforehand and their joy at getting to know each other. The audience is left with a play full of honesty and vulnerability -- of people making themselves vulnerable in order to understand each other.\u003c/p>\n\u003cp>Overwhelmingly, students from both schools came away with the feeling that they had a lot in common.\u003c/p>\n\u003cfigure id=\"attachment_10471238\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut.jpg\">\u003cimg class=\"size-medium wp-image-10471238\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-800x600.jpg\" alt='Jamey Williams from Richmond High School and Nick Ogden from Marin Academy play each other in \"Bridging the Bridge.\"' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14664_IMG_20150326_201927-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jamey Williams from Richmond High School and Nick Ogden from Marin Academy play each other in \"Bridging the Bridge.\" \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Teenagers, we all pretty much want the same thing, we want freedom, we all want to be liberated, we all want to go out and see the world,\" Richmond student Jamey Williams said.\u003c/p>\n\u003cp>Deshawn Boyd from Richmond bonded with his Marin Academy partner.\u003c/p>\n\u003cp>\"He was on the swim team also. We both like the 49ers and the Warriors. We just had a great connection. I still talk to him every so often, like once or twice a week,\" Boyd said.\u003c/p>\n\u003cp>Some of the other students are also keeping in touch by text message, Instagram or Facebook. Will Bewley says he might even end up at the same college as his Richmond partner, Brandon Martinez.\u003c/p>\n\u003cp>\"Statistics on crime and literacy and how well people can do math don't reflect anything about how nice the people are and what kind of problems they face and how similar they are to you,\" Bewley said.\u003c/p>\n\u003cp>Martinez agreed: \" I don't think having money should separate somebody. That's what I learned. You can be friends with anybody, even if they're rich or poor, not judging someone just by their income.\"\u003c/p>\n\u003cp>It’s going to take a lot of work to stay in touch across the divide. Many of these kids will probably still have very different lives after high school.\u003c/p>\n\u003cp>Their stereotypes of each other were challenged, though. On opening night, Richmond senior Tiyana Sugimoto told adults in the audience they too should challenge their assumptions.\u003c/p>\n\u003cp>\"If high schoolers can put themselves in each other’s shoes and understand each other’s problems, then adults should be able to do it, too,\" Sugimoto said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The crowd erupted in applause.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "UC's Napolitano: Sorry I Called Student Protest 'Crap'",
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"content": "\u003cp>University of California President Janet Napolitano apologized Thursday for calling chants by students protesting tuition hikes \"crap,\" a remark overheard on an open microphone at a UC Board of Regents meeting.\u003c/p>\n\u003cp>Napolitano, a former Arizona governor and secretary of Homeland Security, opened a regents meeting by expressing contrition, a day after the university's recording of a Wednesday gathering captured her saying, \"We don't have to listen to this crap,\" when she leaned over to the board chairman, who had just activated his microphone.\u003c/p>\n\u003cp>The comment came after several dozen students from UC campuses stripped off their shirts at Wednesday's meeting, tossed fake money in the air and stood on chairs chanting, \"Egregious. Step off it. Put people over profits.\"\u003c/p>\n\u003cp>Students were protesting tuition increases of up to 5 percent in each of the next five years, what they say is a lack of support for black students at UC Berkeley and concern that a possible new campus in Richmond would displace low-income residents.\u003c/p>\n\u003cp>Napolitano apologized Thursday \"for using a word that she doesn't normally use, which was picked up on the mic, and suggested that many of us have been in similar situations where an inadvertent comment was overheard,\" Dianne Klein, spokeswoman for the University of California Office of the President, said in an email.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Klein said the time allotted for public comments had ended Wednesday when protesters interrupted.\u003c/p>\n\u003cp>\"This went on for quite some time and when the participants ignored police instructions to end their protest, the board chair began following the established procedure to temporarily shut down the meeting,\" Klein said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Napolitano's comment reflected her personal frustration with disruptions that hinder discussions on topics \"vital to the future of the university and the education of its students,\" Klein said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>University of California President Janet Napolitano apologized Thursday for calling chants by students protesting tuition hikes \"crap,\" a remark overheard on an open microphone at a UC Board of Regents meeting.\u003c/p>\n\u003cp>Napolitano, a former Arizona governor and secretary of Homeland Security, opened a regents meeting by expressing contrition, a day after the university's recording of a Wednesday gathering captured her saying, \"We don't have to listen to this crap,\" when she leaned over to the board chairman, who had just activated his microphone.\u003c/p>\n\u003cp>The comment came after several dozen students from UC campuses stripped off their shirts at Wednesday's meeting, tossed fake money in the air and stood on chairs chanting, \"Egregious. Step off it. Put people over profits.\"\u003c/p>\n\u003cp>Students were protesting tuition increases of up to 5 percent in each of the next five years, what they say is a lack of support for black students at UC Berkeley and concern that a possible new campus in Richmond would displace low-income residents.\u003c/p>\n\u003cp>Napolitano apologized Thursday \"for using a word that she doesn't normally use, which was picked up on the mic, and suggested that many of us have been in similar situations where an inadvertent comment was overheard,\" Dianne Klein, spokeswoman for the University of California Office of the President, said in an email.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Anxious Parents Try to Game System in San Francisco School Lottery",
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"content": "\u003cp>Thousands of San Francisco parents are on tenterhooks this week as they wait to find out which schools their kids have been assigned to in the first round of the school district’s lottery. The district sent out those letters last Friday.\u003c/p>\n\u003cp>Having gone through this last year, I know that telling anxious moms and dads to take it easy is useless. There's just too much at stake -- at least in the minds of parents who worry that getting into the wrong kindergarten could herald a life's worth of bad luck and missed opportunities, or at least slam the door on Stanford.\u003c/p>\n\u003cp>For thorough types, preparation for the school lottery can be especially time-consuming. Take Susan Zuckert, who researched schools before her daughter, Mira, went to kindergarten last year.\u003c/p>\n\u003cp>\"I attended workshops given by Parents for Public Schools of San Francisco; I attended talks given by SFUSD, in particular the executive director of the educational placement center. I did a lot of reading. I studied the enrollment catalog. I went to the school district enrollment fair last year and the year before, to get some idea of what I'd be in for. I talked to a lot of parents. And I went on 26 school tours.\"\u003c/p>\n\u003cp>We didn't go on 26 tours; we settled for eight or nine before I decided I couldn't take seeing one more school vegetable garden. It didn't hurt us, though: We got our No. 1 choice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And I can tell you: Winning the lottery felt like, well, winning the lottery.\u003c/p>\n\u003cp>My wife, Molly, recalled the moment I told her the good news.\u003c/p>\n\u003cp>“It actually ranks with the time you called to tell me what gender our child was,\" she said. \"And I remember I was like, ‘\u003cem>Did you read the letter right?\u003c/em> Are you sure?' \"\u003c/p>\n\u003cp>Sure I was sure. I'd read it eight times in a row, scouring for loopholes. We didn't think we'd had any chance of getting our top pick, because we had none of the advantages the school system doles out to certain families applying to certain schools.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/196360313\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>How It Works\u003c/strong>\u003c/p>\n\u003cp>First you fill out an application listing all the schools you’d consider sending your kid to, in order of preference.\u003c/p>\n\u003cp>The school system's computer, a HAL-like presence in the minds of parents in search of some individual human consideration, gives advantages in the lottery, depending on which school and grade families are applying to and certain attributes of each household.\u003c/p>\n\u003cp>If your kid already has a sibling attending the school, for instance, you get a big leg up. For kindergarten, you also get a boost if you live in an area with low test scores or you actually live in the school’s official attendance area, among other factors.\u003c/p>\n\u003cp>Otherwise, the computer puts you into a random drawing for your listed schools and tries to assign you one of your choices.\u003c/p>\n\u003cp>And there are rounds. So if you don’t get the school you want at first, you can enter the lottery again and again, hoping someone will eventually drop out of the school you want and you’ll sneak in.\u003c/p>\n\u003cp>“The student assignment process is coined as the largest game of musical chairs that we know possible. Because it really comes down to seats and availability from school to school,\" says Masharika Prejean Maddison, executive director of Parents For Public Schools of San Francisco, an educational and advocacy group.\u003c/p>\n\u003cp>\"The entire process, much to the bemoaning of parents, is an insanely and sometimes intolerably long process, from October to September of any given school year.\"\u003c/p>\n\u003cp>\u003cstrong>Odds Not So Bad \u003c/strong>\u003c/p>\n\u003cp>Prejean Maddison recommends expanding your list to more than just your top few choices. Because if you’re trying to get into one of the more popular schools, the odds are not great. Last year the most requested kindergarten was Clarendon. It had 61 applicants for each available seat. The San Francisco Chronicle reported it was easier to get into Harvard.\u003c/p>\n\u003cp>But most of the time -- 59 percent of the time in 2014 -- parents \u003cem>get\u003c/em> their first choice. And 82 percent got \u003cem>some\u003c/em> school on their list. Still, that left enough families getting shut out of their choices altogether for the transmission of horror stories to erupt on city playgrounds.\u003c/p>\n\u003cp>Elizabeth Drew, for instance, took no comfort in the statistics.\u003c/p>\n\u003cp>“I’ve heard some anecdotes, like people who’ve put 16 schools on their list and didn’t get any of them,\" she told me. “I know several people who’ve waited until the first week of school before their child got into a school that they were willing to attend. That would cause me a lot of anxiety.”\u003c/p>\n\u003cp>Drew is opting out of public school altogether, sending her daughter to private school.\u003c/p>\n\u003cp>Kim Brady, on the other hand, is optimistic about her chances. She's applying to all Spanish-immersion programs for her daughter, Caoilinn, because she and her husband plan on moving to Mexico within a few years.\u003c/p>\n\u003cp>\"I don’t feel stressed about it. I feel like there are spots available.\"\u003c/p>\n\u003cp>She does, however, know some who aren't so sanguine.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\"We also have friends with older children, and they’ve gotten really stressed out for months of a time. I have heard of people buying second homes in areas by their school of choice so they can enroll their students there.\" (That wouldn't necessarily ensure their assignment to that school, by the way.)\u003c/span>\u003c/p>\n\u003cp class=\"p1\">Robert Snavely says his family can't afford to do that, and he worries about his son, William, not getting any of the schools on his list, as copious as it is at nearly 30.\u003c/p>\n\u003cp>I asked him how the anxiety level was among his fellow parent-applicants at his preschool co-op.\u003c/p>\n\u003cp>\"I'd say very high, very high,\" he said. \"Many of (William's) classmates' families have decided to either have private school in their back pocket or just have that as their first option altogether, that it’s not worth rolling the dice to get a good school or a bad school.