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"disqusTitle": "High Teacher Turnover Hurts Special Education Students in Oakland",
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"content": "\u003cp>Oakland parent Maya Mosley-Katakanga hears stories all the time from other parents about the high turnover of special education teachers.\u003c/p>\n\u003cp>\"New teacher here, there, inexperienced teacher, teacher in their first year, with a handful of children that have huge challenges, and now being bombarded with a large class size,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>We know high teacher turnover hurts students’ learning. Special education teachers across the country leave their jobs more often than other teachers do. It’s a huge challenge to fill those vacancies.\u003c/p>\n\u003cp>During the first three weeks of school, the Oakland School Board had to approve 36 waivers for teachers without a full credential. Sixteen of those were for special education teachers. In the third week of school, there were still 13 special ed vacancies.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/224480802\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Mosley-Katakanga spends a lot of her time advocating for her son, Pharroh, to get what he needs in school. At home in their apartment, she sits at the kitchen table with him to read a new magazine about seabirds. Pharroh is 8, he’s in second grade, and he has dyspraxia, also known as developmental coordination disorder. It affects his fine and gross motor skills and makes it hard for him to coordinate his body. He can read pretty well, but it’s hard to understand his speech.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At school, Pharroh is in a special education class with a group of other kids that all have different needs. Consistency is important for a lot of special ed students, so in theory, the kids get the same teacher for two years in a row. But Mosley-Katakanga says there have been problems, even in kindergarten.\u003c/p>\n\u003cp>\"We started the first day of school with a substitute teacher,\" Mosley-Katakanga remembers. \"I think we went through about three sub teachers, until they solidified a teacher they considered to be qualified who had some special ed experience.\"\u003c/p>\n\u003cp>Mosley-Katakanga doesn’t want to name her son’s elementary school in Oakland to protect teachers’ privacy. Pharroh’s first year was so difficult that his mom asked for him to repeat kindergarten. She says he had a great teacher for the next two years. But now he’s moved on to a second- and third-grade classroom. Last year, that class had substitutes all year.\u003c/p>\n\u003cp>\"This is the same group that had the sub half the year in kindergarten/first grade. The whole group was double whammied with subs in their few years of education,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>When substitutes don't have the right special education credential, they can't be in the classroom for more than 30 days, so these students sometimes end up with a different teacher every month. Substitutes can be hard for any student, but especially for kids with special needs.\u003c/p>\n\u003cp>\"There’s no learning! The reality is when they’re with a substitute, they're just not getting the same quality of education,\" says Ismael Armendariz, a special education teacher at Edna Brewer Middle School.\u003c/p>\n\u003cp>Armendariz says the turnover makes it harder for teachers like him to do their jobs. This year, he says a special ed teacher at Edna Brewer resigned the Friday before school started. For the first few days, he and another teacher took on a half-dozen more students each in their morning language arts classes. In addition, they were writing lesson plans for the substitute. Armendariz says that makes it hard to make the one-on-one connections and develop the rigorous curriculum that are crucial for these students.\u003c/p>\n\u003cp>\"Our students are the highest-need students and most at risk,\" says Armendariz. \"Our students are the ones who are most likely to go to jail, most likely to have mental health issues and not get services.\"\u003c/p>\n\u003cp>The district is well aware of the problem. Kara Oettinger is the executive officer for Oakland Unified’s special education programs, known as Programs for Exceptional Children. She says the district is prioritizing keeping the special education teachers they do have. They’re trying to provide more professional development around special education for all teachers, and for the first time last year, they began providing coaching by and for special education teachers.\u003c/p>\n\u003cp>\"Previous to that, special ed teachers didn’t get support or they got support from a teacher who doesn’t know anything about special education,\" says Oettinger.\u003c/p>\n\u003cp>She says they’re also training special education aides to become teachers. It’s part of a districtwide strategy to grow their own.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mosley-Katakanga hopes the district provides enough support for her son's new second-grade teacher. If he doesn't get that support, she's worried he could get so overwhelmed that he might end up leaving, too. She doesn't know where to go to find a more stable special education workforce.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland parent Maya Mosley-Katakanga hears stories all the time from other parents about the high turnover of special education teachers.\u003c/p>\n\u003cp>\"New teacher here, there, inexperienced teacher, teacher in their first year, with a handful of children that have huge challenges, and now being bombarded with a large class size,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>We know high teacher turnover hurts students’ learning. Special education teachers across the country leave their jobs more often than other teachers do. It’s a huge challenge to fill those vacancies.\u003c/p>\n\u003cp>During the first three weeks of school, the Oakland School Board had to approve 36 waivers for teachers without a full credential. Sixteen of those were for special education teachers. In the third week of school, there were still 13 special ed vacancies.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/224480802&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/224480802'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Mosley-Katakanga spends a lot of her time advocating for her son, Pharroh, to get what he needs in school. At home in their apartment, she sits at the kitchen table with him to read a new magazine about seabirds. Pharroh is 8, he’s in second grade, and he has dyspraxia, also known as developmental coordination disorder. It affects his fine and gross motor skills and makes it hard for him to coordinate his body. He can read pretty well, but it’s hard to understand his speech.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At school, Pharroh is in a special education class with a group of other kids that all have different needs. Consistency is important for a lot of special ed students, so in theory, the kids get the same teacher for two years in a row. But Mosley-Katakanga says there have been problems, even in kindergarten.\u003c/p>\n\u003cp>\"We started the first day of school with a substitute teacher,\" Mosley-Katakanga remembers. \"I think we went through about three sub teachers, until they solidified a teacher they considered to be qualified who had some special ed experience.\"\u003c/p>\n\u003cp>Mosley-Katakanga doesn’t want to name her son’s elementary school in Oakland to protect teachers’ privacy. Pharroh’s first year was so difficult that his mom asked for him to repeat kindergarten. She says he had a great teacher for the next two years. But now he’s moved on to a second- and third-grade classroom. Last year, that class had substitutes all year.\u003c/p>\n\u003cp>\"This is the same group that had the sub half the year in kindergarten/first grade. The whole group was double whammied with subs in their few years of education,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>When substitutes don't have the right special education credential, they can't be in the classroom for more than 30 days, so these students sometimes end up with a different teacher every month. Substitutes can be hard for any student, but especially for kids with special needs.\u003c/p>\n\u003cp>\"There’s no learning! The reality is when they’re with a substitute, they're just not getting the same quality of education,\" says Ismael Armendariz, a special education teacher at Edna Brewer Middle School.\u003c/p>\n\u003cp>Armendariz says the turnover makes it harder for teachers like him to do their jobs. This year, he says a special ed teacher at Edna Brewer resigned the Friday before school started. For the first few days, he and another teacher took on a half-dozen more students each in their morning language arts classes. In addition, they were writing lesson plans for the substitute. Armendariz says that makes it hard to make the one-on-one connections and develop the rigorous curriculum that are crucial for these students.\u003c/p>\n\u003cp>\"Our students are the highest-need students and most at risk,\" says Armendariz. \"Our students are the ones who are most likely to go to jail, most likely to have mental health issues and not get services.\"\u003c/p>\n\u003cp>The district is well aware of the problem. Kara Oettinger is the executive officer for Oakland Unified’s special education programs, known as Programs for Exceptional Children. She says the district is prioritizing keeping the special education teachers they do have. They’re trying to provide more professional development around special education for all teachers, and for the first time last year, they began providing coaching by and for special education teachers.\u003c/p>\n\u003cp>\"Previous to that, special ed teachers didn’t get support or they got support from a teacher who doesn’t know anything about special education,\" says Oettinger.\u003c/p>\n\u003cp>She says they’re also training special education aides to become teachers. It’s part of a districtwide strategy to grow their own.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mosley-Katakanga hopes the district provides enough support for her son's new second-grade teacher. If he doesn't get that support, she's worried he could get so overwhelmed that he might end up leaving, too. She doesn't know where to go to find a more stable special education workforce.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "California Parents Brace for Big Dip in Test Scores",
"title": "California Parents Brace for Big Dip in Test Scores",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>The state will soon release the\u003ca href=\"http://caaspp.cde.ca.gov/\"> test scores\u003c/a> of 3.2 million public school students who took \u003ca href=\"http://www.cde.ca.gov/nr/re/ht/caaspp.asp\">California’s first computerized state test\u003c/a>.\u003c/p>\n\u003cp>Many educators predict the results won’t be pretty.\u003c/p>\n\u003cp>They say students are just beginning to grasp the new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, and many teachers admit they need more training to teach the new content as their schools transition to a different curriculum.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/223082593\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>“We ask people to use patience,” says Bill Ainsworth, chief spokesman for the \u003ca href=\"http://www.cde.ca.gov/index.asp\">California Department of Education\u003c/a>. “This year is a starting point. We would caution parents to see the test as just one indicator of where students are at.”\u003c/p>\n\u003cfigure id=\"attachment_10639348\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform.jpg\">\u003cimg class=\"size-medium wp-image-10639348\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform-800x535.jpg\" alt=\"Millions of California school children will take Common Core tests administered by ETS.\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-400x268.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1440x963.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1180x789.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-960x642.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Millions of California schoolchildren will take Common Core tests administered by ETS. \u003ccite>(Tim Boyle/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Families across the state already have lots of questions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \u003ca href=\"http://www.edpolicyinca.org/node/545\">new poll \u003c/a>conducted by the \u003ca href=\"http://www.edpolicyinca.org/\">Policy Analysis for California Education \u003c/a>shows many parents still have misconceptions about the level of testing now required under Common Core.\u003c/p>\n\u003cp>The poll also finds one in four California voters doesn't know or doesn't care much about the academic standards driving the need for the new exam.\u003c/p>\n\u003cp>Researchers say that’s important data because low test scores might cause more families to opt out of these state-backed education reforms.\u003c/p>\n\u003cp>“I should know exactly what’s going on, but it’s not as clear as it could be,” says Rosa Cardenas, a mother in the \u003ca href=\"http://www.lafsd.k12.ca.us/\">Lafayette School District\u003c/a>. “I feel like I have to go back to school to understand all this information.”\u003c/p>\n\u003cp>Cardenas’ 11-year-old son, Paul Munnelly, took the new online exam last year in fifth grade.\u003c/p>\n\u003cp>She and her husband, Michael Munnelly, noticed Paul’s teachers did not “teach to the test” as they did with the previous multiple choice assessment, called the Standardized Test and Reporting exam, or STAR.\u003c/p>\n\u003cfigure id=\"attachment_110939\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\">\u003cimg class=\"wp-image-110939 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\" alt=\"File photo. Getty Images\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gone are the days of multiple-choice Scantron tests.\u003c/figcaption>\u003c/figure>\n\u003cp>“Paul and the other students would practice and practice taking the STAR test for what it seemed like a month,” Michael says. “I found that to be very intimidating for the students. That didn’t happen last year.”\u003c/p>\n\u003cp>The new test features so-called computer adaptive technology, which makes it harder to predict what is actually on the test.\u003c/p>\n\u003cp>Questions become easier or more difficult, depending on a student’s ability to answer them correctly.\u003c/p>\n\u003cp>An interesting twist in all this?\u003c/p>\n\u003cp>Despite digitizing the test itself, the state is sending scores the old-fashioned way to families: printing individual student scores and sending them in the mail.\u003c/p>\n\u003cp>Parents will now get \u003ca href=\"http://www.cde.ca.gov/ta/tg/ca/documents/caaspp15scorerpt.pdf\">scorecards\u003c/a> based on their children's performance.