\"\u003c/p>\n\u003cp>When Snavely “rolled the dice” in this year’s lottery, he loaded them, just a little. Before the computer makes its final assignments in the first round, it completes \"transfers,\" or more familiarly, engages in \"swapping.\" That’s when Student A is initially assigned to a school that student B wants more, and vice versa. The computer then trades the two assignments.\u003c/p>\n\u003cp>\"To be honest, Rooftop is probably not the best fit for our son,\" Snavely said, explaining his gambit. \"It might have been fifth, but because it’s so highly ranked, we ranked it second, in case we don’t get Grattan. It’s our belief that the formula the district uses will help us switch back up to Grattan more easily. So it’s sort of holding a better bargaining chip.\"\u003c/p>\n\u003cp>Darlene Lim, the executive director of SFUSD's Educational Placement Center, says this particular strategy won't yield results.\u003c/p>\n\u003cp>\"The transfer mechanism is dependent on what other students have as a tentative assignment going into the transfer process, and there can be no way of knowing or strategizing in order to maximize their chances of a swap,\" she said in an email.\u003c/p>\n\u003cp>Still, the word has gotten out that listing more schools will give you extra \"swapping value,\" something SFUSD acknowledges. Susan Zuckert last year even put some schools on her list she wouldn't have considered sending her child to, just for this reason.\u003c/p>\n\u003cp>\"There was a lot of talk about it, and at some point somebody did tell us, and they said statistically even if you have a bunch of schools in your application you don’t want, somebody else might want them, and if you got one, you would be further up in the swapping hierarchy.\"\u003c/p>\n\u003cp>SFUSD does not want you to do this -- put a school down that you have no intention of sending your child to. And Darlene Lim says there is really no way to game the algorithm.\u003c/p>\n\u003cp>\"I tell parents it’s not a system where they have to strategize. And it was deliberately designed that way because of what we had in our old system. There was a lot of strategizing encouraged in our old system.\"\u003c/p>\n\u003cp>Maddison says she thinks parents have come to view swapping as a \"silver bullet\" for getting into their desired school. But she and Lim both stress that parents should keep it simple: List all the schools that they can envision their kids going to, then rank them in order of preference.\u003c/p>\n\u003cp>Maddison also says if there \u003cem>is\u003c/em> any gaming that goes on, it’s important to narrow the knowledge gap among different populations of parents about how the lottery works.\u003c/p>\n\u003cp>\"Consider the timing of school tours in comparison to when parents are working, the pathways people are sharing information. The options are limited based on timing, language capacity. It’s really important that moving forward when we’re talking about, is the system being gamed, we’re talking about how equitably information is shared across San Francisco.\"\u003c/p>\n\u003cp>And not everyone knows even the basics, Maddison says.\u003c/p>\n\u003cp>\"We’ve heard parents say, 'Well, I just show up at the school closest to me on the first day, and that's it.' \"\u003c/p>\n\u003cp>To get people up to speed, her organization offers workshops on the lottery in Spanish and Chinese in addition to English. Those \u003ca href=\"http://ppssf.org/Events_calendar.html\" target=\"_blank\">workshops\u003c/a> will continue for Round 2 -- for those parents who want to try for a preferable school to the one they were assigned in Round 1.\u003c/p>\n\u003cp>But really, no amount of preparation or statistics is going to assuage the anxiety of some parents where their kids are concerned. So something to consider: Several parents told me the school they didn’t particularly want turned out to be great. And one parent who \u003cem>did\u003c/em> get her top choice ... ended up not liking it so much.\u003c/p>\n\u003cp>So maybe you’re not really a lottery winner or loser until your kid actually goes to school.\u003c/p>\n\u003cp>\u003cem>Update\u003c/em>: Robert Snavely and Kim Brady are two who will have to keep that in mind. Snavely received his letter Monday. He got his fourth choice.\u003c/p>\n\u003cp>\"I'm pretty bummed about it; my wife is more upbeat,\" he wrote me. \"It's Jefferson, which is a good school, but it's not our neighborhood school -- 25 blocks away instead of one. We're probably going to hold out and hope to get a spot at Grattan, our neighborhood school.\"\u003c/p>\n\u003cp>Kim Brady also got the word -- her daughter was assigned to a Spanish-immersion program, but at a school -- Bret Harte -- she didn't even put on her list .\u003c/p>\n\u003cp>She'll be entering Round 2. \"Rolling the dice again,\" she texted me.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If parents want to go into Round 2 to try to get a better assignment, applications are due by April 10. If you like your Round 1 school, the deadline to register is also April 10. You can also do both -- register for your Round 1 school and go into Round 2. You will \u003cstrong>not be at a disadvantage\u003c/strong> in Round 2 if you register for your Round 1 school.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of San Francisco parents are on tenterhooks this week as they wait to find out which schools their kids have been assigned to in the first round of the school district’s lottery. The district sent out those letters last Friday.\u003c/p>\n\u003cp>Having gone through this last year, I know that telling anxious moms and dads to take it easy is useless. There's just too much at stake -- at least in the minds of parents who worry that getting into the wrong kindergarten could herald a life's worth of bad luck and missed opportunities, or at least slam the door on Stanford.\u003c/p>\n\u003cp>For thorough types, preparation for the school lottery can be especially time-consuming. Take Susan Zuckert, who researched schools before her daughter, Mira, went to kindergarten last year.\u003c/p>\n\u003cp>\"I attended workshops given by Parents for Public Schools of San Francisco; I attended talks given by SFUSD, in particular the executive director of the educational placement center. I did a lot of reading. I studied the enrollment catalog. I went to the school district enrollment fair last year and the year before, to get some idea of what I'd be in for. I talked to a lot of parents. And I went on 26 school tours.\"\u003c/p>\n\u003cp>We didn't go on 26 tours; we settled for eight or nine before I decided I couldn't take seeing one more school vegetable garden. It didn't hurt us, though: We got our No. 1 choice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And I can tell you: Winning the lottery felt like, well, winning the lottery.\u003c/p>\n\u003cp>My wife, Molly, recalled the moment I told her the good news.\u003c/p>\n\u003cp>“It actually ranks with the time you called to tell me what gender our child was,\" she said. \"And I remember I was like, ‘\u003cem>Did you read the letter right?\u003c/em> Are you sure?' \"\u003c/p>\n\u003cp>Sure I was sure. I'd read it eight times in a row, scouring for loopholes. We didn't think we'd had any chance of getting our top pick, because we had none of the advantages the school system doles out to certain families applying to certain schools.\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/196360313&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/196360313'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How It Works\u003c/strong>\u003c/p>\n\u003cp>First you fill out an application listing all the schools you’d consider sending your kid to, in order of preference.\u003c/p>\n\u003cp>The school system's computer, a HAL-like presence in the minds of parents in search of some individual human consideration, gives advantages in the lottery, depending on which school and grade families are applying to and certain attributes of each household.\u003c/p>\n\u003cp>If your kid already has a sibling attending the school, for instance, you get a big leg up. For kindergarten, you also get a boost if you live in an area with low test scores or you actually live in the school’s official attendance area, among other factors.\u003c/p>\n\u003cp>Otherwise, the computer puts you into a random drawing for your listed schools and tries to assign you one of your choices.\u003c/p>\n\u003cp>And there are rounds. So if you don’t get the school you want at first, you can enter the lottery again and again, hoping someone will eventually drop out of the school you want and you’ll sneak in.\u003c/p>\n\u003cp>“The student assignment process is coined as the largest game of musical chairs that we know possible. Because it really comes down to seats and availability from school to school,\" says Masharika Prejean Maddison, executive director of Parents For Public Schools of San Francisco, an educational and advocacy group.\u003c/p>\n\u003cp>\"The entire process, much to the bemoaning of parents, is an insanely and sometimes intolerably long process, from October to September of any given school year.\"\u003c/p>\n\u003cp>\u003cstrong>Odds Not So Bad \u003c/strong>\u003c/p>\n\u003cp>Prejean Maddison recommends expanding your list to more than just your top few choices. Because if you’re trying to get into one of the more popular schools, the odds are not great. Last year the most requested kindergarten was Clarendon. It had 61 applicants for each available seat. The San Francisco Chronicle reported it was easier to get into Harvard.\u003c/p>\n\u003cp>But most of the time -- 59 percent of the time in 2014 -- parents \u003cem>get\u003c/em> their first choice. And 82 percent got \u003cem>some\u003c/em> school on their list. Still, that left enough families getting shut out of their choices altogether for the transmission of horror stories to erupt on city playgrounds.\u003c/p>\n\u003cp>Elizabeth Drew, for instance, took no comfort in the statistics.\u003c/p>\n\u003cp>“I’ve heard some anecdotes, like people who’ve put 16 schools on their list and didn’t get any of them,\" she told me. “I know several people who’ve waited until the first week of school before their child got into a school that they were willing to attend. That would cause me a lot of anxiety.”\u003c/p>\n\u003cp>Drew is opting out of public school altogether, sending her daughter to private school.\u003c/p>\n\u003cp>Kim Brady, on the other hand, is optimistic about her chances. She's applying to all Spanish-immersion programs for her daughter, Caoilinn, because she and her husband plan on moving to Mexico within a few years.\u003c/p>\n\u003cp>\"I don’t feel stressed about it. I feel like there are spots available.\"\u003c/p>\n\u003cp>She does, however, know some who aren't so sanguine.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\"We also have friends with older children, and they’ve gotten really stressed out for months of a time. I have heard of people buying second homes in areas by their school of choice so they can enroll their students there.\" (That wouldn't necessarily ensure their assignment to that school, by the way.)\u003c/span>\u003c/p>\n\u003cp class=\"p1\">Robert Snavely says his family can't afford to do that, and he worries about his son, William, not getting any of the schools on his list, as copious as it is at nearly 30.\u003c/p>\n\u003cp>I asked him how the anxiety level was among his fellow parent-applicants at his preschool co-op.\u003c/p>\n\u003cp>\"I'd say very high, very high,\" he said. \"Many of (William's) classmates' families have decided to either have private school in their back pocket or just have that as their first option altogether, that it’s not worth rolling the dice to get a good school or a bad school.\"\u003c/p>\n\u003cp>When Snavely “rolled the dice” in this year’s lottery, he loaded them, just a little. Before the computer makes its final assignments in the first round, it completes \"transfers,\" or more familiarly, engages in \"swapping.\" That’s when Student A is initially assigned to a school that student B wants more, and vice versa. The computer then trades the two assignments.\u003c/p>\n\u003cp>\"To be honest, Rooftop is probably not the best fit for our son,\" Snavely said, explaining his gambit. \"It might have been fifth, but because it’s so highly ranked, we ranked it second, in case we don’t get Grattan. It’s our belief that the formula the district uses will help us switch back up to Grattan more easily. So it’s sort of holding a better bargaining chip.\"\u003c/p>\n\u003cp>Darlene Lim, the executive director of SFUSD's Educational Placement Center, says this particular strategy won't yield results.\u003c/p>\n\u003cp>\"The transfer mechanism is dependent on what other students have as a tentative assignment going into the transfer process, and there can be no way of knowing or strategizing in order to maximize their chances of a swap,\" she said in an email.\u003c/p>\n\u003cp>Still, the word has gotten out that listing more schools will give you extra \"swapping value,\" something SFUSD acknowledges. Susan Zuckert last year even put some schools on her list she wouldn't have considered sending her child to, just for this reason.\u003c/p>\n\u003cp>\"There was a lot of talk about it, and at some point somebody did tell us, and they said statistically even if you have a bunch of schools in your application you don’t want, somebody else might want them, and if you got one, you would be further up in the swapping hierarchy.\"\u003c/p>\n\u003cp>SFUSD does not want you to do this -- put a school down that you have no intention of sending your child to. And Darlene Lim says there is really no way to game the algorithm.\u003c/p>\n\u003cp>\"I tell parents it’s not a system where they have to strategize. And it was deliberately designed that way because of what we had in our old system. There was a lot of strategizing encouraged in our old system.\"\u003c/p>\n\u003cp>Maddison says she thinks parents have come to view swapping as a \"silver bullet\" for getting into their desired school. But she and Lim both stress that parents should keep it simple: List all the schools that they can envision their kids going to, then rank them in order of preference.\u003c/p>\n\u003cp>Maddison also says if there \u003cem>is\u003c/em> any gaming that goes on, it’s important to narrow the knowledge gap among different populations of parents about how the lottery works.\u003c/p>\n\u003cp>\"Consider the timing of school tours in comparison to when parents are working, the pathways people are sharing information. The options are limited based on timing, language capacity. It’s really important that moving forward when we’re talking about, is the system being gamed, we’re talking about how equitably information is shared across San Francisco.\"\u003c/p>\n\u003cp>And not everyone knows even the basics, Maddison says.\u003c/p>\n\u003cp>\"We’ve heard parents say, 'Well, I just show up at the school closest to me on the first day, and that's it.' \"\u003c/p>\n\u003cp>To get people up to speed, her organization offers workshops on the lottery in Spanish and Chinese in addition to English. Those \u003ca href=\"http://ppssf.org/Events_calendar.html\" target=\"_blank\">workshops\u003c/a> will continue for Round 2 -- for those parents who want to try for a preferable school to the one they were assigned in Round 1.\u003c/p>\n\u003cp>But really, no amount of preparation or statistics is going to assuage the anxiety of some parents where their kids are concerned. So something to consider: Several parents told me the school they didn’t particularly want turned out to be great. And one parent who \u003cem>did\u003c/em> get her top choice ... ended up not liking it so much.\u003c/p>\n\u003cp>So maybe you’re not really a lottery winner or loser until your kid actually goes to school.\u003c/p>\n\u003cp>\u003cem>Update\u003c/em>: Robert Snavely and Kim Brady are two who will have to keep that in mind. Snavely received his letter Monday. He got his fourth choice.\u003c/p>\n\u003cp>\"I'm pretty bummed about it; my wife is more upbeat,\" he wrote me. \"It's Jefferson, which is a good school, but it's not our neighborhood school -- 25 blocks away instead of one. We're probably going to hold out and hope to get a spot at Grattan, our neighborhood school.\"\u003c/p>\n\u003cp>Kim Brady also got the word -- her daughter was assigned to a Spanish-immersion program, but at a school -- Bret Harte -- she didn't even put on her list .\u003c/p>\n\u003cp>She'll be entering Round 2. \"Rolling the dice again,\" she texted me.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If parents want to go into Round 2 to try to get a better assignment, applications are due by April 10. If you like your Round 1 school, the deadline to register is also April 10. You can also do both -- register for your Round 1 school and go into Round 2. You will \u003cstrong>not be at a disadvantage\u003c/strong> in Round 2 if you register for your Round 1 school.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How California Schools Are Using Art to Boost Achievement",
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"content": "\u003cp>In a first-grade classroom at \u003ca href=\"http://www.peraltaschool.org/\">Peralta Elementary School\u003c/a> in Oakland, children concentrate on detailed pencil drawings of scenes from the underground railroad. Safehouses and trap doors appear on paper. One boy is drawing dogs with pointy teeth.\u003c/p>\n\u003cp>Here at Peralta, art is never just about art. These first-graders are learning about history, but they're also practicing math, measuring with their fingers to figure out where to draw horizon lines. Teacher Pam Lucker is helping the students include perspective.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195758277\" 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>\"If I look at this lady, for example, she takes up about three-quarters of the page. Your lady is a little bit bigger, especially her head. ... Do you see that?\" Lucker asks a little girl.\u003c/p>\n\u003cp>After years of arts taking second stage to math and reading, a state task force is now recommending arts be returned to California classrooms as a core subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peralta is a model for how art can be woven into every lesson. Even when other schools were dropping the arts, teachers here have integrated art and music into their classes for at least 15 years. Lucker says it helps her as a teacher.\u003c/p>\n\u003cfigure id=\"attachment_10452229\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg\">\u003cimg class=\"size-medium wp-image-10452229\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg\" alt=\"Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA. It’s too soon to say if art is changing outcomes, but there’s no question that students here are engaged. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Art and writing are ways that I can take the lids off my kids’ heads and see what’s going on,\" said Lucker. \"It helps me understand what they’re understanding of what I’ve taught.\"\u003c/p>\n\u003cp>Teachers here believe there’s another benefit to art: It teaches kids how to think creatively, which they say is an essential skill for future jobs. Ana Thomas strives to teach multimedia to her fourth-graders. Right now, they're working on an interactive marine wall.\u003c/p>\n\u003cp>\"It'll have these layers to it, where you can flip up and see, maybe the life cycle, with a flipbook, or there'll be a little plastic bag installed, where you can press a button and maybe hear the sound of the California harbor seal,\" said Thomas.\u003c/p>\n\u003cp>Embedding sound was the idea of a student, who is really excited to learn as much as she can about the harbor seal. That's one of the goals of arts-integrated classrooms: to hook students to really delve deep into their schoolwork.\u003c/p>\n\u003cp>\u003cstrong>How One School Reintroduced Art into Education\u003c/strong>\u003c/p>\n\u003cp>So why don’t all schools in California have as much art as Peralta?\u003c/p>\n\u003cp>Well, part of it is money. Budget cuts have pushed art out of many schools in the state. Peralta's principal, Rosette Costello, says parents and teachers have had to cobble together grants and fundraise like crazy to keep their program going. But she thinks there's another reason art is not part of the curriculum at many schools.\u003c/p>\n\u003cp>\"There’s also cultures that say, 'Art no, drill and kill yes,' \" said Costello. \"You know, poor kids, art definitely no, drill and kill definitely yes! And they’ve got it totally backwards!\"\u003c/p>\n\u003cp>It's true that schools that serve low-income students are less likely to have arts in the curriculum. By some estimates, students at the schools with the highest poverty are 50 percent less likely to have access to art in school. That’s partly because some schools dropped the arts to focus on reading and math, in hopes of bringing up test scores.\u003c/p>\n\u003cp>One school that used to have no art is \u003ca href=\"http://mc-greenfield-ca.schoolloop.com/\">Mary Chapa Academy\u003c/a> in Greenfield, California. It’s a huge school in the middle of broccoli country, the Salinas Valley. The vast majority of students here are English learners, and many come from indigenous Triqui families from the state of Oaxaca in Mexico.\u003c/p>\n\u003cp>Sonia Aramburo is the principal of Mary Chapa. She says it was once the lowest-performing school in the state.\u003c/p>\n\u003cp>\"I’ll tell you, when I first came, I was shocked,\" said Aramburo. \"I believe that people believed that our kids could not learn.\"\u003c/p>\n\u003cfigure id=\"attachment_10454829\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg\">\u003cimg class=\"wp-image-10454829 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg\" alt=\"Children try out new drumsticks at Mary Chapa Academy.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children try out new drumsticks at Mary Chapa Academy. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mary Chapa was in program improvement under No Child Left Behind. Up until this school year, most teachers had never done art in their classroom at all, ever.\u003c/p>\n\u003cp>\"At first some of the teachers were like, 'I don’t even want to pick up a colored crayon, ’cause I don’t want to get in trouble.' Because for many years, we were not allowed to,\" said Veronica Hernandez, one of the teachers who's been here the longest.\u003c/p>\n\u003cp>This school year, Mary Chapa was selected to be one of 10 “\u003ca href=\"http://turnaroundarts.pcah.gov/\">turnaround arts\u003c/a>” schools in the state. It’s a national initiative, led by Michelle Obama, to improve academic achievement at low-performing schools by flooding them with art supplies and teaching artists. The initiative started in 2011 at eight schools and has now expanded to 35 schools across the country.\u003c/p>\n\u003cp>High-profile artists adopt each school. Red Hot Chili Peppers drummer Chad Smith adopted Mary Chapa Academy. He’s donated dozens of drums and guitars for music class.\u003c/p>\n\u003cp>Today, though, music teacher Christopher Lopez has the kids wailing away on the backs of chairs. Students are preparing a musical production of \"The Jungle Book\" this spring, and the drum club is going to do a pre-show.\u003c/p>\n\u003cp>\"We’re going to be using trashcans, we’re going to be using 5-gallon buckets, and we’re going to be using cement support molds, as drums,\" said Lopez. \"So, the idea that percussion is everything: These guys can make music anywhere.\"\u003c/p>\n\u003cp>All 900 kids in the school get music once a week with Lopez. You can find him at any time of day teaching the kids to tune their voices to match a note played on an instrument, or to sing scales.\u003c/p>\n\u003cp>\u003cstrong>Introducing Art to All Classes\u003c/strong>\u003c/p>\n\u003cp>Teachers are trying out other kinds of art in their classrooms, too. The turnaround arts program has been in place at Mary Chapa only for a few months, but all the teachers have had some training. If you peek in the classrooms, you can find fifth-graders doing freeze theater tableaus of the Revolutionary War, or second-graders painting oil spills for a unit on the environment.\u003c/p>\n\u003cp>Fourth-graders in Sarah Betz's class have made haiku poetry boxes and topographic maps with beans. She says integrating art has made a difference for her students, especially English learners.\u003c/p>\n\u003cfigure id=\"attachment_10452214\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg\">\u003cimg class=\"size-medium wp-image-10452214\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg\" alt=\"A first grader at Peralta Elementary works on a pencil drawing.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A first-grader at Peralta Elementary works on a pencil drawing. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They’re able to tell me about what they’re learning, not just repeat what they’ve learned,\" said Betz. \"And they ask questions about what they’re learning. They don’t just kind of skim over it.\"\u003c/p>\n\u003cp>At the first turnaround arts schools in the country, math and reading scores went up, more than at comparable schools that were trying other turnaround programs not using the arts.\u003c/p>\n\u003cp>It’s too soon to say if art is changing outcomes at Mary Chapa Academy. But there’s no question that students here are engaged.\u003c/p>\n\u003cp>\"I love art because it makes the kids have a lot of fun and it makes us feel happy!\" said Omar Garcia Perez.