\u003c/p>\n\u003cp>Levels of performance are divided into four categories:\u003c/p>\n\u003cul>\n\u003cli>Standards not met\u003c/li>\n\u003cli>Standards nearly met\u003c/li>\n\u003cli>Standards met\u003c/li>\n\u003cli>Standards exceeded\u003c/li>\n\u003c/ul>\n\u003cp>Each student is also given a score, which will fall between 2,000 and 3,000 -- as well as a brief overall description of how he/she did.\u003c/p>\n\u003cp>“The scorecard actually looks pretty easy to understand,” Cardenas says, after viewing online samples that the state has provided. “If that’s how it’s going to come out, it will be much easier to understand.”\u003c/p>\n\u003cp>Other states, like Oregon and Connecticut, are also using a similar online test aligned with Common Core standards. So far, scores in those states are higher than expected but still below what families are used to seeing.\u003c/p>\n\u003cp>In California, state education officials have been warning the public not to be alarmed if they don’t get the results they were hoping for.\u003c/p>\n\u003cp>They say some districts made the curriculum switch under Common Core a few years ago, but others did not.\u003c/p>\n\u003cp>That means some students took the new test last year, even though they weren't fully prepared.\u003c/p>\n\u003cfigure id=\"attachment_10453116\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform.jpg\">\u003cimg class=\"size-medium wp-image-10453116\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform-800x562.jpg\" alt=\"Students studying math problems.\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-400x281.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1440x1012.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1180x829.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-320x225.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students studying math problems. \u003ccite>(woodleywonderworks/\u003ca href=\"https://www.flickr.com/photos/wwworks/8081867203/in/photolist-djaFxZ-8Jkhjr-djaFtt-5gmRgy-2jpYsH-6tSE7W-4KgiQw-8SELd2-4LhoFG-r1V8cr-di1LZa-6kv8oX-aFeTEL-dqN4Kb-9NFVNX-9NDvLH-9NGKrb-9M2DZZ-k1UHwL-niaHHt-dPcqJ1-9NEtYQ-9NJybd-9NAsCc-6oG67K-9NKJWL-8Phfb6-9NGabs-9NH11D-9NGYu8-8DkkKh-9NEwpU-9NGBho-9NJKMw-9M2DUT-9NvgtE-9NGokq-9NG7YG-9NC5eF-hE5oza-9NsCbe-9NDrQR-9NDtMv-9NGcbW-9NDy6B-9NC2JV-o2hmdW-6xe2Xo-bsGWaz-f53z1p\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools will not be penalized and students will not be held back for low scores this year because they serve as the baseline for improvement.\u003c/p>\n\u003cp>The \u003ca href=\"http://capta.org/\">California State PTA\u003c/a> is helping in a big way by answering all the burning questions parents have, such as: What’s a good or bad score? How will scores be used? Who grades the writing portion of the test?\u003c/p>\n\u003cp>The organization created a \u003ca href=\"http://capta.org/focus-areas/education/student-assessments/\">parent’s guide\u003c/a> to understanding the test, and it’s also helping districts plan weekend workshops in which parents can go over the results together.\u003c/p>\n\u003cp>“We’re just trying to help people feel comfortable,” says Celia Jaffe, vice president of education for the state PTA. “Some parents get it and some have not been fully informed yet.”\u003c/p>\n\u003cp>Paul Munnelly, the son of Rosa and Michael, thinks he did a decent job on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I went through it until the end,” he says. “I got a little frustrated, but I’m pretty certain I didn’t fail.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The state will soon release the\u003ca href=\"http://caaspp.cde.ca.gov/\"> test scores\u003c/a> of 3.2 million public school students who took \u003ca href=\"http://www.cde.ca.gov/nr/re/ht/caaspp.asp\">California’s first computerized state test\u003c/a>.\u003c/p>\n\u003cp>Many educators predict the results won’t be pretty.\u003c/p>\n\u003cp>They say students are just beginning to grasp the new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, and many teachers admit they need more training to teach the new content as their schools transition to a different curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/223082593&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/223082593'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We ask people to use patience,” says Bill Ainsworth, chief spokesman for the \u003ca href=\"http://www.cde.ca.gov/index.asp\">California Department of Education\u003c/a>. “This year is a starting point. We would caution parents to see the test as just one indicator of where students are at.”\u003c/p>\n\u003cfigure id=\"attachment_10639348\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform.jpg\">\u003cimg class=\"size-medium wp-image-10639348\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform-800x535.jpg\" alt=\"Millions of California school children will take Common Core tests administered by ETS.\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-400x268.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1440x963.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1180x789.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-960x642.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Millions of California schoolchildren will take Common Core tests administered by ETS. \u003ccite>(Tim Boyle/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Families across the state already have lots of questions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \u003ca href=\"http://www.edpolicyinca.org/node/545\">new poll \u003c/a>conducted by the \u003ca href=\"http://www.edpolicyinca.org/\">Policy Analysis for California Education \u003c/a>shows many parents still have misconceptions about the level of testing now required under Common Core.\u003c/p>\n\u003cp>The poll also finds one in four California voters doesn't know or doesn't care much about the academic standards driving the need for the new exam.\u003c/p>\n\u003cp>Researchers say that’s important data because low test scores might cause more families to opt out of these state-backed education reforms.\u003c/p>\n\u003cp>“I should know exactly what’s going on, but it’s not as clear as it could be,” says Rosa Cardenas, a mother in the \u003ca href=\"http://www.lafsd.k12.ca.us/\">Lafayette School District\u003c/a>. “I feel like I have to go back to school to understand all this information.”\u003c/p>\n\u003cp>Cardenas’ 11-year-old son, Paul Munnelly, took the new online exam last year in fifth grade.\u003c/p>\n\u003cp>She and her husband, Michael Munnelly, noticed Paul’s teachers did not “teach to the test” as they did with the previous multiple choice assessment, called the Standardized Test and Reporting exam, or STAR.\u003c/p>\n\u003cfigure id=\"attachment_110939\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\">\u003cimg class=\"wp-image-110939 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\" alt=\"File photo. Getty Images\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gone are the days of multiple-choice Scantron tests.\u003c/figcaption>\u003c/figure>\n\u003cp>“Paul and the other students would practice and practice taking the STAR test for what it seemed like a month,” Michael says. “I found that to be very intimidating for the students. That didn’t happen last year.”\u003c/p>\n\u003cp>The new test features so-called computer adaptive technology, which makes it harder to predict what is actually on the test.\u003c/p>\n\u003cp>Questions become easier or more difficult, depending on a student’s ability to answer them correctly.\u003c/p>\n\u003cp>An interesting twist in all this?\u003c/p>\n\u003cp>Despite digitizing the test itself, the state is sending scores the old-fashioned way to families: printing individual student scores and sending them in the mail.\u003c/p>\n\u003cp>Parents will now get \u003ca href=\"http://www.cde.ca.gov/ta/tg/ca/documents/caaspp15scorerpt.pdf\">scorecards\u003c/a> based on their children's performance.\u003c/p>\n\u003cp>Levels of performance are divided into four categories:\u003c/p>\n\u003cul>\n\u003cli>Standards not met\u003c/li>\n\u003cli>Standards nearly met\u003c/li>\n\u003cli>Standards met\u003c/li>\n\u003cli>Standards exceeded\u003c/li>\n\u003c/ul>\n\u003cp>Each student is also given a score, which will fall between 2,000 and 3,000 -- as well as a brief overall description of how he/she did.\u003c/p>\n\u003cp>“The scorecard actually looks pretty easy to understand,” Cardenas says, after viewing online samples that the state has provided. “If that’s how it’s going to come out, it will be much easier to understand.”\u003c/p>\n\u003cp>Other states, like Oregon and Connecticut, are also using a similar online test aligned with Common Core standards. So far, scores in those states are higher than expected but still below what families are used to seeing.\u003c/p>\n\u003cp>In California, state education officials have been warning the public not to be alarmed if they don’t get the results they were hoping for.\u003c/p>\n\u003cp>They say some districts made the curriculum switch under Common Core a few years ago, but others did not.\u003c/p>\n\u003cp>That means some students took the new test last year, even though they weren't fully prepared.\u003c/p>\n\u003cfigure id=\"attachment_10453116\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform.jpg\">\u003cimg class=\"size-medium wp-image-10453116\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform-800x562.jpg\" alt=\"Students studying math problems.\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-400x281.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1440x1012.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1180x829.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-320x225.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students studying math problems. \u003ccite>(woodleywonderworks/\u003ca href=\"https://www.flickr.com/photos/wwworks/8081867203/in/photolist-djaFxZ-8Jkhjr-djaFtt-5gmRgy-2jpYsH-6tSE7W-4KgiQw-8SELd2-4LhoFG-r1V8cr-di1LZa-6kv8oX-aFeTEL-dqN4Kb-9NFVNX-9NDvLH-9NGKrb-9M2DZZ-k1UHwL-niaHHt-dPcqJ1-9NEtYQ-9NJybd-9NAsCc-6oG67K-9NKJWL-8Phfb6-9NGabs-9NH11D-9NGYu8-8DkkKh-9NEwpU-9NGBho-9NJKMw-9M2DUT-9NvgtE-9NGokq-9NG7YG-9NC5eF-hE5oza-9NsCbe-9NDrQR-9NDtMv-9NGcbW-9NDy6B-9NC2JV-o2hmdW-6xe2Xo-bsGWaz-f53z1p\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools will not be penalized and students will not be held back for low scores this year because they serve as the baseline for improvement.\u003c/p>\n\u003cp>The \u003ca href=\"http://capta.org/\">California State PTA\u003c/a> is helping in a big way by answering all the burning questions parents have, such as: What’s a good or bad score? How will scores be used? Who grades the writing portion of the test?\u003c/p>\n\u003cp>The organization created a \u003ca href=\"http://capta.org/focus-areas/education/student-assessments/\">parent’s guide\u003c/a> to understanding the test, and it’s also helping districts plan weekend workshops in which parents can go over the results together.\u003c/p>\n\u003cp>“We’re just trying to help people feel comfortable,” says Celia Jaffe, vice president of education for the state PTA. “Some parents get it and some have not been fully informed yet.”\u003c/p>\n\u003cp>Paul Munnelly, the son of Rosa and Michael, thinks he did a decent job on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I went through it until the end,” he says. “I got a little frustrated, but I’m pretty certain I didn’t fail.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Monterey Bay's Future Marine Scientists",
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"content": "\u003cp>For kids growing up on the \u003ca href=\"http://www.centralcoast-tourism.com/monterey-bay-region.htm\">Central Coast\u003c/a>, actually getting to the ocean can depend on their socioeconomic status or where their families live.\u003c/p>\n\u003cp>Some young people surf and explore in the tidepools, while others never visit Monterey Bay. But here's some good news: the Monterey Bay region is teeming with programs to inspire the next generation of marine scientists, no matter who they are or where they come from.\u003c/p>\n\u003cp>Point Lobos, just south of Carmel, attracts kids from all over the region. It’s a place where they can see whales migrating off in the distance and get up close with smaller sea creatures during low tide.\u003c/p>\n\u003cp>This summer many of those young people were kids and their counselors from \u003ca href=\"http://campsealab.org/\">\u003cu>Camp SEA Lab\u003c/u>\u003c/a>. It’s a weeklong camp where kids go surfing, kayak on the bay through kelp forests and explore the \u003ca href=\"http://www.elkhornslough.org/\">Elkhorn Slough Estuary\u003c/a>, a nearby protected ocean inlet. Campers can be as young as 8.\u003c/p>\n\u003cp>“It’s a great time in their life for them to explore their questions and natural curiosities, so we want to direct those into something that drives their passion or interest in the ocean environment,” says camp director Amity Wood.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Childhood curiosity inspired her to pursue a career in marine science, and she hopes to create that same experience for the next generation of kids.\u003c/p>\n\u003cp>“This is the job I want to do. I want to be a marine biologist and then I’m going to be an archaeologist and I’m probably going to be a scuba diver, too,” says 8-year-old Hennessy Brown from Gonzales.\u003c/p>\n\u003cp>At about $370 a week, some kids are simply priced out of this opportunity, so Camp SEA Lab offers scholarships.\u003c/p>\n\u003cp>“So those are specifically targeted toward underserved youth. Most of them come from the Salinas, Castroville area,” says Lorili Toth with the \u003ca href=\"http://www.elkhornslough.org/\">\u003cu>Elkhorn Slough Foundation\u003c/u>\u003c/a>, which funds some of those scholarships.\u003c/p>\n\u003cp>Elkhorn Slough is the second-largest salt marsh in California and is nestled between the largely agricultural and low-income communities of Castroville and Watsonville. The slough offers many educational programs and hosts school field trips.\u003c/p>\n\u003cp>“We get students all the way from Palo Alto and Carmel coming up because they can afford transportation. But the local schools sometimes can’t afford a bus. The high school, which is less than 5 miles from us, actually had to cancel a trip because they couldn’t afford to pay for the bus to bring their students here,” says Toth.\u003c/p>\n\u003cp>So this year, the Elkhorn Slough Foundation created a \u003ca href=\"http://www.elkhornslough.org/education/index.htm\">\u003cu>bus fund\u003c/u>\u003c/a> to help schools in need with transportation. Teachers can apply for mini-grants to help bring their class to the slough.\u003c/p>\n\u003cp>Toth says it means a lot to reach these kids because they live in the watershed of this slough that conservationists have spent decades trying to protect.\u003c/p>\n\u003cp>“All that could go to naught if we don’t inspire the next generation,” says Toth.\u003c/p>\n\u003cfigure id=\"attachment_10659063\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg\">\u003cimg class=\"wp-image-10659063 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg\" alt=\"Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking the Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the Aquarium.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the aquarium. \u003ccite>(Krista Almanzan/KAZU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The next generation -- like Gina Carrillo. The slough is where Carrillo completed her first marine science research project back in 2006 and where she fell in love with marine science. She was just 16 years old and part of the inaugural class of a \u003ca href=\"http://www.montereybayaquarium.org/\">Monterey Bay Aquarium \u003c/a>program called \u003cu>\u003ca href=\"http://www.montereybayaquarium.org/education/teen-programs/watsonville-area-teens-conserving-habitats-watch\">Watsonville Area Teens Conserving Habitats\u003c/a>,\u003c/u> or WATCH.\u003c/p>\n\u003cp>WATCH works with local high schools, including Carrillo’s alma mater, Pajaro Valley High, which serves a primarily Latino community. Many of its students are children of immigrants.\u003c/p>\n\u003cp>“At that age, you know a lot of family expectations, a lot of pressure to contribute and help out, and summer jobs should be priority in the culture. And so if we had to pay for it, definitely wouldn’t be able to participate,” says Carrillo.\u003c/p>\n\u003cp>So the aquarium covers the cost of the program, which begins with a summer camp and continues in school with a class and student research. Students who complete the program, graduate high school and go to college also receive a $1,000 scholarship.\u003c/p>\n\u003cp>For Carrillo, the WATCH program is an experience that brought her full circle. She now works at the aquarium as a bilingual education specialist. Her job includes leading a program that connects Head Start preschoolers to the ocean, where some of the kids are the children of her high school classmates.\u003c/p>\n\u003cp>“I love that I know where they are coming from, and it’s a little bit easier for me to gain buy-in from these parents because I came from their community,” says Carrillo.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also shows kids that they can follow their dreams and come back to do something positive, all while helping the ocean in their backyard.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For kids growing up on the \u003ca href=\"http://www.centralcoast-tourism.com/monterey-bay-region.htm\">Central Coast\u003c/a>, actually getting to the ocean can depend on their socioeconomic status or where their families live.\u003c/p>\n\u003cp>Some young people surf and explore in the tidepools, while others never visit Monterey Bay. But here's some good news: the Monterey Bay region is teeming with programs to inspire the next generation of marine scientists, no matter who they are or where they come from.\u003c/p>\n\u003cp>Point Lobos, just south of Carmel, attracts kids from all over the region. It’s a place where they can see whales migrating off in the distance and get up close with smaller sea creatures during low tide.\u003c/p>\n\u003cp>This summer many of those young people were kids and their counselors from \u003ca href=\"http://campsealab.org/\">\u003cu>Camp SEA Lab\u003c/u>\u003c/a>. It’s a weeklong camp where kids go surfing, kayak on the bay through kelp forests and explore the \u003ca href=\"http://www.elkhornslough.org/\">Elkhorn Slough Estuary\u003c/a>, a nearby protected ocean inlet. Campers can be as young as 8.\u003c/p>\n\u003cp>“It’s a great time in their life for them to explore their questions and natural curiosities, so we want to direct those into something that drives their passion or interest in the ocean environment,” says camp director Amity Wood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Childhood curiosity inspired her to pursue a career in marine science, and she hopes to create that same experience for the next generation of kids.\u003c/p>\n\u003cp>“This is the job I want to do. I want to be a marine biologist and then I’m going to be an archaeologist and I’m probably going to be a scuba diver, too,” says 8-year-old Hennessy Brown from Gonzales.\u003c/p>\n\u003cp>At about $370 a week, some kids are simply priced out of this opportunity, so Camp SEA Lab offers scholarships.\u003c/p>\n\u003cp>“So those are specifically targeted toward underserved youth. Most of them come from the Salinas, Castroville area,” says Lorili Toth with the \u003ca href=\"http://www.elkhornslough.org/\">\u003cu>Elkhorn Slough Foundation\u003c/u>\u003c/a>, which funds some of those scholarships.\u003c/p>\n\u003cp>Elkhorn Slough is the second-largest salt marsh in California and is nestled between the largely agricultural and low-income communities of Castroville and Watsonville. The slough offers many educational programs and hosts school field trips.\u003c/p>\n\u003cp>“We get students all the way from Palo Alto and Carmel coming up because they can afford transportation. But the local schools sometimes can’t afford a bus. The high school, which is less than 5 miles from us, actually had to cancel a trip because they couldn’t afford to pay for the bus to bring their students here,” says Toth.\u003c/p>\n\u003cp>So this year, the Elkhorn Slough Foundation created a \u003ca href=\"http://www.elkhornslough.org/education/index.htm\">\u003cu>bus fund\u003c/u>\u003c/a> to help schools in need with transportation. Teachers can apply for mini-grants to help bring their class to the slough.\u003c/p>\n\u003cp>Toth says it means a lot to reach these kids because they live in the watershed of this slough that conservationists have spent decades trying to protect.\u003c/p>\n\u003cp>“All that could go to naught if we don’t inspire the next generation,” says Toth.\u003c/p>\n\u003cfigure id=\"attachment_10659063\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg\">\u003cimg class=\"wp-image-10659063 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg\" alt=\"Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking the Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the Aquarium.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the aquarium. \u003ccite>(Krista Almanzan/KAZU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The next generation -- like Gina Carrillo. The slough is where Carrillo completed her first marine science research project back in 2006 and where she fell in love with marine science. She was just 16 years old and part of the inaugural class of a \u003ca href=\"http://www.montereybayaquarium.org/\">Monterey Bay Aquarium \u003c/a>program called \u003cu>\u003ca href=\"http://www.montereybayaquarium.org/education/teen-programs/watsonville-area-teens-conserving-habitats-watch\">Watsonville Area Teens Conserving Habitats\u003c/a>,\u003c/u> or WATCH.\u003c/p>\n\u003cp>WATCH works with local high schools, including Carrillo’s alma mater, Pajaro Valley High, which serves a primarily Latino community. Many of its students are children of immigrants.\u003c/p>\n\u003cp>“At that age, you know a lot of family expectations, a lot of pressure to contribute and help out, and summer jobs should be priority in the culture. And so if we had to pay for it, definitely wouldn’t be able to participate,” says Carrillo.\u003c/p>\n\u003cp>So the aquarium covers the cost of the program, which begins with a summer camp and continues in school with a class and student research. Students who complete the program, graduate high school and go to college also receive a $1,000 scholarship.\u003c/p>\n\u003cp>For Carrillo, the WATCH program is an experience that brought her full circle. She now works at the aquarium as a bilingual education specialist. Her job includes leading a program that connects Head Start preschoolers to the ocean, where some of the kids are the children of her high school classmates.\u003c/p>\n\u003cp>“I love that I know where they are coming from, and it’s a little bit easier for me to gain buy-in from these parents because I came from their community,” says Carrillo.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also shows kids that they can follow their dreams and come back to do something positive, all while helping the ocean in their backyard.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Dozens of African-American teenagers just finished a six-week algebra program at the West Angeles Church of God in Christ Youth Center in Los Angeles’ Crenshaw neighborhood.\u003c/p>\n\u003cp>The program is part of the Summer Algebra Institute, one of 18 math academies statewide funded by California State University in an uncommon partnership with 18 African-American churches this summer. In sites located from Sacramento to Whittier, each enrolled around 550 students.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/220324496″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>The institute’s aim is to close a wide academic achievement gap between African-American students and those in other ethnic groups in California.\u003c/p>\n\u003cp>Educators reached out to the students’ families through the churches. With their connections in the community, church leaders helped the program find qualified students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Increasing math competency is a critical part of the countrywide efforts to raise achievement for low-performing students, since doing poorly in high school math doesn’t just shut the doors to an engineering career. For many students, it shuts the doors to college itself.\u003c/p>\n\u003cp>“This was a way to get students academically prepared so that they could complete the math sequence in four years in high school. That way, they’re guaranteed access to college,” said Jacqueline Mimms, a founder of the algebra program and the head of enrollment at California State University, Bakersfield.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2015/08/14/53788/working-with-churches-summer-algebra-program-for-b/\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dozens of African-American teenagers just finished a six-week algebra program at the West Angeles Church of God in Christ Youth Center in Los Angeles’ Crenshaw neighborhood.\u003c/p>\n\u003cp>The program is part of the Summer Algebra Institute, one of 18 math academies statewide funded by California State University in an uncommon partnership with 18 African-American churches this summer. In sites located from Sacramento to Whittier, each enrolled around 550 students.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/220324496″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/220324496″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The institute’s aim is to close a wide academic achievement gap between African-American students and those in other ethnic groups in California.\u003c/p>\n\u003cp>Educators reached out to the students’ families through the churches. With their connections in the community, church leaders helped the program find qualified students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Increasing math competency is a critical part of the countrywide efforts to raise achievement for low-performing students, since doing poorly in high school math doesn’t just shut the doors to an engineering career. For many students, it shuts the doors to college itself.\u003c/p>\n\u003cp>“This was a way to get students academically prepared so that they could complete the math sequence in four years in high school. That way, they’re guaranteed access to college,” said Jacqueline Mimms, a founder of the algebra program and the head of enrollment at California State University, Bakersfield.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2015/08/14/53788/working-with-churches-summer-algebra-program-for-b/\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is There Still Room for Play in California Kindergartens?",
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"content": "\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220329112\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Six-year-old Mateo Long is a soft-spoken, shy little boy. Reading with his mother, Marisa Strong, is one thing that gets him out of his shell.\u003c/p>\n\u003cp>His favorite book is \"\u003ca href=\"http://www.harpercollins.com/9780062303820/pete-the-cat-and-the-bad-banana\">Pete the Cat and the Bad Banana\u003c/a>,\" a children’s story about a cat that discovers his love for bananas after eating not-so-appetizing food.\u003c/p>\n\u003cp>Strong points to the words and begins to read.\u003c/p>\n\u003cp>“Pete tries a ... ” Strong pauses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Pickle!” Mateo exclaims, as he follows along.\u003c/p>\n\u003cp>“Pete tastes it,” Strong continues. “It tastes better, but not as good as a ...”\u003c/p>\n\u003cp>“Banana!” Mateo exclaims, finishing the sentence.\u003c/p>\n\u003cp>Mateo will be going into kindergarten this year, and he’ll be a little older than most kids in his class. But still, Strong is worried.\u003c/p>\n\u003cfigure id=\"attachment_10651424\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\">\u003cimg class=\"wp-image-10651424 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\" alt=\"Teaching materials pinpoint the words kids must learn in kindergarten.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching materials pinpoint the words kids must learn in kindergarten. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Oakland mom knows that under the state’s \u003ca href=\"http://www.sdcoe.net/commoncore/documents/0-ccss-ela-kinder-standards.pdf\">new academic standards for kindergarten\u003c/a>, Mateo will have to read at a higher level before moving on to first grade.\u003c/p>\n\u003cp>“I’m not going to fight it. ... I want to give it a try,” Strong says. “Let’s just try and not expect him to do everything perfectly all the time.”\u003c/p>\n\u003cp>Under the state’s old standards, kids moved on to first grade if they could sound out letters and read basic words like \"cat,\" \"mop\" and \"the.\"\u003c/p>\n\u003cp>The new \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core State Standards\u003c/a> require kindergartners to learn more words and read short sentences fluently.\u003c/p>\n\u003cp>Teachers will also do more with informational books and do less with all those fun storybooks.\u003c/p>\n\u003cp>So instead of reading a children’s book like \"Frog and Toad,\" teachers might now opt for a science book about frogs. Kristen Cruz Allen, administrator of curriculum frameworks at the state Department of Education, says that's part of helping children gain skills they'll need in the future.\u003c/p>\n\u003cp>“They actually can do\" the more complex work, she says. “It’s really making them think critically about the text that they’re reading and preparing them later on, when they’re going to write arguments with text evidence.”\u003c/p>\n\u003cfigure id=\"attachment_10651417\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\">\u003cimg class=\"size-full wp-image-10651417\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\" alt=\"Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many kindergarten teachers say they understand why the shift in standards is necessary but are still concerned about students who didn’t go to preschool, who speak another language at home or who simply need more time to grasp the new concepts.