\u003c/p>\n\u003cp>What was school like for Omar when there wasn't any art?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Boring! We had just to do math and math problems, and mathematics,\" he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a first-grade classroom at \u003ca href=\"http://www.peraltaschool.org/\">Peralta Elementary School\u003c/a> in Oakland, children concentrate on detailed pencil drawings of scenes from the underground railroad. Safehouses and trap doors appear on paper. One boy is drawing dogs with pointy teeth.\u003c/p>\n\u003cp>Here at Peralta, art is never just about art. These first-graders are learning about history, but they're also practicing math, measuring with their fingers to figure out where to draw horizon lines. Teacher Pam Lucker is helping the students include perspective.\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/195758277&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/195758277'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"If I look at this lady, for example, she takes up about three-quarters of the page. Your lady is a little bit bigger, especially her head. ... Do you see that?\" Lucker asks a little girl.\u003c/p>\n\u003cp>After years of arts taking second stage to math and reading, a state task force is now recommending arts be returned to California classrooms as a core subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Peralta is a model for how art can be woven into every lesson. Even when other schools were dropping the arts, teachers here have integrated art and music into their classes for at least 15 years. Lucker says it helps her as a teacher.\u003c/p>\n\u003cfigure id=\"attachment_10452229\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg\">\u003cimg class=\"size-medium wp-image-10452229\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg\" alt=\"Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14485_IMG_20150213_125407-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Sonia Aramburo tracks student test scores at Mary Chapa Academy in Greenfield, CA. It’s too soon to say if art is changing outcomes, but there’s no question that students here are engaged. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Art and writing are ways that I can take the lids off my kids’ heads and see what’s going on,\" said Lucker. \"It helps me understand what they’re understanding of what I’ve taught.\"\u003c/p>\n\u003cp>Teachers here believe there’s another benefit to art: It teaches kids how to think creatively, which they say is an essential skill for future jobs. Ana Thomas strives to teach multimedia to her fourth-graders. Right now, they're working on an interactive marine wall.\u003c/p>\n\u003cp>\"It'll have these layers to it, where you can flip up and see, maybe the life cycle, with a flipbook, or there'll be a little plastic bag installed, where you can press a button and maybe hear the sound of the California harbor seal,\" said Thomas.\u003c/p>\n\u003cp>Embedding sound was the idea of a student, who is really excited to learn as much as she can about the harbor seal. That's one of the goals of arts-integrated classrooms: to hook students to really delve deep into their schoolwork.\u003c/p>\n\u003cp>\u003cstrong>How One School Reintroduced Art into Education\u003c/strong>\u003c/p>\n\u003cp>So why don’t all schools in California have as much art as Peralta?\u003c/p>\n\u003cp>Well, part of it is money. Budget cuts have pushed art out of many schools in the state. Peralta's principal, Rosette Costello, says parents and teachers have had to cobble together grants and fundraise like crazy to keep their program going. But she thinks there's another reason art is not part of the curriculum at many schools.\u003c/p>\n\u003cp>\"There’s also cultures that say, 'Art no, drill and kill yes,' \" said Costello. \"You know, poor kids, art definitely no, drill and kill definitely yes! And they’ve got it totally backwards!\"\u003c/p>\n\u003cp>It's true that schools that serve low-income students are less likely to have arts in the curriculum. By some estimates, students at the schools with the highest poverty are 50 percent less likely to have access to art in school. That’s partly because some schools dropped the arts to focus on reading and math, in hopes of bringing up test scores.\u003c/p>\n\u003cp>One school that used to have no art is \u003ca href=\"http://mc-greenfield-ca.schoolloop.com/\">Mary Chapa Academy\u003c/a> in Greenfield, California. It’s a huge school in the middle of broccoli country, the Salinas Valley. The vast majority of students here are English learners, and many come from indigenous Triqui families from the state of Oaxaca in Mexico.\u003c/p>\n\u003cp>Sonia Aramburo is the principal of Mary Chapa. She says it was once the lowest-performing school in the state.\u003c/p>\n\u003cp>\"I’ll tell you, when I first came, I was shocked,\" said Aramburo. \"I believe that people believed that our kids could not learn.\"\u003c/p>\n\u003cfigure id=\"attachment_10454829\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg\">\u003cimg class=\"wp-image-10454829 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg\" alt=\"Children try out new drumsticks at Mary Chapa Academy.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14440_IMG_20150213_145454-qut1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children try out new drumsticks at Mary Chapa Academy. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mary Chapa was in program improvement under No Child Left Behind. Up until this school year, most teachers had never done art in their classroom at all, ever.\u003c/p>\n\u003cp>\"At first some of the teachers were like, 'I don’t even want to pick up a colored crayon, ’cause I don’t want to get in trouble.' Because for many years, we were not allowed to,\" said Veronica Hernandez, one of the teachers who's been here the longest.\u003c/p>\n\u003cp>This school year, Mary Chapa was selected to be one of 10 “\u003ca href=\"http://turnaroundarts.pcah.gov/\">turnaround arts\u003c/a>” schools in the state. It’s a national initiative, led by Michelle Obama, to improve academic achievement at low-performing schools by flooding them with art supplies and teaching artists. The initiative started in 2011 at eight schools and has now expanded to 35 schools across the country.\u003c/p>\n\u003cp>High-profile artists adopt each school. Red Hot Chili Peppers drummer Chad Smith adopted Mary Chapa Academy. He’s donated dozens of drums and guitars for music class.\u003c/p>\n\u003cp>Today, though, music teacher Christopher Lopez has the kids wailing away on the backs of chairs. Students are preparing a musical production of \"The Jungle Book\" this spring, and the drum club is going to do a pre-show.\u003c/p>\n\u003cp>\"We’re going to be using trashcans, we’re going to be using 5-gallon buckets, and we’re going to be using cement support molds, as drums,\" said Lopez. \"So, the idea that percussion is everything: These guys can make music anywhere.\"\u003c/p>\n\u003cp>All 900 kids in the school get music once a week with Lopez. You can find him at any time of day teaching the kids to tune their voices to match a note played on an instrument, or to sing scales.\u003c/p>\n\u003cp>\u003cstrong>Introducing Art to All Classes\u003c/strong>\u003c/p>\n\u003cp>Teachers are trying out other kinds of art in their classrooms, too. The turnaround arts program has been in place at Mary Chapa only for a few months, but all the teachers have had some training. If you peek in the classrooms, you can find fifth-graders doing freeze theater tableaus of the Revolutionary War, or second-graders painting oil spills for a unit on the environment.\u003c/p>\n\u003cp>Fourth-graders in Sarah Betz's class have made haiku poetry boxes and topographic maps with beans. She says integrating art has made a difference for her students, especially English learners.\u003c/p>\n\u003cfigure id=\"attachment_10452214\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg\">\u003cimg class=\"size-medium wp-image-10452214\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg\" alt=\"A first grader at Peralta Elementary works on a pencil drawing.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/RS14431_IMG_20150211_110340-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A first-grader at Peralta Elementary works on a pencil drawing. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They’re able to tell me about what they’re learning, not just repeat what they’ve learned,\" said Betz. \"And they ask questions about what they’re learning. They don’t just kind of skim over it.\"\u003c/p>\n\u003cp>At the first turnaround arts schools in the country, math and reading scores went up, more than at comparable schools that were trying other turnaround programs not using the arts.\u003c/p>\n\u003cp>It’s too soon to say if art is changing outcomes at Mary Chapa Academy. But there’s no question that students here are engaged.\u003c/p>\n\u003cp>\"I love art because it makes the kids have a lot of fun and it makes us feel happy!\" said Omar Garcia Perez.\u003c/p>\n\u003cp>What was school like for Omar when there wasn't any art?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Boring! We had just to do math and math problems, and mathematics,\" he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "breaking-down-language-barriers-in-a-sacramento-parking-lot",
"title": "Breaking Down Language Barriers in a Sacramento Parking Lot",
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"headTitle": "Breaking Down Language Barriers in a Sacramento Parking Lot | KQED",
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"content": "\u003cp>It’s an ordinary Wednesday afternoon at a bustling Home Depot on Sacramento’s south side. Every possible kind of construction material flows in and out of a very busy parking lot. Paint, plumbing parts, windows, wallboard and lumber are loaded into work trucks and the back of pickups. All are destined for a building project somewhere around California’s state capital. But at one corner of the lot, in the shade of young oak trees, another kind of building project is just getting underway.\u003c/p>\n\u003cp>Surrounded by a loose collection of men in jeans and T-shirts \u003cspan style=\"font-weight: 400\">—\u003c/span> one wearing a straw cowboy hat, and another wearing a gray hoodie \u003cspan style=\"font-weight: 400\">—\u003c/span> stands Heather Hutcheson, an English professor at Cosumnes River College. Most days of the week, she teaches courses in advanced composition and creative writing to a full classroom of college-bound hopefuls. But Wednesdays are different. On these days, she stands on the hot asphalt of this Home Depot parking lot leading what are called intercambios.\u003c/p>\n\u003cp>“They’re English and Spanish exchanges between the guys waiting for work out here on a regular basis and my community college students,” explains Hutcheson.\u003c/p>\n\u003cp>Out here she is called \u003cem>la maestra\u003c/em> or the teacher. Her new \u003cem>estudiantes\u003c/em> are the day laborers who stand side by side in a loose half-circle, listening and writing down the English words and phrases they’re learning in new, brightly colored, lined notepads. Hutcheson pays for the notepads herself.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=8grbmaRIECU&w=640&h=360]\u003c/p>\n\u003cp>According to Hutcheson, the idea for these parking lot intercambios was inspired by an unforgettable trip to Mexico.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I had the fantastic, amazing opportunity to be on sabbatical from my teaching position in Oaxaca, Mexico. It was fantastic,” continues Hutcheson. “Every Saturday I would have this intercambio at a local library, where I would speak with strangers one hour in English and one hour in Spanish.”\u003c/p>\n\u003cp>The experience was life-changing. And when she came home, she didn’t want the exchanges to end. That desire drove her straight to this parking lot.\u003c/p>\n\u003cfigure id=\"attachment_10454943\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10454943\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2-800x610.jpg\" alt=\"Student Eunice Edigin helps a worker with some English phrases.\" width=\"800\" height=\"610\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-800x610.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-400x305.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-1440x1097.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-1180x899.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-768x585.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-320x244.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Eunice Edigin helps a worker with some English phrases. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I pulled up here and said, ‘I’m recently returning from Mexico, and I want to continue to learn Spanish. I’m an English teacher and I can help you learn English. What do you guys think?’ They really thought I was insane, and said, ‘Where’s the classroom?’ I said, ‘This is the classroom.’ They’re like, ‘But no, where are we gonna have classes?’ I was like, ‘No. We’ll stand out here.’ ”\u003c/p>\n\u003cp>And why not? Hutcheson says these men are out here almost every day and there’s a lot of down time while they wait for work.\u003c/p>\n\u003cp>“They’re waiting for day labor jobs, which aren’t coming a lot right now, and they usually stand around under this tree and talk in a circle, exchanging lessons in English and Spanish as the rest of the traffic is passing us by.”\u003c/p>\n\u003cp>One of her students is Iberto, a robust 77-year-old who, like the others in this group, is hoping to become better at speaking and understanding English. It’s important for his work, and he’s looking to Hutcheson for help. At the moment he can’t remember the English word for “store”:\u003c/p>\n\u003cp>Hutcheson: ¿Que es mercado en Ingles?\u003cbr>\nIberto: Ingles, no se.\u003cbr>\nHutcheson: Mercado is store.\u003cbr>\nIberto: Ah, eh store. Store.\u003c/p>\n\u003cp>Some of Hutcheson’s students from the community college join the group. One of the students, Juelle Baker, and a day laborer named Oscar jump right in:\u003c/p>\n\u003cp>Hutcheson: ¿Cuantos años estas aqui?\u003cbr>\nJuelle: How many years have you been here?\u003cbr>\nOscar: Seis años.\u003cbr>\nHutcheson: So, six years ago.\u003c/p>\n\u003cfigure id=\"attachment_10454947\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10454947\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3-800x782.jpg\" alt=\"Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera.\" width=\"800\" height=\"782\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-800x782.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-400x391.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-1440x1407.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-1180x1153.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-768x750.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-320x313.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Juelle says she was nervous about coming, but is glad she did. Hutcheson understands that basic fear, knowing that the conversation is not always easy.\u003c/p>\n\u003cp>“I think a lot of what happens in the language exchange is that we feel stupid or uncomfortable or even ugly in a language that isn’t our native language,” says Hutcheson. “And it’s an uncomfortable feeling, but we all experience it.”\u003c/p>\n\u003cp>Along the way, the students \u003cspan style=\"font-weight: 400\">—\u003c/span> both English and Spanish-speaking \u003cspan style=\"font-weight: 400\">—\u003c/span> stumble over pronunciations and trip on conjugations. But it’s a shared experience in a group that supports each other as they learn. And the best part is they’re having fun trying. Juelle included.\u003c/p>\n\u003cp>“I think it’s pretty cool because it’s like you can learn something \u003cspan style=\"font-weight: 400\">—\u003c/span> you can only learn it firsthand,” she says. “It’s like as much as I sit in a classroom, until you immerse yourself in a different type of environment or language, you’re not really going to learn.”\u003c/p>\n\u003cp>Her sister, Noelle Baker, agrees.\u003c/p>\n\u003cp>“I like the idea because I like the cultural bridge. You get to step over that bridge. You break down those boundaries that separate everybody from one another, because there’s already so much separation based on cultural differences, countries, languages and so on.”\u003c/p>\n\u003cp>One of the day laborers, Pedro Flores, is breaking down boundaries, too. He says it’s thanks to Hutcheson.\u003c/p>\n\u003cfigure id=\"attachment_10455009\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10455009\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4-800x508.jpg\" alt=\"Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning.\" width=\"800\" height=\"508\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-800x508.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-400x254.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-1440x914.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-1180x749.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-768x488.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-320x203.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“She’s friendly and she helps other people to speak better English. Because sometimes when we speak, any new word like English or in Spanish, it’s nice to write it and remember it another day, to put it in your mind, using it for your life. She give that to me.”\u003c/p>\n\u003cp>A happy Hutcheson says she can see that language is no longer a barrier, but a link to others.\u003c/p>\n\u003cp>“There are no strangers, just people we haven’t met yet. And we need to meet those people because they have a whole lot to offer, whether it’s a little bit of Spanish or polite exchanges or news about the world.”\u003c/p>\n\u003cp>Lately, on occasion, she takes her intercambios out of the parking lot and into nearby restaurants. The group lunches together as they continue their unique Spanish and English exchange and sharing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A parking lot of strangers has become a table of friends.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s an ordinary Wednesday afternoon at a bustling Home Depot on Sacramento’s south side. Every possible kind of construction material flows in and out of a very busy parking lot. Paint, plumbing parts, windows, wallboard and lumber are loaded into work trucks and the back of pickups. All are destined for a building project somewhere around California’s state capital. But at one corner of the lot, in the shade of young oak trees, another kind of building project is just getting underway.\u003c/p>\n\u003cp>Surrounded by a loose collection of men in jeans and T-shirts \u003cspan style=\"font-weight: 400\">—\u003c/span> one wearing a straw cowboy hat, and another wearing a gray hoodie \u003cspan style=\"font-weight: 400\">—\u003c/span> stands Heather Hutcheson, an English professor at Cosumnes River College. Most days of the week, she teaches courses in advanced composition and creative writing to a full classroom of college-bound hopefuls. But Wednesdays are different. On these days, she stands on the hot asphalt of this Home Depot parking lot leading what are called intercambios.\u003c/p>\n\u003cp>“They’re English and Spanish exchanges between the guys waiting for work out here on a regular basis and my community college students,” explains Hutcheson.\u003c/p>\n\u003cp>Out here she is called \u003cem>la maestra\u003c/em> or the teacher. Her new \u003cem>estudiantes\u003c/em> are the day laborers who stand side by side in a loose half-circle, listening and writing down the English words and phrases they’re learning in new, brightly colored, lined notepads. Hutcheson pays for the notepads herself.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/8grbmaRIECU'\n title='//www.youtube.com/embed/8grbmaRIECU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>According to Hutcheson, the idea for these parking lot intercambios was inspired by an unforgettable trip to Mexico.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I had the fantastic, amazing opportunity to be on sabbatical from my teaching position in Oaxaca, Mexico. It was fantastic,” continues Hutcheson. “Every Saturday I would have this intercambio at a local library, where I would speak with strangers one hour in English and one hour in Spanish.”\u003c/p>\n\u003cp>The experience was life-changing. And when she came home, she didn’t want the exchanges to end. That desire drove her straight to this parking lot.\u003c/p>\n\u003cfigure id=\"attachment_10454943\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10454943\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio2-800x610.jpg\" alt=\"Student Eunice Edigin helps a worker with some English phrases.\" width=\"800\" height=\"610\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-800x610.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-400x305.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-1440x1097.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-1180x899.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-768x585.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2-320x244.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Eunice Edigin helps a worker with some English phrases. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I pulled up here and said, ‘I’m recently returning from Mexico, and I want to continue to learn Spanish. I’m an English teacher and I can help you learn English. What do you guys think?’ They really thought I was insane, and said, ‘Where’s the classroom?’ I said, ‘This is the classroom.’ They’re like, ‘But no, where are we gonna have classes?’ I was like, ‘No. We’ll stand out here.’ ”\u003c/p>\n\u003cp>And why not? Hutcheson says these men are out here almost every day and there’s a lot of down time while they wait for work.\u003c/p>\n\u003cp>“They’re waiting for day labor jobs, which aren’t coming a lot right now, and they usually stand around under this tree and talk in a circle, exchanging lessons in English and Spanish as the rest of the traffic is passing us by.”\u003c/p>\n\u003cp>One of her students is Iberto, a robust 77-year-old who, like the others in this group, is hoping to become better at speaking and understanding English. It’s important for his work, and he’s looking to Hutcheson for help. At the moment he can’t remember the English word for “store”:\u003c/p>\n\u003cp>Hutcheson: ¿Que es mercado en Ingles?\u003cbr>\nIberto: Ingles, no se.\u003cbr>\nHutcheson: Mercado is store.\u003cbr>\nIberto: Ah, eh store. Store.\u003c/p>\n\u003cp>Some of Hutcheson’s students from the community college join the group. One of the students, Juelle Baker, and a day laborer named Oscar jump right in:\u003c/p>\n\u003cp>Hutcheson: ¿Cuantos años estas aqui?\u003cbr>\nJuelle: How many years have you been here?\u003cbr>\nOscar: Seis años.\u003cbr>\nHutcheson: So, six years ago.\u003c/p>\n\u003cfigure id=\"attachment_10454947\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10454947\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio3-800x782.jpg\" alt=\"Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera.\" width=\"800\" height=\"782\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-800x782.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-400x391.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-1440x1407.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-1180x1153.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-768x750.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-320x313.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio3.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson laughs with one of her estudiantes, Daniel Herrera. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Juelle says she was nervous about coming, but is glad she did. Hutcheson understands that basic fear, knowing that the conversation is not always easy.\u003c/p>\n\u003cp>“I think a lot of what happens in the language exchange is that we feel stupid or uncomfortable or even ugly in a language that isn’t our native language,” says Hutcheson. “And it’s an uncomfortable feeling, but we all experience it.”\u003c/p>\n\u003cp>Along the way, the students \u003cspan style=\"font-weight: 400\">—\u003c/span> both English and Spanish-speaking \u003cspan style=\"font-weight: 400\">—\u003c/span> stumble over pronunciations and trip on conjugations. But it’s a shared experience in a group that supports each other as they learn. And the best part is they’re having fun trying. Juelle included.\u003c/p>\n\u003cp>“I think it’s pretty cool because it’s like you can learn something \u003cspan style=\"font-weight: 400\">—\u003c/span> you can only learn it firsthand,” she says. “It’s like as much as I sit in a classroom, until you immerse yourself in a different type of environment or language, you’re not really going to learn.”\u003c/p>\n\u003cp>Her sister, Noelle Baker, agrees.\u003c/p>\n\u003cp>“I like the idea because I like the cultural bridge. You get to step over that bridge. You break down those boundaries that separate everybody from one another, because there’s already so much separation based on cultural differences, countries, languages and so on.”\u003c/p>\n\u003cp>One of the day laborers, Pedro Flores, is breaking down boundaries, too. He says it’s thanks to Hutcheson.\u003c/p>\n\u003cfigure id=\"attachment_10455009\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10455009\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/Intercambio4-800x508.jpg\" alt=\"Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning.\" width=\"800\" height=\"508\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-800x508.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-400x254.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-1440x914.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-1180x749.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-768x488.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4-320x203.jpg 320w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/03/Intercambio4.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heather Hutcheson brings notepads each week for the estudiantes, so they can write down the English words and phrases they’re learning. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“She’s friendly and she helps other people to speak better English. Because sometimes when we speak, any new word like English or in Spanish, it’s nice to write it and remember it another day, to put it in your mind, using it for your life. She give that to me.”\u003c/p>\n\u003cp>A happy Hutcheson says she can see that language is no longer a barrier, but a link to others.\u003c/p>\n\u003cp>“There are no strangers, just people we haven’t met yet. And we need to meet those people because they have a whole lot to offer, whether it’s a little bit of Spanish or polite exchanges or news about the world.”\u003c/p>\n\u003cp>Lately, on occasion, she takes her intercambios out of the parking lot and into nearby restaurants. The group lunches together as they continue their unique Spanish and English exchange and sharing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "As University Costs Rise, Some Going Hungry to Pay for College",
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"content": "\u003cp>Thousands of California university students are seeking help each month from food banks and free meal programs as higher tuition and living costs squeeze their meager budgets.\u003c/p>\n\u003cp>The issue is taking on more urgency as the University of California plans further tuition hikes, if state lawmakers and Gov. Jerry Brown decide against a UC request for millions more in state funding to cover operations.\u003c/p>\n\u003cp>For University of California student regent Sadia Saiffudin, the extreme hunger she sees today isn't the occasional empty-wallet experience that some remember from their college days.\u003c/p>\n\u003cp>Saiffudin said people use the term \"starving student\" lightly because they don’t realize how much of a harsh reality it is for many. \"They weren’t the ones living out of their car or having to shower in the gym,\" she said.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195758789\" 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>Data aren't well kept on the number of students who go hungry. But Tim Galarneau, UC Santa Cruz food systems researcher, said organizations that track hunger in the United States have noticed “a significant rise of chronic to acute food insecurity for university and college students.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A biannual UC survey suggests the scale of the problem: from 2010 to 2014, roughly 50 percent of students said they skipped meals to save money \"occasionally\" to \"very often.\" And at UCLA, officials distributed in the last academic year some 3,884 meal vouchers for students in dire circumstances facing a food shortage. In 2012-2013, it gave out 7,562, and 4,652 the year before that. UC Irvine has budgeted for fewer than 100 in the first year of its voucher program.\u003c/p>\n\u003cp>Food pantries for students are now open on most UC campuses, in part because of an effort started by President Janet Napolitano to help solve global and local hunger.\u003c/p>\n\u003cp>But Napolitano has warned UC will further raise tuition in coming years if the state does not provide more funding, as much as $98 million more in 2015-2016, to maintain the university system's quality and open more seats for California students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/news/2015/03/09/50221/as-california-university-costs-rise-college-studen/?slide=1\">\u003cstrong>\u003cem>Read the full story via KPCC\u003c/em>\u003c/strong>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of California university students are seeking help each month from food banks and free meal programs as higher tuition and living costs squeeze their meager budgets.\u003c/p>\n\u003cp>The issue is taking on more urgency as the University of California plans further tuition hikes, if state lawmakers and Gov. Jerry Brown decide against a UC request for millions more in state funding to cover operations.\u003c/p>\n\u003cp>For University of California student regent Sadia Saiffudin, the extreme hunger she sees today isn't the occasional empty-wallet experience that some remember from their college days.\u003c/p>\n\u003cp>Saiffudin said people use the term \"starving student\" lightly because they don’t realize how much of a harsh reality it is for many. \"They weren’t the ones living out of their car or having to shower in the gym,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/195758789&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/195758789'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Data aren't well kept on the number of students who go hungry. But Tim Galarneau, UC Santa Cruz food systems researcher, said organizations that track hunger in the United States have noticed “a significant rise of chronic to acute food insecurity for university and college students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A biannual UC survey suggests the scale of the problem: from 2010 to 2014, roughly 50 percent of students said they skipped meals to save money \"occasionally\" to \"very often.\" And at UCLA, officials distributed in the last academic year some 3,884 meal vouchers for students in dire circumstances facing a food shortage. In 2012-2013, it gave out 7,562, and 4,652 the year before that. UC Irvine has budgeted for fewer than 100 in the first year of its voucher program.\u003c/p>\n\u003cp>Food pantries for students are now open on most UC campuses, in part because of an effort started by President Janet Napolitano to help solve global and local hunger.\u003c/p>\n\u003cp>But Napolitano has warned UC will further raise tuition in coming years if the state does not provide more funding, as much as $98 million more in 2015-2016, to maintain the university system's quality and open more seats for California students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/news/2015/03/09/50221/as-california-university-costs-rise-college-studen/?slide=1\">\u003cstrong>\u003cem>Read the full story via KPCC\u003c/em>\u003c/strong>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "California Suspends School Ratings for First Year of Common Core Test",
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"content": "\u003cp>\u003cem>Christine Armario, Associated Press, contributed to this report.\u003c/em>\u003c/p>\n\u003cp>Across California, kids this week are hunkering down over new standardized tests. In the future, these tests will help determine how we decide which schools are good and which aren't. But this year schools and students are getting a break.\u003c/p>\n\u003cp>The California Board of Education suspended the state's school accountability system on Wednesday for one year to give teachers and students time to adjust to new standardized tests aligned with Common Core standards.\u003c/p>\n\u003cp>The board voted at a meeting in Sacramento not to produce an Academic Performance Index for the 2014-15 school year. The index uses student results on statewide tests to rank schools and to identify those that need improvement.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195511615\" 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>School board President Michael Kirst said the state wants to make sure it is measuring student growth, not just baseline performance, on the new Smarter Balanced tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"[Things like] college readiness, career and technical education, in order to understand the complex mosaic of a school and not just rely on a single test number,\" Kirst said.\u003c/p>\n\u003cp>The changes are hailed by University of Southern California Professor Morgan Polikoff. He says relying only on test scores has pushed some teachers to focus only on test prep.\u003c/p>\n\u003cp>\"It's not clear at all to me that it accurately describes which schools are, you know, doing a good job educating kids and which schools aren't. Right now it's primarily a measure of, you know, what proportion of the kids in the school are affluent,\" Polikoff said.\u003c/p>\n\u003cp>\u003cstrong>California Prepares for Common Core\u003c/strong>\u003c/p>\n\u003cp>The Common Core benchmarks adopted by a majority of states around the nation have come under fire in recent years, largely from conservatives who decry them as a federal infringement on school policy. The standards were approved for implementation by individual states, though the U.S. Department of Education encouraged their adoption through initiatives like Race to the Top.\u003c/p>\n\u003cp>The new tests have angered some parents and teachers across the nation, who say the exams distract from real learning, put added stress on students and staff members, and waste resources, especially in poor districts.\u003c/p>\n\u003cp>In California, by contrast, the Common Core standards have been largely embraced by district leaders, parents and teacher unions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"RCkqA06d80cS9DcW8cvuvDFyvBzPHu8m\"]\u003c/p>\n\u003cp>Kirst said even if the new test results aren't used on the state index, they will still be reported at the school, district and state level.\u003c/p>\n\u003cp>\"They'll be held accountable to the public,\" Kirst said.\u003c/p>\n\u003cp>Several districts, including Los Angeles Unified, the nation's second-largest, requested that this year's assessments not be used for accountability purposes, arguing that students have not had enough time to practice on testing devices and that the new tests could not be reliably compared with the old pencil-and-paper standardized tests that California children took to measure growth.\u003c/p>\n\u003cp>\"We need that next year to look at this issue of growth,\" said Edgar Zarzueta, LAUSD chief of external affairs.\u003c/p>\n\u003cp>The Smarter Balanced tests are required to be taken on a computer or tablet. At LAUSD, there were numerous problems when a practice test was administered, including the website crashing and slow connectivity.\u003c/p>\n\u003cp>Those issues appear to be resolved: The tests are now being administered in 94 Los Angeles schools, and officials said Tuesday there were no major issues.\u003c/p>\n\u003cp>The tests evaluate students in grades three through eight and 11th grade in Common Core-aligned English-language arts and math.\u003c/p>\n\u003cp>\u003cstrong>Delay Gives State More Time to Build New Grading System\u003c/strong>\u003c/p>\n\u003cp>Suspending the state's evaluation system means scores in the first year won't be used to take any corrective actions. Numerous parent, teacher and education organizations commented in favor of the delay at Wednesday's meeting.\u003c/p>\n\u003cp>\"We feel that accountability is very important to the public, but it's sensible to delay because the information is not all going to be clear and solid and current, and we need the transition time,\" said Celia Jaffe, education commissioner of the California State PTA.\u003c/p>\n\u003cp>The decision to suspend California's school accountability system is also part of a larger effort to develop a new framework using multiple measures to evaluate school performance, rather than a single number tied to a test.\u003c/p>\n\u003cp>The board voted in favor of moving forward on a Department of Education recommendation to develop a new framework that would replace the one suspended this year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it reflects the inherent need to take a pause ... as we look at the best way to evaluate a school,\" board member Kenton Shimozaki said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Christine Armario, Associated Press, contributed to this report.\u003c/em>\u003c/p>\n\u003cp>Across California, kids this week are hunkering down over new standardized tests. In the future, these tests will help determine how we decide which schools are good and which aren't. But this year schools and students are getting a break.\u003c/p>\n\u003cp>The California Board of Education suspended the state's school accountability system on Wednesday for one year to give teachers and students time to adjust to new standardized tests aligned with Common Core standards.