\u003c/p>\n\u003cp>“What would be nice is if we didn’t have to put an evaluation on them,” says Renee Smith, a kindergarten teacher in Fremont. \"When you have to give it a grade, it doesn’t necessarily show you growth. When we have to stick something on kids, that judges them.\"\u003c/p>\n\u003cp>Smith and others say the reality is that kindergarten has become a boot camp for first grade.\u003c/p>\n\u003cp>“You don’t want to turn them off to school at age 5,” Smith says. “The hardest part is how do you still make it fun and get them to come back every day.”\u003c/p>\n\u003cp>One expert who is trying to put the fun back into lesson plans is Heidi Butkus.\u003c/p>\n\u003cp>The veteran teacher has created her own Common Core-aligned curriculum called \u003ca href=\"http://www.heidisongs.com/\">Heidi Songs\u003c/a>, which teaches kids how to read using memorable songs, physical activities, and bold images and videos.\u003c/p>\n\u003cp>“Play develops language and vocabulary better than any lesson you can give them,” Butkus says.\u003c/p>\n\u003cp>She says the problem with the new standards is that teachers take them too literally and suck the fun and imagination out of the schoolday.\u003c/p>\n\u003cp>She says some teachers don't know how to bring play back into the classroom because they’ve “lost that skill.”\u003c/p>\n\u003cp>Parents like Strong understand there is no avoiding these new standards, so they're planning to put their trust in teachers, yet keep a close eye on how they're teaching the new content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m just happy that he’s trying to sound out the words,” Strong says. “It would be nice if my son was reading (fluently), but it will come.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/220329112&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/220329112'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Six-year-old Mateo Long is a soft-spoken, shy little boy. Reading with his mother, Marisa Strong, is one thing that gets him out of his shell.\u003c/p>\n\u003cp>His favorite book is \"\u003ca href=\"http://www.harpercollins.com/9780062303820/pete-the-cat-and-the-bad-banana\">Pete the Cat and the Bad Banana\u003c/a>,\" a children’s story about a cat that discovers his love for bananas after eating not-so-appetizing food.\u003c/p>\n\u003cp>Strong points to the words and begins to read.\u003c/p>\n\u003cp>“Pete tries a ... ” Strong pauses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Pickle!” Mateo exclaims, as he follows along.\u003c/p>\n\u003cp>“Pete tastes it,” Strong continues. “It tastes better, but not as good as a ...”\u003c/p>\n\u003cp>“Banana!” Mateo exclaims, finishing the sentence.\u003c/p>\n\u003cp>Mateo will be going into kindergarten this year, and he’ll be a little older than most kids in his class. But still, Strong is worried.\u003c/p>\n\u003cfigure id=\"attachment_10651424\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\">\u003cimg class=\"wp-image-10651424 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\" alt=\"Teaching materials pinpoint the words kids must learn in kindergarten.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching materials pinpoint the words kids must learn in kindergarten. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Oakland mom knows that under the state’s \u003ca href=\"http://www.sdcoe.net/commoncore/documents/0-ccss-ela-kinder-standards.pdf\">new academic standards for kindergarten\u003c/a>, Mateo will have to read at a higher level before moving on to first grade.\u003c/p>\n\u003cp>“I’m not going to fight it. ... I want to give it a try,” Strong says. “Let’s just try and not expect him to do everything perfectly all the time.”\u003c/p>\n\u003cp>Under the state’s old standards, kids moved on to first grade if they could sound out letters and read basic words like \"cat,\" \"mop\" and \"the.\"\u003c/p>\n\u003cp>The new \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core State Standards\u003c/a> require kindergartners to learn more words and read short sentences fluently.\u003c/p>\n\u003cp>Teachers will also do more with informational books and do less with all those fun storybooks.\u003c/p>\n\u003cp>So instead of reading a children’s book like \"Frog and Toad,\" teachers might now opt for a science book about frogs. Kristen Cruz Allen, administrator of curriculum frameworks at the state Department of Education, says that's part of helping children gain skills they'll need in the future.\u003c/p>\n\u003cp>“They actually can do\" the more complex work, she says. “It’s really making them think critically about the text that they’re reading and preparing them later on, when they’re going to write arguments with text evidence.”\u003c/p>\n\u003cfigure id=\"attachment_10651417\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\">\u003cimg class=\"size-full wp-image-10651417\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\" alt=\"Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many kindergarten teachers say they understand why the shift in standards is necessary but are still concerned about students who didn’t go to preschool, who speak another language at home or who simply need more time to grasp the new concepts.\u003c/p>\n\u003cp>“What would be nice is if we didn’t have to put an evaluation on them,” says Renee Smith, a kindergarten teacher in Fremont. \"When you have to give it a grade, it doesn’t necessarily show you growth. When we have to stick something on kids, that judges them.\"\u003c/p>\n\u003cp>Smith and others say the reality is that kindergarten has become a boot camp for first grade.\u003c/p>\n\u003cp>“You don’t want to turn them off to school at age 5,” Smith says. “The hardest part is how do you still make it fun and get them to come back every day.”\u003c/p>\n\u003cp>One expert who is trying to put the fun back into lesson plans is Heidi Butkus.\u003c/p>\n\u003cp>The veteran teacher has created her own Common Core-aligned curriculum called \u003ca href=\"http://www.heidisongs.com/\">Heidi Songs\u003c/a>, which teaches kids how to read using memorable songs, physical activities, and bold images and videos.\u003c/p>\n\u003cp>“Play develops language and vocabulary better than any lesson you can give them,” Butkus says.\u003c/p>\n\u003cp>She says the problem with the new standards is that teachers take them too literally and suck the fun and imagination out of the schoolday.\u003c/p>\n\u003cp>She says some teachers don't know how to bring play back into the classroom because they’ve “lost that skill.”\u003c/p>\n\u003cp>Parents like Strong understand there is no avoiding these new standards, so they're planning to put their trust in teachers, yet keep a close eye on how they're teaching the new content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m just happy that he’s trying to sound out the words,” Strong says. “It would be nice if my son was reading (fluently), but it will come.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Forbes Report: S.F.'s Academy of Art Beset by Low Grad Rates, Code Violations",
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"content": "\u003cp>\u003cem>Editor's Note: This post has been updated to include a response from Dr. Elisa Stephens, president of Academy of Art University, as well as audio from a related episode of KQED's Forum. \u003c/em>\u003c/p>\n\u003cp>San Francisco’s Academy of Art University, an institution that's been operating for 86 years, is the nation's biggest private art college. But only 32 percent of its full-time students graduate in six years -- compared with 59 percent for colleges nationally and as high as 90 percent for top-of-the-line art colleges like the Rhode Island School of Design.\u003c/p>\n\u003cp>The September issue of Forbes magazine calls out the for-profit Academy of Art in two investigative reports for having \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/black-arts-the-800-million-family-selling-art-degrees-and-false-hopes/\" target=\"_blank\">low graduation rates\u003c/a>, nondisclosure of job placements and a student body that's burdened with debt. Forbes also discloses that the Stephens family, which owns the college, has outstanding \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/how-a-for-profit-university-flouts-san-franciscos-land-use-laws/\" target=\"_blank\">planning code violations\u003c/a> for 31 of 40 buildings it owns throughout the city.\u003c/p>\n\u003cp>In an email response to the Forbes stories, the Academy of Art University said: “We are disappointed that the reporter neglected to interview our successful students and alumni, or spend time in our classrooms. We are very proud of our instructors, our students and the caliber of arts education we provide.”\u003c/p>\n\u003cp>On Monday, August 24, a representative for the university sent a \"formal letter of response\" written by Dr. Elisa Stephens, president of Academy of Art University, to KQED. The letter is addressed to the Forbes' editors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[scribd id=275910004 key=key-BpncYXZTpX68RWdVeCw4 mode=scroll]\u003c/p>\n\u003cp>Forbes reporter Katia Savchuk discussed her investigation in an interview Wednesday, August 20 with KQED's Tara Siler.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220029135\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Savchuk and Sue Rowley, executive vice president for educational services at \u003ca href=\"http://info.academyart.edu/programs?network=s&cid=81730026791&campaignid=267052751&adgroupid=21893257031&match=e&k=academy%20of%20art%20university&placement=&device=c&authkey=fa262b34-61e7-4654-ba10-1ee9358c979e&pmcode=GSGEN&adposition=1t1&gclid=Cj0KEQjwmNuuBRDTu5rDjr2kxJsBEiQAWlm6UjQdvA9faYwxj3vDp19umfMrQ5712uGhzTQq4z3n6jYaAkZj8P8HAQ\" target=\"_blank\">Academy of Art University\u003c/a> joined \u003ca href=\"http://www.kqed.org/a/forum/R201508200930\" target=\"_blank\">KQED's Forum\u003c/a> on Thursday, August 21. You can listen to that discussion here:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220149910\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Editor's Note: This post has been updated to include a response from Dr. Elisa Stephens, president of Academy of Art University, as well as audio from a related episode of KQED's Forum. \u003c/em>\u003c/p>\n\u003cp>San Francisco’s Academy of Art University, an institution that's been operating for 86 years, is the nation's biggest private art college. But only 32 percent of its full-time students graduate in six years -- compared with 59 percent for colleges nationally and as high as 90 percent for top-of-the-line art colleges like the Rhode Island School of Design.\u003c/p>\n\u003cp>The September issue of Forbes magazine calls out the for-profit Academy of Art in two investigative reports for having \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/black-arts-the-800-million-family-selling-art-degrees-and-false-hopes/\" target=\"_blank\">low graduation rates\u003c/a>, nondisclosure of job placements and a student body that's burdened with debt. Forbes also discloses that the Stephens family, which owns the college, has outstanding \u003ca href=\"http://www.forbes.com/sites/katiasavchuk/2015/08/19/how-a-for-profit-university-flouts-san-franciscos-land-use-laws/\" target=\"_blank\">planning code violations\u003c/a> for 31 of 40 buildings it owns throughout the city.\u003c/p>\n\u003cp>In an email response to the Forbes stories, the Academy of Art University said: “We are disappointed that the reporter neglected to interview our successful students and alumni, or spend time in our classrooms. We are very proud of our instructors, our students and the caliber of arts education we provide.”\u003c/p>\n\u003cp>On Monday, August 24, a representative for the university sent a \"formal letter of response\" written by Dr. Elisa Stephens, president of Academy of Art University, to KQED. The letter is addressed to the Forbes' editors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003ciframe\n class=\"scribd_iframe_embed\"\n src=\"//www.scribd.com/embeds/275910004/content?start_page=1&view_mode=&access_key=key-BpncYXZTpX68RWdVeCw4\"\n title=\"http://www.scribd.com/doc/275910004\"\n data-auto-height=\"true\" scrolling=\"no\" id=\"scribd_275910004\"\n width=\"100%\" height=\"500\" frameborder=\"0\">\u003c/iframe>\n \u003ca class=\"utils-parseShortcode-shortcodes-__scribdShortcode__scribd_footer\"\n href=\"http://www.scribd.com/doc/275910004\"\n target=\"_blank\" rel=\"noopener noreferrer\">View this document on Scribd\u003c/a>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Forbes reporter Katia Savchuk discussed her investigation in an interview Wednesday, August 20 with KQED's Tara Siler.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/220029135&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/220029135'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Savchuk and Sue Rowley, executive vice president for educational services at \u003ca href=\"http://info.academyart.edu/programs?network=s&cid=81730026791&campaignid=267052751&adgroupid=21893257031&match=e&k=academy%20of%20art%20university&placement=&device=c&authkey=fa262b34-61e7-4654-ba10-1ee9358c979e&pmcode=GSGEN&adposition=1t1&gclid=Cj0KEQjwmNuuBRDTu5rDjr2kxJsBEiQAWlm6UjQdvA9faYwxj3vDp19umfMrQ5712uGhzTQq4z3n6jYaAkZj8P8HAQ\" target=\"_blank\">Academy of Art University\u003c/a> joined \u003ca href=\"http://www.kqed.org/a/forum/R201508200930\" target=\"_blank\">KQED's Forum\u003c/a> on Thursday, August 21. You can listen to that discussion here:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/220149910&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/220149910'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "cancellation-of-high-school-exit-exam-leaves-college-bound-kids-in-limbo",
"title": "Cancellation of High School Exit Exam Leaves College-Bound Kids in Limbo",
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"content": "\u003cp>The San Francisco Board of Education voted unanimously to give diplomas to 107 high school students who have not met all their graduation requirements — a move that goes against state law.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘This is uncharted territory. We don’t know what happens when the state changes the rules midstream.’\u003ccite>David Chiu,\u003cbr>\nCalifornia State Assemblyman\u003c/cite>\u003c/aside>\n\u003cp>The vote follows a decision from the California Department of Education, which canceled the July administration of the high school exit exam. In a \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr15/yr15rel65.asp\" target=\"_blank\" rel=\"noopener\">statement released Thursday\u003c/a>, department officials said they are working with lawmakers to “pass legislation that would suspend the exit exam requirement for three years because the exam does not reflect the new state academic standards.”\u003c/p>\n\u003cp>“Unfortunately, I think it was ended a little too early,” Assemblyman David Chiu, D-San Francisco, told KQED Friday.\u003c/p>\n\u003cp>The California High School Exit Examination (CAHSEE) is offered to students beginning sophomore year. There are several opportunities to take it, but some students struggle to pass and have to retake it. On Tuesday, faculty and students from San Francisco International High School showed up to the city’s school board meeting, pleading for help.\u003c/p>\n\u003cp>“We need another opportunity to take the CAHSEE or we need a diploma,” said Principal Julie Kessler.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=lc0Alhdy1pc\u003c/p>\n\u003cp>The group of San Francisco students who have not passed the exam represents just a small portion of the thousands of students in similar positions around the state.\u003c/p>\n\u003cp>According to state data, last summer 4,847 math tests were given with 1,286 (26.5 percent) students passing and 5,826 English Language Arts tests were given with 1,248 (21.4 percent) students passing. The stats represent students who took just a single exam and students who took both.\u003c/p>\n\u003cp>As reported in the \u003ca href=\"http://www.sfchronicle.com/education/article/College-dreams-on-hold-after-state-cancels-Exit-6441182.php\">San Francisco Chronicle\u003c/a>, around 30 students in the city have at least for now lost their chance to attend a four-year college this year.\u003c/p>\n\u003cp>“Our hope is that the few students who find themselves in this situation will only have to defer their dreams of attending the college of their choice for one semester,” Department of Education Deputy Superintendent Keric Ashley told the Chronicle. “In the meantime, there are other options available to these students, including our California Community Colleges. I received excellent preparation at my local community college before attending university.”\u003c/p>\n\u003cp>San Francisco Superintendent Richard Carranza said Tuesday, “We are absolutely with you [the students] on this particular issue.”\u003c/p>\n\u003cp>But, he said, the district was not prepared to grant diplomas without knowing what requirements might replace the CAHSEE. He said if the district did this, there’s a chance it would have to revoke the diplomas should the state decide on new requirements going forward.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/219302368″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>Chiu agreed the legality of the situation remains unclear.\u003c/p>\n\u003cp>“This is uncharted territory,” he said. “We don’t know what happens when the state changes the rules midstream.”\u003c/p>\n\u003cp>Chiu, along with others including California Superintendent of Public Instruction Tom Torlakson, is trying to work with the public college and university systems to find a way to grant conditional admittance for those students caught in limbo.\u003c/p>\n\u003cp>“It’s still an ongoing discussion,” Chiu said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Monday begins the final four weeks of the state’s legislative session. Chiu said he’s working with other lawmakers to expedite a solution.\u003c/p>\n\n",
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"title": "Cancellation of High School Exit Exam Leaves College-Bound Kids in Limbo | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The San Francisco Board of Education voted unanimously to give diplomas to 107 high school students who have not met all their graduation requirements — a move that goes against state law.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘This is uncharted territory. We don’t know what happens when the state changes the rules midstream.’\u003ccite>David Chiu,\u003cbr>\nCalifornia State Assemblyman\u003c/cite>\u003c/aside>\n\u003cp>The vote follows a decision from the California Department of Education, which canceled the July administration of the high school exit exam. In a \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr15/yr15rel65.asp\" target=\"_blank\" rel=\"noopener\">statement released Thursday\u003c/a>, department officials said they are working with lawmakers to “pass legislation that would suspend the exit exam requirement for three years because the exam does not reflect the new state academic standards.”\u003c/p>\n\u003cp>“Unfortunately, I think it was ended a little too early,” Assemblyman David Chiu, D-San Francisco, told KQED Friday.\u003c/p>\n\u003cp>The California High School Exit Examination (CAHSEE) is offered to students beginning sophomore year. There are several opportunities to take it, but some students struggle to pass and have to retake it. On Tuesday, faculty and students from San Francisco International High School showed up to the city’s school board meeting, pleading for help.\u003c/p>\n\u003cp>“We need another opportunity to take the CAHSEE or we need a diploma,” said Principal Julie Kessler.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/lc0Alhdy1pc'\n title='//www.youtube.com/embed/lc0Alhdy1pc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The group of San Francisco students who have not passed the exam represents just a small portion of the thousands of students in similar positions around the state.\u003c/p>\n\u003cp>According to state data, last summer 4,847 math tests were given with 1,286 (26.5 percent) students passing and 5,826 English Language Arts tests were given with 1,248 (21.4 percent) students passing. The stats represent students who took just a single exam and students who took both.\u003c/p>\n\u003cp>As reported in the \u003ca href=\"http://www.sfchronicle.com/education/article/College-dreams-on-hold-after-state-cancels-Exit-6441182.php\">San Francisco Chronicle\u003c/a>, around 30 students in the city have at least for now lost their chance to attend a four-year college this year.\u003c/p>\n\u003cp>“Our hope is that the few students who find themselves in this situation will only have to defer their dreams of attending the college of their choice for one semester,” Department of Education Deputy Superintendent Keric Ashley told the Chronicle. “In the meantime, there are other options available to these students, including our California Community Colleges. I received excellent preparation at my local community college before attending university.”\u003c/p>\n\u003cp>San Francisco Superintendent Richard Carranza said Tuesday, “We are absolutely with you [the students] on this particular issue.”\u003c/p>\n\u003cp>But, he said, the district was not prepared to grant diplomas without knowing what requirements might replace the CAHSEE. He said if the district did this, there’s a chance it would have to revoke the diplomas should the state decide on new requirements going forward.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/219302368″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/219302368″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Chiu agreed the legality of the situation remains unclear.\u003c/p>\n\u003cp>“This is uncharted territory,” he said. “We don’t know what happens when the state changes the rules midstream.”\u003c/p>\n\u003cp>Chiu, along with others including California Superintendent of Public Instruction Tom Torlakson, is trying to work with the public college and university systems to find a way to grant conditional admittance for those students caught in limbo.\u003c/p>\n\u003cp>“It’s still an ongoing discussion,” Chiu said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Monday begins the final four weeks of the state’s legislative session. Chiu said he’s working with other lawmakers to expedite a solution.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "$240 Million Education Contract Illustrates State Lobbying Loopholes",
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"headTitle": "Political Muscle | The California Report | KQED News",
"content": "\u003cp>\u003cem>This is one of two stories that look at California's largest lobbying player -- local governments -- and the lack of transparency in how private companies lobby for state government contracts. \u003c/em>\u003ca href=\"http://bit.ly/1HJ8E84\" target=\"_blank\">\u003cem>Read Part 1 here.\u003c/em> \u003c/a>\u003c/p>\n\u003cp>When California education officials \u003ca href=\"http://www.cde.ca.gov/be/ag/ag/yr15/agenda201505.asp\" target=\"_blank\">awarded\u003c/a> a $240 million, three-year contract to conduct Common Core testing for millions of school children this spring, they said it was an open and competitive process -- and that \u003ca href=\"https://www.ets.org/\" target=\"_blank\">Educational Testing Service\u003c/a>, the winning company, simply had the best proposal.\u003c/p>\n\u003cp>Not everyone agrees the process was so open, nor do they agree that ETS was the clear choice. And several weeks of KQED News questions about the contracting process ended without a full set of answers.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/219067611\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>California's murky disclosure laws make it nearly impossible to know exactly what kinds of work private companies do to influence how thousands of state government contracts are awarded, including whether those same companies seek advantages at every step of the process with behind-the-scenes lobbying.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.fppc.ca.gov/manuals/7-05lobbymanual.pdf\" target=\"_blank\">Existing state law generally limits the disclosure of influence\u003c/a> to anyone being paid to advocate for changes in state law or regulations, the traditional kind of lobbying that’s largely focused around the work of the California Legislature and the executive branch. But a private company looking to influence the awarding of a state contract by one of dozens of state agencies and departments isn’t held to the same standards.\u003c/p>\n\u003cp>That means conversations between advocates and key decision-makers about the roughly 100,000 state contracts handed out each year -- worth some $12 billion in taxpayer funds in 2014 and an average of $34 billion a year since 2010 -- remain in the shadows, far from public scrutiny. The totals were culled from a\u003ca href=\"http://www.dgs.ca.gov/pd/Programs/eprocure/SCPRSData.aspx\" target=\"_blank\"> state Department of General Services database\u003c/a> that does not include contracts worth less than $5,000.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=1803940951&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=606977930&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003csmall>These numbers were culled from a California Deptartment of General Services database. The totals may be incomplete as DGS depends on departments and agencies to self-report their own totals and doesn't request information on state contracts worth less than $5,000. The numbers represent the total amounts awarded, not paid out, in a calendar year.\u003c/small>\u003c/p>\n\u003cp>These kinds of conversations are common knowledge among Sacramento insiders. And while many prominent lobbying firms in the capital city even \u003ca href=\"http://www.capitoladvocacy.com/services-solutions/procurement/\" target=\"_blank\">advertise their expertise\u003c/a> in helping to secure lucrative contracts, they are nonetheless allowed to keep that part of their business a secret.\u003c/p>\n\u003cp>Gary Winuk, the former chief enforcement officer for \u003ca href=\"http://www.fppc.ca.gov/\" target=\"_blank\">California's Fair Political Practices Commission\u003c/a>, said more than two dozen states and the federal government require disclosure of lobbying efforts to win government contracts. So do nearly all of California’s big cities and counties -- including San Francisco, San Jose, Los Angeles and San Diego.\u003c/p>\n\u003cp>“To me it always seemed like a common sense idea,” Winuk said. “The same reason you want it for bills, you want it for (contracts), because you want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.”\u003c/p>\n\u003cp>Winuk helped write a legislative attempt to tackle the issue, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB1200\" target=\"_blank\">Assembly Bill 1200\u003c/a> by Assemblyman Rich Gordon (D-Menlo Park), which is pending in the state Senate as legislators return from summer recess next week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.” \u003ccite>Gary Winuk, former ethics officer\u003c/cite>\u003c/aside>\n\u003cp>AB 1200 would expand state lobbying disclosure laws to include contracts. If it’s ultimately signed into law, private companies and organizations that hire lobbyists would have to disclose how much they are spending to influence which contracts -- the same way they have to divulge which legislation and regulations they seek to impact.\u003c/p>\n\u003cp>But not everyone thinks there needs to be more transparency. Jim Sutton, a San Francisco lawyer who works on campaign finance and lobbying issues, said that AB 1200 has “surface appeal,” but won’t really give Californians any more information than they have under existing law. Sutton argues that it’s already clear who wants to influence a contracting process: the companies that bid on the contracts.\u003c/p>\n\u003cp>\"You know who is influencing the process,” Sutton said. “You know who the companies are and frankly whether it's through a public records request for emails or the bid itself, you are going to know who is working on it, or if they have hired a lobbyist.”\u003c/p>\n\u003cp>That wasn’t our experience, however, when we started digging into the circumstances surrounding the Common Core testing contract.\u003c/p>\n\u003cp>\u003cstrong>‘They Are Going to Have Some Advantages’\u003c/strong>\u003c/p>\n\u003cp>In some ways, it wasn’t surprising the California State Board of Education decided to award the Common Core contract to ETS in April. The New Jersey nonprofit has a long and lucrative history with the department, one worth $800 million over the past 15 years. ETS has held the state Department of Education’s main standardized testing contract for more than a decade -- a contract repeatedly extended without a competitive bidding process.\u003c/p>\n\u003cp>The new contract is a new version of that 13-year-old contract; earlier this year, ETS was also awarded a three-year, $38 million contract to oversee English language testing.\u003c/p>\n\u003cp>But the Common Core contract is the one that seems to have raised the most eyebrows -- in large part because ETS’ winning proposal will cost taxpayers $34 million more than the lowest alternative bid.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"There’s very little question in my mind that Educational Testing Service was the favorite from the beginning.\" \u003ccite>Doug McRae, retired testing publisher\u003c/cite>\u003c/aside>\n\u003cp>Longtime observers said it’s not unusual for education officials to favor known vendors and for the state Board of Education to rubber stamp those staff recommendations.\u003c/p>\n\u003cp>“There’s very little question in my mind that Educational Testing Service was the favorite from the beginning,” said Doug McRae, a retired test publisher who closely follows state education policy and raised questions about whether ETS should have won the newest contract.\u003c/p>\n\u003cp>ETS officials sought to capitalize on that that familiarity when they presented their bid to state board members last March.\u003c/p>\n\u003cp>“One of the things we’d like you to consider when you are looking at the proposals from these great companies is our track record,” said John Oswald, ETS vice president for K-12 schools. \"Here in California, we obviously have had the advantage that we’ve been here, so you know our work.