\u003c/p>\n\u003cp>The board voted at a meeting in Sacramento not to produce an Academic Performance Index for the 2014-15 school year. The index uses student results on statewide tests to rank schools and to identify those that need improvement.\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/195511615&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/195511615'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>School board President Michael Kirst said the state wants to make sure it is measuring student growth, not just baseline performance, on the new Smarter Balanced tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"[Things like] college readiness, career and technical education, in order to understand the complex mosaic of a school and not just rely on a single test number,\" Kirst said.\u003c/p>\n\u003cp>The changes are hailed by University of Southern California Professor Morgan Polikoff. He says relying only on test scores has pushed some teachers to focus only on test prep.\u003c/p>\n\u003cp>\"It's not clear at all to me that it accurately describes which schools are, you know, doing a good job educating kids and which schools aren't. Right now it's primarily a measure of, you know, what proportion of the kids in the school are affluent,\" Polikoff said.\u003c/p>\n\u003cp>\u003cstrong>California Prepares for Common Core\u003c/strong>\u003c/p>\n\u003cp>The Common Core benchmarks adopted by a majority of states around the nation have come under fire in recent years, largely from conservatives who decry them as a federal infringement on school policy. The standards were approved for implementation by individual states, though the U.S. Department of Education encouraged their adoption through initiatives like Race to the Top.\u003c/p>\n\u003cp>The new tests have angered some parents and teachers across the nation, who say the exams distract from real learning, put added stress on students and staff members, and waste resources, especially in poor districts.\u003c/p>\n\u003cp>In California, by contrast, the Common Core standards have been largely embraced by district leaders, parents and teacher unions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Kirst said even if the new test results aren't used on the state index, they will still be reported at the school, district and state level.\u003c/p>\n\u003cp>\"They'll be held accountable to the public,\" Kirst said.\u003c/p>\n\u003cp>Several districts, including Los Angeles Unified, the nation's second-largest, requested that this year's assessments not be used for accountability purposes, arguing that students have not had enough time to practice on testing devices and that the new tests could not be reliably compared with the old pencil-and-paper standardized tests that California children took to measure growth.\u003c/p>\n\u003cp>\"We need that next year to look at this issue of growth,\" said Edgar Zarzueta, LAUSD chief of external affairs.\u003c/p>\n\u003cp>The Smarter Balanced tests are required to be taken on a computer or tablet. At LAUSD, there were numerous problems when a practice test was administered, including the website crashing and slow connectivity.\u003c/p>\n\u003cp>Those issues appear to be resolved: The tests are now being administered in 94 Los Angeles schools, and officials said Tuesday there were no major issues.\u003c/p>\n\u003cp>The tests evaluate students in grades three through eight and 11th grade in Common Core-aligned English-language arts and math.\u003c/p>\n\u003cp>\u003cstrong>Delay Gives State More Time to Build New Grading System\u003c/strong>\u003c/p>\n\u003cp>Suspending the state's evaluation system means scores in the first year won't be used to take any corrective actions. Numerous parent, teacher and education organizations commented in favor of the delay at Wednesday's meeting.\u003c/p>\n\u003cp>\"We feel that accountability is very important to the public, but it's sensible to delay because the information is not all going to be clear and solid and current, and we need the transition time,\" said Celia Jaffe, education commissioner of the California State PTA.\u003c/p>\n\u003cp>The decision to suspend California's school accountability system is also part of a larger effort to develop a new framework using multiple measures to evaluate school performance, rather than a single number tied to a test.\u003c/p>\n\u003cp>The board voted in favor of moving forward on a Department of Education recommendation to develop a new framework that would replace the one suspended this year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it reflects the inherent need to take a pause ... as we look at the best way to evaluate a school,\" board member Kenton Shimozaki said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "With Suspensions Down, Some Schools Struggle to Increase Learning",
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"headTitle": "The California Report | KQED News",
"content": "\u003cp>It's a well-known fact at Dr. Martin Luther King, Jr. Academic Middle School in San Francisco that the toughest time to teach is right after lunch. Kids are tired, and trouble that starts at lunch can sometimes carry into the classroom.\u003c/p>\n\u003cp>Today, the academic counselor is trying to mediate between two girls who were sent out of the classroom, and who are arguing about who's responsible. Later, three adults have to restrain another girl from running out into the hall.\u003c/p>\n\u003cp>These girls won't get suspended today, but they will lose learning time because they will sit in a room while school staff enter the incident into a database and then they will meet with a counselor.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195179135\" 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>In many school districts across California, schools are cutting down on the number of suspensions. The theory is: Keep kids in class, and they'll learn more and be less likely to drop out. San Francisco Unified School District has been a leader, passing a resolution last year to ban all suspensions for \"willful defiance.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To do this right, all the teachers in a school have to build deep relationships with their most challenging kids.\u003c/p>\n\u003cp>That's not easy.\u003c/p>\n\u003cp>One of the challenges is the sheer number of disruptions. Seventh-grader Alexis Gill says the new policy hasn't improved her classmates' behavior.\u003c/p>\n\u003cp>\"They cuss out the teachers, throw tables and chairs and stuff around the classroom,\" said Gill.\u003c/p>\n\u003cp>A handful of seventh-graders I spoke with say they get sent out of class for other kinds of behavior, sometimes for things like leaving the room or talking or using their phone. When these 12- and 13-year-olds have been suspended, it's usually been for fights. One girl lit a piece of paper on fire and said she hoped the whole class burned.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Once [teachers] learned how to do it, and they spent...time building relationships in their classroom through restorative practices, they cannot stop raving about how it changes the culture.'\u003ccite>Laura Faer, education rights director for Public Counsel\u003c/cite>\u003c/aside>\n\u003cp>Assistant Principal Michael Essien says the school is seeking to look at these incidents not as crimes to be punished, but as cries for help.\u003c/p>\n\u003cp>He walks the halls, greeting students with a smile and a booming voice.\u003c/p>\n\u003cp>\"Who’s bouncing that basketball up there? I need you back in class, man!\" Essien yells to a group of boys. And then, to a girl using her cellphone, \"Put that phone away, girl. You trying to give it to me?\"\u003c/p>\n\u003cp>Essien says the school needs to revamp its entire culture. Part of the problem, he says, is that teachers don’t know how to relate to students. Most students at Martin Luther King are African-American, Asian and Latino. Most of the teachers are white.\u003c/p>\n\u003cp>\"As a teacher, who may or may not have anything in connection with any of those cultures, how do I make the classroom such that there’s a relationship between the students and I, and between the students themselves, so we can reduce inappropriate behaviors that can get you referred out?\" he asks. \"It’s building relationships. But it’s challenging for teachers to do that.\"\u003c/p>\n\u003cp>Training teachers to change the way they teach is a long haul. San Francisco has been working with teachers on this since 2009. But there are gaps. At Martin Luther King, not all teachers are trained. And there's been some pushback here.\u003c/p>\n\u003cp>Eighth-grade social studies teacher Susan Warren says she supports reducing suspensions in theory.\u003c/p>\n\u003cp>\"I agree, they’re not learning if they are outside the classroom, but for some students, no one’s learning if they’re in the classroom,\" Warren says.\u003c/p>\n\u003cp>She echoes what other teachers here say: They sometimes feel overwhelmed by all the steps they have to take before sending a kid out of class. First, they give a warning. Then they send the student into the hall. If that doesn't help, they send them to another classroom to reflect, and then they make a phone call home.\u003c/p>\n\u003cp>\"I'm happy to facilitate that process,\" said Warren, \"but it gets in the way of me trying to teach literacy skills and pure content.\"\u003c/p>\n\u003cp>That could be because she needs more training, said Laura Faer, education rights director with Public Counsel, an advocacy group that has pushed for alternatives to suspension and harsh discipline statewide.\u003c/p>\n\u003cp>\"Universally, the teachers we talk to say, 'When I first started doing this, I thought, 'This is going to be so hard, it’s going to take so much of my time, how am I going to do it?' \" said Faer. \"And then once they learned how to do it, and they spent that time building relationships in their classroom, through restorative practices, they cannot stop raving about how it changes the culture. It saves them so much time, because children are behaved well, and teachers can teach.\"\u003c/p>\n\u003cp>Public Counsel has urged the state to track not just the number of suspensions, but whether teachers and students are really receiving the support they need.\u003c/p>\n\u003cp>It's not just emotional support. It's also academic. Susan Warren says even if she knows how to avoid suspensions, she still has to teach kids who act out because they struggle with the material.\u003c/p>\n\u003cp>\"And if you put something in front of them, they're not going to do it. They're going to start talking, they might get out of their seat, they might go to the garbage can six times, and then, they might hit someone on their way to the garbage can,\" said Warren.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>San Francisco Unified School District officials say they are collecting data online every time a student is sent out of class now. They'll be able to see why kids are sent out, and what the outcomes are. That should help them target more help to schools that need it the most.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a well-known fact at Dr. Martin Luther King, Jr. Academic Middle School in San Francisco that the toughest time to teach is right after lunch. Kids are tired, and trouble that starts at lunch can sometimes carry into the classroom.\u003c/p>\n\u003cp>Today, the academic counselor is trying to mediate between two girls who were sent out of the classroom, and who are arguing about who's responsible. Later, three adults have to restrain another girl from running out into the hall.\u003c/p>\n\u003cp>These girls won't get suspended today, but they will lose learning time because they will sit in a room while school staff enter the incident into a database and then they will meet with a counselor.\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/195179135&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/195179135'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In many school districts across California, schools are cutting down on the number of suspensions. The theory is: Keep kids in class, and they'll learn more and be less likely to drop out. San Francisco Unified School District has been a leader, passing a resolution last year to ban all suspensions for \"willful defiance.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To do this right, all the teachers in a school have to build deep relationships with their most challenging kids.\u003c/p>\n\u003cp>That's not easy.\u003c/p>\n\u003cp>One of the challenges is the sheer number of disruptions. Seventh-grader Alexis Gill says the new policy hasn't improved her classmates' behavior.\u003c/p>\n\u003cp>\"They cuss out the teachers, throw tables and chairs and stuff around the classroom,\" said Gill.