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"vnGU5mAa7a7R0Pb19njbU4BBsPMz3t6H\"]\u003c/p>\n\u003cp>But a track record of familiarity isn’t the only thing public officials are supposed to be considering when they award taxpayer money. While in this case, the Department of Education was not required by state law to pick the lowest bidder, it was supposed to make the process “open and competitive” -- and make sure the public got the best possible deal.\u003c/p>\n\u003cp>Keric Ashley, a deputy state superintendent of public instruction, insisted in an interview that the agency did just that, that it considered the “depth and quality” of the proposals as well as the cost to choose a vendor with “the best chance of delivering a successful test contract.”\u003c/p>\n\u003cp>Still, Ashley said any familiar contractor is going to have a leg up.\u003c/p>\n\u003cp>“Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages. I wouldn't call them unfair advantages,” he said. “It’s the same everywhere.”\u003c/p>\n\u003cp>Ashley admitted that representatives of all three testing companies that bid on the most recent contract met with him and his supervisor prior to the contract being put out to bid -- meetings he described as routine. He insisted that those conversations were only general in nature and didn’t include detailed discussions about how the department would structure its request for bids, known as the request for submissions (RFS).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages.\" \u003ccite>Keric Ashley, deputy state superintendent of public instruction\u003c/cite>\u003c/aside>\n\u003cp>“We meet fairly regularly with a lot of different vendors,” Ashley said. “We certainly don’t discuss the RFS itself, because we have to maintain not only objectivity but make sure all the test vendors get the same information.”\u003c/p>\n\u003cp>But when KQED News sought detailed information about those meetings, we came up empty-handed.\u003c/p>\n\u003cp>\u003cstrong>Proof Hard to Come By\u003c/strong>\u003c/p>\n\u003cp>A public records request only turned up information on a single meeting -- between the deputy superintendent, Ashley, and an official with the low bidding company that lost the contract, Pearson Education. State officials disclosed no records of meetings between ETS and education officials, despite Ashley’s admission in a KQED News interview that at least one meeting occurred.\u003c/p>\n\u003cp>Tom Ewing, an ETS spokesman, first said that no such meeting occurred; then, he later admitted that it had.\u003c/p>\n\u003cp>State education officials were more vague. Elizabeth Stein, an attorney for the Department of Education, wrote in an email, “the fact that the search did not uncover a record of a meeting ... that you were told may have taken place does not shed light on whether such a meeting did or did not actually occur, and it would be wrong to draw conclusions or entertain speculation based on the fact that records were not located in our search.”\u003c/p>\n\u003cp>All three companies that bid on the Common Core testing contract retain professional lobbyists in Sacramento, and spend tens of thousands of dollars a year on their advocacy services inside the state Capitol. Ewing, however, said that ETS does not use its firm to lobby for government contracts.\u003c/p>\n\u003cp>Pearson Education, the rival company that lost out on the contract, did make use of its lobbyist to reach out to Board of Education officials, according to emails disclosed through the public records request. Those emails indicate that Pearson officials met with two members of the \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">state Board of Education\u003c/a> but that a third, Sue Burr, wrote that she could not sit down with them.\u003c/p>\n\u003cp>“I am sorry but I have to decline,” she wrote. “All board members have recently been advised by our legal counsel that, due to competitive procurement process for statewide assessments, we should not engage in independent conversations with potential contractors.”\u003c/p>\n\u003cp>The email was sent in October, a month before the request for bids went out.\u003c/p>\n\u003cp>Winuk, the former FPPC enforcement chief, said those early meetings are troubling, because that’s when a private company can actually exercise the most influence: while the language of a contract proposal is still being drafted, language that can ultimately favor a specific bidder.\u003c/p>\n\u003cp>“That’s really where the process can potentially be manipulated to give someone a leg up,” Winuk said. “If you are building an arena, for example, you (could say) you have to have built another arena in California -- but maybe there is only one company that has ever built an arena in California. That company is going to have an advantage if you have that criteria.”\u003c/p>\n\u003cp>In the the case of the state’s Common Core contract, concerns about the internal process extended throughout the bidding process.\u003c/p>\n\u003cp>Both Pearson officials and McRae, the retired testing executive, took issue with the scoring process used by education officials to evaluate the bids. McRae raised his concerns in public testimony prior to the board's final vote.\u003c/p>\n\u003cp>He noted that ETS scored the highest in virtually all of the areas assessed, even though some of its proposals were clearly inferior to those of the other bidder.\u003c/p>\n\u003cp>McRae said other aspects of the scoring also didn’t make sense. For example, he said, Pearson had the lowest cost proposal but was scored number two out of three vendors in that area.\u003c/p>\n\u003cp>Pearson, an international education company, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article17481269.html\" target=\"_blank\">initially threatened to file a lawsuit over the decision\u003c/a> but has since backed off -- meaning ETS appears here to stay.\u003c/p>\n\u003cp>Even if ETS was the best choice, supporters of ethics reform said disclosure laws are really about assuring Californians that they can have confidence that the process is fair.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“A lot ethics rules are designed to deal with the issue of trust in government,” Winuk said. “Part of this is help to instill some transparency, some sunshine, so people can really see what’s going on and hopefully get more engaged in the process.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.fppc.ca.gov/manuals/7-05lobbymanual.pdf\" target=\"_blank\">Existing state law generally limits the disclosure of influence\u003c/a> to anyone being paid to advocate for changes in state law or regulations, the traditional kind of lobbying that’s largely focused around the work of the California Legislature and the executive branch. But a private company looking to influence the awarding of a state contract by one of dozens of state agencies and departments isn’t held to the same standards.\u003c/p>\n\u003cp>That means conversations between advocates and key decision-makers about the roughly 100,000 state contracts handed out each year -- worth some $12 billion in taxpayer funds in 2014 and an average of $34 billion a year since 2010 -- remain in the shadows, far from public scrutiny. The totals were culled from a\u003ca href=\"http://www.dgs.ca.gov/pd/Programs/eprocure/SCPRSData.aspx\" target=\"_blank\"> state Department of General Services database\u003c/a> that does not include contracts worth less than $5,000.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=1803940951&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=606977930&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003csmall>These numbers were culled from a California Deptartment of General Services database. The totals may be incomplete as DGS depends on departments and agencies to self-report their own totals and doesn't request information on state contracts worth less than $5,000. The numbers represent the total amounts awarded, not paid out, in a calendar year.\u003c/small>\u003c/p>\n\u003cp>These kinds of conversations are common knowledge among Sacramento insiders. And while many prominent lobbying firms in the capital city even \u003ca href=\"http://www.capitoladvocacy.com/services-solutions/procurement/\" target=\"_blank\">advertise their expertise\u003c/a> in helping to secure lucrative contracts, they are nonetheless allowed to keep that part of their business a secret.\u003c/p>\n\u003cp>Gary Winuk, the former chief enforcement officer for \u003ca href=\"http://www.fppc.ca.gov/\" target=\"_blank\">California's Fair Political Practices Commission\u003c/a>, said more than two dozen states and the federal government require disclosure of lobbying efforts to win government contracts. So do nearly all of California’s big cities and counties -- including San Francisco, San Jose, Los Angeles and San Diego.\u003c/p>\n\u003cp>“To me it always seemed like a common sense idea,” Winuk said. “The same reason you want it for bills, you want it for (contracts), because you want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.”\u003c/p>\n\u003cp>Winuk helped write a legislative attempt to tackle the issue, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB1200\" target=\"_blank\">Assembly Bill 1200\u003c/a> by Assemblyman Rich Gordon (D-Menlo Park), which is pending in the state Senate as legislators return from summer recess next week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.” \u003ccite>Gary Winuk, former ethics officer\u003c/cite>\u003c/aside>\n\u003cp>AB 1200 would expand state lobbying disclosure laws to include contracts. If it’s ultimately signed into law, private companies and organizations that hire lobbyists would have to disclose how much they are spending to influence which contracts -- the same way they have to divulge which legislation and regulations they seek to impact.\u003c/p>\n\u003cp>But not everyone thinks there needs to be more transparency. Jim Sutton, a San Francisco lawyer who works on campaign finance and lobbying issues, said that AB 1200 has “surface appeal,” but won’t really give Californians any more information than they have under existing law. Sutton argues that it’s already clear who wants to influence a contracting process: the companies that bid on the contracts.\u003c/p>\n\u003cp>\"You know who is influencing the process,” Sutton said. “You know who the companies are and frankly whether it's through a public records request for emails or the bid itself, you are going to know who is working on it, or if they have hired a lobbyist.”\u003c/p>\n\u003cp>That wasn’t our experience, however, when we started digging into the circumstances surrounding the Common Core testing contract.\u003c/p>\n\u003cp>\u003cstrong>‘They Are Going to Have Some Advantages’\u003c/strong>\u003c/p>\n\u003cp>In some ways, it wasn’t surprising the California State Board of Education decided to award the Common Core contract to ETS in April. The New Jersey nonprofit has a long and lucrative history with the department, one worth $800 million over the past 15 years. ETS has held the state Department of Education’s main standardized testing contract for more than a decade -- a contract repeatedly extended without a competitive bidding process.\u003c/p>\n\u003cp>The new contract is a new version of that 13-year-old contract; earlier this year, ETS was also awarded a three-year, $38 million contract to oversee English language testing.\u003c/p>\n\u003cp>But the Common Core contract is the one that seems to have raised the most eyebrows -- in large part because ETS’ winning proposal will cost taxpayers $34 million more than the lowest alternative bid.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"There’s very little question in my mind that Educational Testing Service was the favorite from the beginning.\" \u003ccite>Doug McRae, retired testing publisher\u003c/cite>\u003c/aside>\n\u003cp>Longtime observers said it’s not unusual for education officials to favor known vendors and for the state Board of Education to rubber stamp those staff recommendations.\u003c/p>\n\u003cp>“There’s very little question in my mind that Educational Testing Service was the favorite from the beginning,” said Doug McRae, a retired test publisher who closely follows state education policy and raised questions about whether ETS should have won the newest contract.\u003c/p>\n\u003cp>ETS officials sought to capitalize on that that familiarity when they presented their bid to state board members last March.\u003c/p>\n\u003cp>“One of the things we’d like you to consider when you are looking at the proposals from these great companies is our track record,” said John Oswald, ETS vice president for K-12 schools. \"Here in California, we obviously have had the advantage that we’ve been here, so you know our work.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But a track record of familiarity isn’t the only thing public officials are supposed to be considering when they award taxpayer money. While in this case, the Department of Education was not required by state law to pick the lowest bidder, it was supposed to make the process “open and competitive” -- and make sure the public got the best possible deal.\u003c/p>\n\u003cp>Keric Ashley, a deputy state superintendent of public instruction, insisted in an interview that the agency did just that, that it considered the “depth and quality” of the proposals as well as the cost to choose a vendor with “the best chance of delivering a successful test contract.”\u003c/p>\n\u003cp>Still, Ashley said any familiar contractor is going to have a leg up.\u003c/p>\n\u003cp>“Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages. I wouldn't call them unfair advantages,” he said. “It’s the same everywhere.”\u003c/p>\n\u003cp>Ashley admitted that representatives of all three testing companies that bid on the most recent contract met with him and his supervisor prior to the contract being put out to bid -- meetings he described as routine. He insisted that those conversations were only general in nature and didn’t include detailed discussions about how the department would structure its request for bids, known as the request for submissions (RFS).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages.\" \u003ccite>Keric Ashley, deputy state superintendent of public instruction\u003c/cite>\u003c/aside>\n\u003cp>“We meet fairly regularly with a lot of different vendors,” Ashley said. “We certainly don’t discuss the RFS itself, because we have to maintain not only objectivity but make sure all the test vendors get the same information.”\u003c/p>\n\u003cp>But when KQED News sought detailed information about those meetings, we came up empty-handed.\u003c/p>\n\u003cp>\u003cstrong>Proof Hard to Come By\u003c/strong>\u003c/p>\n\u003cp>A public records request only turned up information on a single meeting -- between the deputy superintendent, Ashley, and an official with the low bidding company that lost the contract, Pearson Education. State officials disclosed no records of meetings between ETS and education officials, despite Ashley’s admission in a KQED News interview that at least one meeting occurred.