\u003c/p>\n\u003cp>A handful of seventh-graders I spoke with say they get sent out of class for other kinds of behavior, sometimes for things like leaving the room or talking or using their phone. When these 12- and 13-year-olds have been suspended, it's usually been for fights. One girl lit a piece of paper on fire and said she hoped the whole class burned.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Once [teachers] learned how to do it, and they spent...time building relationships in their classroom through restorative practices, they cannot stop raving about how it changes the culture.'\u003ccite>Laura Faer, education rights director for Public Counsel\u003c/cite>\u003c/aside>\n\u003cp>Assistant Principal Michael Essien says the school is seeking to look at these incidents not as crimes to be punished, but as cries for help.\u003c/p>\n\u003cp>He walks the halls, greeting students with a smile and a booming voice.\u003c/p>\n\u003cp>\"Who’s bouncing that basketball up there? I need you back in class, man!\" Essien yells to a group of boys. And then, to a girl using her cellphone, \"Put that phone away, girl. You trying to give it to me?\"\u003c/p>\n\u003cp>Essien says the school needs to revamp its entire culture. Part of the problem, he says, is that teachers don’t know how to relate to students. Most students at Martin Luther King are African-American, Asian and Latino. Most of the teachers are white.\u003c/p>\n\u003cp>\"As a teacher, who may or may not have anything in connection with any of those cultures, how do I make the classroom such that there’s a relationship between the students and I, and between the students themselves, so we can reduce inappropriate behaviors that can get you referred out?\" he asks. \"It’s building relationships. But it’s challenging for teachers to do that.\"\u003c/p>\n\u003cp>Training teachers to change the way they teach is a long haul. San Francisco has been working with teachers on this since 2009. But there are gaps. At Martin Luther King, not all teachers are trained. And there's been some pushback here.\u003c/p>\n\u003cp>Eighth-grade social studies teacher Susan Warren says she supports reducing suspensions in theory.\u003c/p>\n\u003cp>\"I agree, they’re not learning if they are outside the classroom, but for some students, no one’s learning if they’re in the classroom,\" Warren says.\u003c/p>\n\u003cp>She echoes what other teachers here say: They sometimes feel overwhelmed by all the steps they have to take before sending a kid out of class. First, they give a warning. Then they send the student into the hall. If that doesn't help, they send them to another classroom to reflect, and then they make a phone call home.\u003c/p>\n\u003cp>\"I'm happy to facilitate that process,\" said Warren, \"but it gets in the way of me trying to teach literacy skills and pure content.\"\u003c/p>\n\u003cp>That could be because she needs more training, said Laura Faer, education rights director with Public Counsel, an advocacy group that has pushed for alternatives to suspension and harsh discipline statewide.\u003c/p>\n\u003cp>\"Universally, the teachers we talk to say, 'When I first started doing this, I thought, 'This is going to be so hard, it’s going to take so much of my time, how am I going to do it?' \" said Faer. \"And then once they learned how to do it, and they spent that time building relationships in their classroom, through restorative practices, they cannot stop raving about how it changes the culture. It saves them so much time, because children are behaved well, and teachers can teach.\"\u003c/p>\n\u003cp>Public Counsel has urged the state to track not just the number of suspensions, but whether teachers and students are really receiving the support they need.\u003c/p>\n\u003cp>It's not just emotional support. It's also academic. Susan Warren says even if she knows how to avoid suspensions, she still has to teach kids who act out because they struggle with the material.\u003c/p>\n\u003cp>\"And if you put something in front of them, they're not going to do it. They're going to start talking, they might get out of their seat, they might go to the garbage can six times, and then, they might hit someone on their way to the garbage can,\" said Warren.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>San Francisco Unified School District officials say they are collecting data online every time a student is sent out of class now. They'll be able to see why kids are sent out, and what the outcomes are. That should help them target more help to schools that need it the most.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>These are not the calmest of days for the University of California. Late last week, \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-uc-santa-cruz-closed-students-protest-tuition-20150305-story.html\" target=\"_blank\">students protesting tuition increases\u003c/a> approved in November shut down entrances to the Santa Cruz campus. And the ongoing standoff between Gov. Jerry Brown and UC President Janet Napolitano over those hikes took another turn recently when Napolitano threatened to \u003ca href=\"http://www.latimes.com/local/education/la-me-ln-uc-enrollment-20150303-story.html\" target=\"_blank\">freeze enrollment\u003c/a> of California residents at all campuses and of out-of-state residents at Berkeley and Los Angeles. The freeze is especially significant given that UC has experienced an increase in applications \u003ca href=\"http://www.dailycal.org/2015/01/12/uc-berkeley-sees-6-percent-jump-applications-undergraduate-admissions/\" target=\"_blank\">11 years in a row\u003c/a>.\u003c/p>\n\u003cp>Despite the protests and politicking, UC Berkeley Chancellor Nicholas Dirks addressed tuition and admission policies during his appearance on KQED's \u003ca href=\"http://www.kqed.org/a/forum/R201503090900\" target=\"_blank\">\u003cem>Forum\u003c/em>\u003c/a>. Here are some highlights:\u003c/p>\n\u003cp>\u003cstrong>On UC Berkeley's Increase in Out-of-State Students:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"At Berkeley itself, we have had over the last 10 years just about the same number of California students. We haven't reduced that number at all, even as we have been increasing out-of-state students. So we have roughly 21,000 in-state students from California. And that number has remained, plus or minus very small percentages, the same. We have increased our out-of-state enrollment.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"And of course one thing that out-of-state enrollment shows us is that there are a lot of students across the country, and indeed across the world, who would pay 2½ times as much in tuition without the same kind of advantages of financial aid to attend the University of California at Berkeley.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"The University of Michigan has 40 percent out-of-state [students], University of Virginia has 40 percent out-of-state [students]. Great universities that have been in states where similar levels of disinvestment have taken place have taken that route. We've tried not to. We have kept control over the increase in our out-of-state students, because obviously we want to have as many California students as possible.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"But you know, (given) levels of current funding, we have been obliged to think about out-of-state students not only because it diversifies the student body pool and brings incredibly interesting people from across the nation and across the world, but also it helps to pay financial aid for California students, making it more accessible for them.\"\u003c/p>\n\u003cp>\u003cstrong>On the Cost of Tuition:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\"> \"We are well aware of the fact that students would like to pay no tuition at all and that many people in California remember the good old days when the state paid effectively for the university, in a way that didn't mean that tuition bills were at all significant. Tuition has gone up dramatically over the last few years.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"But by the same token, we've had a tuition freeze for the three years. We at Berkeley have a financial aid system in which almost all the students who come from families making up to $150,000 will not be affected by any increase in tuition.\"\u003c/p>\n\u003cp>You can listen to the complete interview below:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195059529\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>These are not the calmest of days for the University of California. Late last week, \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-uc-santa-cruz-closed-students-protest-tuition-20150305-story.html\" target=\"_blank\">students protesting tuition increases\u003c/a> approved in November shut down entrances to the Santa Cruz campus. And the ongoing standoff between Gov. Jerry Brown and UC President Janet Napolitano over those hikes took another turn recently when Napolitano threatened to \u003ca href=\"http://www.latimes.com/local/education/la-me-ln-uc-enrollment-20150303-story.html\" target=\"_blank\">freeze enrollment\u003c/a> of California residents at all campuses and of out-of-state residents at Berkeley and Los Angeles. The freeze is especially significant given that UC has experienced an increase in applications \u003ca href=\"http://www.dailycal.org/2015/01/12/uc-berkeley-sees-6-percent-jump-applications-undergraduate-admissions/\" target=\"_blank\">11 years in a row\u003c/a>.\u003c/p>\n\u003cp>Despite the protests and politicking, UC Berkeley Chancellor Nicholas Dirks addressed tuition and admission policies during his appearance on KQED's \u003ca href=\"http://www.kqed.org/a/forum/R201503090900\" target=\"_blank\">\u003cem>Forum\u003c/em>\u003c/a>. Here are some highlights:\u003c/p>\n\u003cp>\u003cstrong>On UC Berkeley's Increase in Out-of-State Students:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"At Berkeley itself, we have had over the last 10 years just about the same number of California students. We haven't reduced that number at all, even as we have been increasing out-of-state students. So we have roughly 21,000 in-state students from California. And that number has remained, plus or minus very small percentages, the same. We have increased our out-of-state enrollment.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"And of course one thing that out-of-state enrollment shows us is that there are a lot of students across the country, and indeed across the world, who would pay 2½ times as much in tuition without the same kind of advantages of financial aid to attend the University of California at Berkeley.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
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"id": "californiareportmagazine",
"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",
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"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": {
"id": "closealltabs",
"title": "Close All Tabs",
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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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"order": 1
},
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"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": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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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": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"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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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"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",
"subscribe": {
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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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},
"fresh-air": {
"id": "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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"rss": "https://feeds.npr.org/510051/podcast.xml"
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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",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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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",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"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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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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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": {
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"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",
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}
},
"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/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
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