\u003c/p>\n\u003cp>Tom Ewing, an ETS spokesman, first said that no such meeting occurred; then, he later admitted that it had.\u003c/p>\n\u003cp>State education officials were more vague. Elizabeth Stein, an attorney for the Department of Education, wrote in an email, “the fact that the search did not uncover a record of a meeting ... that you were told may have taken place does not shed light on whether such a meeting did or did not actually occur, and it would be wrong to draw conclusions or entertain speculation based on the fact that records were not located in our search.”\u003c/p>\n\u003cp>All three companies that bid on the Common Core testing contract retain professional lobbyists in Sacramento, and spend tens of thousands of dollars a year on their advocacy services inside the state Capitol. Ewing, however, said that ETS does not use its firm to lobby for government contracts.\u003c/p>\n\u003cp>Pearson Education, the rival company that lost out on the contract, did make use of its lobbyist to reach out to Board of Education officials, according to emails disclosed through the public records request. Those emails indicate that Pearson officials met with two members of the \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">state Board of Education\u003c/a> but that a third, Sue Burr, wrote that she could not sit down with them.\u003c/p>\n\u003cp>“I am sorry but I have to decline,” she wrote. “All board members have recently been advised by our legal counsel that, due to competitive procurement process for statewide assessments, we should not engage in independent conversations with potential contractors.”\u003c/p>\n\u003cp>The email was sent in October, a month before the request for bids went out.\u003c/p>\n\u003cp>Winuk, the former FPPC enforcement chief, said those early meetings are troubling, because that’s when a private company can actually exercise the most influence: while the language of a contract proposal is still being drafted, language that can ultimately favor a specific bidder.\u003c/p>\n\u003cp>“That’s really where the process can potentially be manipulated to give someone a leg up,” Winuk said. “If you are building an arena, for example, you (could say) you have to have built another arena in California -- but maybe there is only one company that has ever built an arena in California. That company is going to have an advantage if you have that criteria.”\u003c/p>\n\u003cp>In the the case of the state’s Common Core contract, concerns about the internal process extended throughout the bidding process.\u003c/p>\n\u003cp>Both Pearson officials and McRae, the retired testing executive, took issue with the scoring process used by education officials to evaluate the bids. McRae raised his concerns in public testimony prior to the board's final vote.\u003c/p>\n\u003cp>He noted that ETS scored the highest in virtually all of the areas assessed, even though some of its proposals were clearly inferior to those of the other bidder.\u003c/p>\n\u003cp>McRae said other aspects of the scoring also didn’t make sense. For example, he said, Pearson had the lowest cost proposal but was scored number two out of three vendors in that area.\u003c/p>\n\u003cp>Pearson, an international education company, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article17481269.html\" target=\"_blank\">initially threatened to file a lawsuit over the decision\u003c/a> but has since backed off -- meaning ETS appears here to stay.\u003c/p>\n\u003cp>Even if ETS was the best choice, supporters of ethics reform said disclosure laws are really about assuring Californians that they can have confidence that the process is fair.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot ethics rules are designed to deal with the issue of trust in government,” Winuk said. “Part of this is help to instill some transparency, some sunshine, so people can really see what’s going on and hopefully get more engaged in the process.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California school districts have long anticipated they would be scrambling to fill teacher jobs once boomer-age teachers began retiring. But combine that with \u003ca href=\"http://www.scpr.org/blogs/education/2015/01/27/17851/california-officials-preparing-for-rise-in-new-tea/\">declining enrollment in teacher credentialing programs\u003c/a> and \u003ca href=\"http://www.scpr.org/news/2015/06/19/52545/california-legislature-approves-compromise-115-4-b/\">increased state funding for new hires\u003c/a>, and you've got \"the perfect storm,\" said Donna Glassman-Sommer, a Tulare County Office of Education administrator who handles teacher recruitment.\u003c/p>\n\u003cp>“We have heard that there is a teacher shortage coming and it started to hit last year, and it’s kind of snowballed right now,\" she said. \"What they have predicted has arrived.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/218203561\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003ca href=\"http://www.ctc.ca.gov/reports/TS-2013-2014-AnnualRpt.pdf\">A recent state report\u003c/a> found that candidates in teacher preparation programs declined for the 12th consecutive year. The number of new teachers is down 26 percent over the past five years.\u003c/p>\n\u003cp>Interest in teaching fell following recession-era budget cuts that also drove many experienced teachers from the field. Some university students who had sought degrees in education changed majors to pursue more secure careers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What is worrisome is that, you know, we’ve worked really hard to place fully credentialed teachers in the classroom and now that is becoming more and more difficult because they just aren’t out there,” Glassman-Sommer said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2015/06/29/52548/socal-schools-may-see-more-interns-substitutes-in/\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California school districts have long anticipated they would be scrambling to fill teacher jobs once boomer-age teachers began retiring. But combine that with \u003ca href=\"http://www.scpr.org/blogs/education/2015/01/27/17851/california-officials-preparing-for-rise-in-new-tea/\">declining enrollment in teacher credentialing programs\u003c/a> and \u003ca href=\"http://www.scpr.org/news/2015/06/19/52545/california-legislature-approves-compromise-115-4-b/\">increased state funding for new hires\u003c/a>, and you've got \"the perfect storm,\" said Donna Glassman-Sommer, a Tulare County Office of Education administrator who handles teacher recruitment.\u003c/p>\n\u003cp>“We have heard that there is a teacher shortage coming and it started to hit last year, and it’s kind of snowballed right now,\" she said. \"What they have predicted has arrived.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/218203561&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/218203561'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ctc.ca.gov/reports/TS-2013-2014-AnnualRpt.pdf\">A recent state report\u003c/a> found that candidates in teacher preparation programs declined for the 12th consecutive year. The number of new teachers is down 26 percent over the past five years.\u003c/p>\n\u003cp>Interest in teaching fell following recession-era budget cuts that also drove many experienced teachers from the field. Some university students who had sought degrees in education changed majors to pursue more secure careers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Shaken by a string of recent shootings, people from a public housing development on San Francisco's Potrero Hill found something to celebrate this week.\u003c/p>\n\u003cp>A youth violence prevention organization with roots in Potrero Terrace and Annex announced that more than 200 of the program's alumni can also claim that title from colleges and universities around the country.\u003c/p>\n\u003cp>\"For all the people who think that college isn’t for you, college isn’t for me either,\" Cal Poly Pomona graduate Evangela Brewster said at a celebration of the milestone on Aug. 2. \"But I can stand here today and tell you that I did it.”\u003c/p>\n\u003cp>It was a day of triumph and happy tears for generations of people who have joined \u003ca href=\"http://stayaliveandfree.org/\" target=\"_blank\">Alive & Free\u003c/a> (formerly Omega Boys Club). Twenty-eight years ago, frustration over the killing of young people pushed middle school teacher Joe Marshall and counselor Jack Jacqua to found a place where young people facing violence and trauma could feel safe -- and learn to stay that way.\u003c/p>\n\u003cp>\"Back then, something terrible seemed to be happening every day,\" Marshall said. \"The drugs, the gangs, the turf, the funerals -- we had enough of it and we knew that something had to be done. Omega was that something.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though the name formally changed just a few years ago, Omega wasn't a boys club for long. Shervon Hunter joined the 15 original boys from Potrero Terrace for the group's second meeting, on March 3, 1987.\u003c/p>\n\u003cp>\"I became the first girl because I used to just go all the time, and Dr. Marshall and Jack couldn't deny me,\" she said.\u003c/p>\n\u003cp>Hunter got a bachelor's degree in psychology in 2000, and she's currently pursuing a master's degree in social work. She grew up on Missouri Street in Potrero Terrace, a neighborhood that's recently seen a spike in shootings and a month ago was the \u003ca href=\"http://ww2.kqed.org/news/2015/08/04/the-forgotten-tracking-two-homicides-in-san-francisco-public-housing\" target=\"_blank\">site of two homicides\u003c/a> in a single week.\u003c/p>\n\u003cp>She now works at the \u003ca href=\"http://www.phnhsf.org/\" target=\"_blank\">Potrero Hill Neighborhood House\u003c/a>, where she counsels 16- to 24-year-olds from Potrero Terrace.\u003c/p>\n\u003cp>\"It’s absolutely necessary to give back,\" she said. \"Imagine that you are living in a war zone all your life, all day, every day. And people assume that it’s just easy. It’s really not. If you’re familiar with Potrero Hill, you know there’s a lot of rich people on Potrero Hill. There’s a lot of well-off people on Potrero Hill. People trying to get the property because it’s such a popular space. But there is a community of eight or 10 blocks that people are literally dying.\"\u003c/p>\n\u003cp>But not, she says, the 200-plus college graduates recognized on Sunday.\u003c/p>\n\u003cp>Recent graduate Portia Kane-Abdullah, who just completed a bachelor's degree in creative writing from UC Riverside, broke down when she began to thank her father, Jaleel Abdullah, also a college graduate and Alive & Free alum.\u003c/p>\n\u003cp>\"He went through this program first, and he graduated in 1999, and that’s how I was able to go through the program,\" she said, after her father joined her on stage. \"He was really sick at one point, and I wasn't sure if he was going to be with us, but he's healthier than ever.\"\u003c/p>\n\u003cp>Kane-Abdullah recited some of the rules to live by that she picked up at the club, including: \"A true friend will never lead you to danger\" and “What doesn’t work doesn’t work, and it doesn’t make sense to keep doing things that don’t work.”\u003c/p>\n\u003cp>Marshall said those rules are responses to poor advice that young people often receive in neighborhoods with a high level of violence.\u003c/p>\n\u003cp>\"They’ll just tell you, don’t be a punk, handle your business, get your respect, gotta carry a gun for protection,\" he said. \"Don’t be no snitch.\"\u003c/p>\n\u003cp>Those are the commandments he tries to combat as he ushers young people -- who now come from all over the Bay Area -- from the streets to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's surreal,\" Abudullah told KQED after his daughter's speech. \"It's unbelievable. I'm very proud.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Shaken by a string of recent shootings, people from a public housing development on San Francisco's Potrero Hill found something to celebrate this week.\u003c/p>\n\u003cp>A youth violence prevention organization with roots in Potrero Terrace and Annex announced that more than 200 of the program's alumni can also claim that title from colleges and universities around the country.\u003c/p>\n\u003cp>\"For all the people who think that college isn’t for you, college isn’t for me either,\" Cal Poly Pomona graduate Evangela Brewster said at a celebration of the milestone on Aug. 2. \"But I can stand here today and tell you that I did it.”\u003c/p>\n\u003cp>It was a day of triumph and happy tears for generations of people who have joined \u003ca href=\"http://stayaliveandfree.org/\" target=\"_blank\">Alive & Free\u003c/a> (formerly Omega Boys Club). Twenty-eight years ago, frustration over the killing of young people pushed middle school teacher Joe Marshall and counselor Jack Jacqua to found a place where young people facing violence and trauma could feel safe -- and learn to stay that way.\u003c/p>\n\u003cp>\"Back then, something terrible seemed to be happening every day,\" Marshall said. \"The drugs, the gangs, the turf, the funerals -- we had enough of it and we knew that something had to be done. Omega was that something.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though the name formally changed just a few years ago, Omega wasn't a boys club for long. Shervon Hunter joined the 15 original boys from Potrero Terrace for the group's second meeting, on March 3, 1987.\u003c/p>\n\u003cp>\"I became the first girl because I used to just go all the time, and Dr. Marshall and Jack couldn't deny me,\" she said.\u003c/p>\n\u003cp>Hunter got a bachelor's degree in psychology in 2000, and she's currently pursuing a master's degree in social work. She grew up on Missouri Street in Potrero Terrace, a neighborhood that's recently seen a spike in shootings and a month ago was the \u003ca href=\"http://ww2.kqed.org/news/2015/08/04/the-forgotten-tracking-two-homicides-in-san-francisco-public-housing\" target=\"_blank\">site of two homicides\u003c/a> in a single week.\u003c/p>\n\u003cp>She now works at the \u003ca href=\"http://www.phnhsf.org/\" target=\"_blank\">Potrero Hill Neighborhood House\u003c/a>, where she counsels 16- to 24-year-olds from Potrero Terrace.\u003c/p>\n\u003cp>\"It’s absolutely necessary to give back,\" she said. \"Imagine that you are living in a war zone all your life, all day, every day. And people assume that it’s just easy. It’s really not. If you’re familiar with Potrero Hill, you know there’s a lot of rich people on Potrero Hill. There’s a lot of well-off people on Potrero Hill. People trying to get the property because it’s such a popular space. But there is a community of eight or 10 blocks that people are literally dying.\"\u003c/p>\n\u003cp>But not, she says, the 200-plus college graduates recognized on Sunday.\u003c/p>\n\u003cp>Recent graduate Portia Kane-Abdullah, who just completed a bachelor's degree in creative writing from UC Riverside, broke down when she began to thank her father, Jaleel Abdullah, also a college graduate and Alive & Free alum.\u003c/p>\n\u003cp>\"He went through this program first, and he graduated in 1999, and that’s how I was able to go through the program,\" she said, after her father joined her on stage. \"He was really sick at one point, and I wasn't sure if he was going to be with us, but he's healthier than ever.\"\u003c/p>\n\u003cp>Kane-Abdullah recited some of the rules to live by that she picked up at the club, including: \"A true friend will never lead you to danger\" and “What doesn’t work doesn’t work, and it doesn’t make sense to keep doing things that don’t work.”\u003c/p>\n\u003cp>Marshall said those rules are responses to poor advice that young people often receive in neighborhoods with a high level of violence.\u003c/p>\n\u003cp>\"They’ll just tell you, don’t be a punk, handle your business, get your respect, gotta carry a gun for protection,\" he said. \"Don’t be no snitch.\"\u003c/p>\n\u003cp>Those are the commandments he tries to combat as he ushers young people -- who now come from all over the Bay Area -- from the streets to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's surreal,\" Abudullah told KQED after his daughter's speech. \"It's unbelievable. I'm very proud.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Los Angeles, the 'Swim Whisperer' Makes Kids at Home in the Water",
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"content": "\u003cp>If you looked at the children at the edge of Conrad Cooper's pool, you'd think you were watching an ad for something. Jell-O, maybe. Or a breakfast cereal kids like. They're that cute.\u003c/p>\n\u003cp>They're lined up on the steps in the shallow end, 10 little ones, ranging from ages 2 to 5. The boys are in board trunks, many wearing rash-guard shirts like the weekend surfers they might become years from now. The girls wear bright one-piece suits and two-pieces that show their childish potbellies.\u003c/p>\n\u003cp>They are a rainbow tribe: black, Asian, white, biracial. And every eye is trained on the large man in the middle of the pool.\u003c/p>\n\u003cp>Conrad Cooper has been teaching little kids (and some adults) to swim for 20 years now. His business, Swim to Me, operates out of his pool in the View Park neighborhood of Los Angeles. He has taught kids who scream with fright at being put in the water, and adults who never thought they'd ever be able to swim.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"http://www.npr.org/player/embed/425617386/427018784\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His families come from around the corner and across the ocean, because word of his effectiveness travels. \"He does not fool around,\" parents will tell you, \"but it works.\"\u003c/p>\n\u003cp>It's not a method that works for everyone.\u003c/p>\n\u003cp>\"If you think this is someplace you can come and do monkey-walking by the side of the pool and sing songs ... you're in the wrong class,\" Cooper says. A tall brown man with sun-bronzed dreadlocks and Pacific Islander tattoos, Cooper radiates authority, in and out of the water.\u003c/p>\n\u003cp>Helicopter parents are politely instructed to find a landing place in one of the comfy chairs that ring the large saltwater pool — and stay there. Parents who want Cooper to teach their children have to promise to abide by his rules: They're there to support the method, not to comfort their children.\u003c/p>\n\u003cp>That sometimes comes as a shock to his students.\u003c/p>\n\u003cp>\"After two or three times in the pool with me,\" Cooper says, \"they recognize, 'OK, this guy is serious. He's not taking no for an answer. I'm going to do this.' \"\u003c/p>\n\u003cp>A few parents have dropped out over the years. \"We're very clear that it's not for everybody,\" Cooper acknowledges. A slim number find his method too strict and leave. Or never sign up in the first place. But their empty slots are quickly filled by others on a waiting list.\u003c/p>\n\u003cp>The lessons are an hour each and run over five days. The cost is a little over $200.\u003c/p>\n\u003cp>Cooper began teaching in the 1990s, after he and his wife, Londa, bought a home with a pool. They hired someone who taught their niece and several of her friends to swim, and Cooper, who'd been looking to move out of sales work, thought this might be something he could do. In 1995, he began teaching full time, and Swim to Me was born.\u003c/p>\n\u003cp>He and Londa divide the labor: He teaches, she runs the business, scheduling classes, booking students, keeping everything running smoothly.\u003c/p>\n\u003cp>It's a relaxed environment. The trees around the pool are hung with chimes that tinkle softly. Light jazz is piped through hidden speakers. Cooper gently instructs and encourages. He sometimes throws in a little etiquette tutoring: \"Conrad, I burped!\" one little boy tells him gleefully.\u003c/p>\n\u003cp>\"You did? Well, what do we say when we burp?\" Cooper asks.\u003c/p>\n\u003cp>\"Um, excuse me?\"\u003c/p>\n\u003cp>\"Yes, excuse me. Very good.\"\u003c/p>\n\u003cp>One by one, kids leave the pool stairs and swim over to Cooper.\u003c/p>\n\u003cp>\"Kick, Logan, c'mon, kick those little legs.\"\u003c/p>\n\u003cp>Logan McRae, who's wearing swim diapers, puts his little hands into Cooper's big ones. He has powered himself halfway across the pool.\u003c/p>\n\u003cp>\"Atta boy, Logie! Where are you going to swim next?\"\u003c/p>\n\u003cp>Silently, Logan points at his seated parents, and looks to Cooper for approval.\u003c/p>\n\u003cp>\"You're swimming to mommy and daddy?\"\u003c/p>\n\u003cp>Logan nods.\u003c/p>\n\u003cp>\"OK, then, don't forget to kick!\"\u003c/p>\n\u003cp>After the first half-hour, the kids get to vary the routine, by jumping off a huge granite rock that's on the side of the pool's deeper end, which causes much hilarity and some parental spritzing.\u003c/p>\n\u003cp>And despite insisting that there's no bubble-blowing or game-playing, when Cooper wades to the shallow end and holds aloft a clutch of plastic toys, the kids squeal with excitement. There's a sea star (\"\u003cem>Not\u003c/em> a starfish!\" Cooper scolds), a stingray and an Ariel from \"The Little Mermaid.\"\u003c/p>\n\u003cp>He tosses them all in the water. Each child chooses a target, then dives down and emerges, grinning, prize in hand.\u003c/p>\n\u003cp>Parents say they're amazed at the transformation. Meredith Harper points to her daughter, Dove.\u003c/p>\n\u003cp>\"You see the results. On Monday she couldn't swim,\" Harper says. \"Friday she can swim. It just speaks for itself.\"\u003c/p>\n\u003cp>Caroline Collins says 5-year-old Nate was one of the kids who cried for the first couple of days, but they kept at it. \"And by the end of the week, he was jumping off that rock. And he had no swim experience prior to Conrad.\"\u003c/p>\n\u003cp>Cooper says his students don't need prior experience.\u003c/p>\n\u003cp>\"Swimming is the easy part,\" he says. \"It's the trust part that's the most difficult for them.\"\u003c/p>\n\u003cp>And he's earned it. His students leave him with hugs, high-fives and kisses. And last year, some of his early students returned with their own children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"That's rewarding, I love that,\" Cooper says, as he goes out to greet the next class.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+%27Swim+Whisperer%27+Teaches+Kids+To+Be+Water-Safe&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His families come from around the corner and across the ocean, because word of his effectiveness travels. \"He does not fool around,\" parents will tell you, \"but it works.\"\u003c/p>\n\u003cp>It's not a method that works for everyone.\u003c/p>\n\u003cp>\"If you think this is someplace you can come and do monkey-walking by the side of the pool and sing songs ... you're in the wrong class,\" Cooper says. A tall brown man with sun-bronzed dreadlocks and Pacific Islander tattoos, Cooper radiates authority, in and out of the water.\u003c/p>\n\u003cp>Helicopter parents are politely instructed to find a landing place in one of the comfy chairs that ring the large saltwater pool — and stay there. Parents who want Cooper to teach their children have to promise to abide by his rules: They're there to support the method, not to comfort their children.\u003c/p>\n\u003cp>That sometimes comes as a shock to his students.\u003c/p>\n\u003cp>\"After two or three times in the pool with me,\" Cooper says, \"they recognize, 'OK, this guy is serious. He's not taking no for an answer. I'm going to do this.' \"\u003c/p>\n\u003cp>A few parents have dropped out over the years. \"We're very clear that it's not for everybody,\" Cooper acknowledges. A slim number find his method too strict and leave. Or never sign up in the first place. But their empty slots are quickly filled by others on a waiting list.\u003c/p>\n\u003cp>The lessons are an hour each and run over five days. The cost is a little over $200.\u003c/p>\n\u003cp>Cooper began teaching in the 1990s, after he and his wife, Londa, bought a home with a pool. They hired someone who taught their niece and several of her friends to swim, and Cooper, who'd been looking to move out of sales work, thought this might be something he could do. In 1995, he began teaching full time, and Swim to Me was born.\u003c/p>\n\u003cp>He and Londa divide the labor: He teaches, she runs the business, scheduling classes, booking students, keeping everything running smoothly.\u003c/p>\n\u003cp>It's a relaxed environment. The trees around the pool are hung with chimes that tinkle softly. Light jazz is piped through hidden speakers. Cooper gently instructs and encourages. He sometimes throws in a little etiquette tutoring: \"Conrad, I burped!\" one little boy tells him gleefully.\u003c/p>\n\u003cp>\"You did? Well, what do we say when we burp?\" Cooper asks.\u003c/p>\n\u003cp>\"Um, excuse me?\"\u003c/p>\n\u003cp>\"Yes, excuse me. Very good.\"\u003c/p>\n\u003cp>One by one, kids leave the pool stairs and swim over to Cooper.\u003c/p>\n\u003cp>\"Kick, Logan, c'mon, kick those little legs.\"\u003c/p>\n\u003cp>Logan McRae, who's wearing swim diapers, puts his little hands into Cooper's big ones. He has powered himself halfway across the pool.\u003c/p>\n\u003cp>\"Atta boy, Logie! Where are you going to swim next?\"\u003c/p>\n\u003cp>Silently, Logan points at his seated parents, and looks to Cooper for approval.\u003c/p>\n\u003cp>\"You're swimming to mommy and daddy?\"\u003c/p>\n\u003cp>Logan nods.\u003c/p>\n\u003cp>\"OK, then, don't forget to kick!\"\u003c/p>\n\u003cp>After the first half-hour, the kids get to vary the routine, by jumping off a huge granite rock that's on the side of the pool's deeper end, which causes much hilarity and some parental spritzing.\u003c/p>\n\u003cp>And despite insisting that there's no bubble-blowing or game-playing, when Cooper wades to the shallow end and holds aloft a clutch of plastic toys, the kids squeal with excitement. There's a sea star (\"\u003cem>Not\u003c/em> a starfish!\" Cooper scolds), a stingray and an Ariel from \"The Little Mermaid.\"\u003c/p>\n\u003cp>He tosses them all in the water. Each child chooses a target, then dives down and emerges, grinning, prize in hand.\u003c/p>\n\u003cp>Parents say they're amazed at the transformation. Meredith Harper points to her daughter, Dove.\u003c/p>\n\u003cp>\"You see the results. On Monday she couldn't swim,\" Harper says. \"Friday she can swim. It just speaks for itself.\"\u003c/p>\n\u003cp>Caroline Collins says 5-year-old Nate was one of the kids who cried for the first couple of days, but they kept at it. \"And by the end of the week, he was jumping off that rock. And he had no swim experience prior to Conrad.\"\u003c/p>\n\u003cp>Cooper says his students don't need prior experience.\u003c/p>\n\u003cp>\"Swimming is the easy part,\" he says. \"It's the trust part that's the most difficult for them.\"\u003c/p>\n\u003cp>And he's earned it. His students leave him with hugs, high-fives and kisses. And last year, some of his early students returned with their own children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"That's rewarding, I love that,\" Cooper says, as he goes out to greet the next class.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+%27Swim+Whisperer%27+Teaches+Kids+To+Be+Water-Safe&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>To lay one important card on the table, I’m married to a teacher in a public school district known far and wide for desperate need among many of its students and low pay for its employees.\u003c/p>\n\u003cp>That’s relevant here only because the reality of relatively meager compensation for teachers — a key component in California’s perennial ranking near the bottom nationally for classroom spending — is one of those issues that feels like it has become part of the fabric of our society. Something intractable and incurable, like our inability to house thousands of our fellow citizens or rein in the cost of health care or amend Proposition 13.\u003c/p>\n\u003cp>One of the rich ironies facing teachers in Bay Area school districts is their growing inability to afford homes in the communities in which they teach. That’s not a brand-new phenomenon. I’ve been hearing for years, through my wife, of colleagues unable to pay rent here unless they find a roommate or two or three. Home ownership? In this market? Ha!\u003c/p>\n\u003cp>The impression that teachers have joined low-wage service workers, students and starving artists among the legions priced out during the current boom is backed up by cold, hard facts. The realty firm \u003ca href=\"https://www.redfin.com/research/reports/special-reports/2014/california-home-affordability-for-teachers.html#.VbZcS0JVikp\" target=\"_blank\" rel=\"noopener\">Redfin published a report\u003c/a> earlier this year that found that 83 percent of the homes for sale in California were beyond the means of a teacher earning the statewide annual average salary of $69,300.\u003c/p>\n\u003cp>The picture was considerably worse in the Bay Area.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Redfin reported that there wasn’t a single home for sale in San Francisco that a teacher making that average salary could afford. In San Mateo County, 1.2 percent of homes — one in 80 — were affordable for teachers; in Santa Clara County, the number was 1.3 percent. The more affordable counties for teachers: Solano (22 percent), Marin (12 percent), Alameda (9.7 percent) and Contra Costa (8.6 percent).\u003c/p>\n\u003cp>Lillian Mongeau, who has reported on education for KQED News and now writes for \u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a> — published by Columbia University’s Hechinger Institute on Education and the Media — has just taken a closer look at how the teacher housing issue is playing out in Silicon Valley.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/education/archive/2015/07/silicon-valley-housing-tough-on-teachers/399071/\" target=\"_blank\" rel=\"noopener\">a piece published last week\u003c/a> by The Atlantic, she looks at the roots of the problem — the high-tech industry salaries chasing a limited supply of housing, for instance — and some suggested remedies. Among the latter, she mentions a San Francisco program that provides down-payment loans to teachers and one district’s more direct intervention in the housing market:\u003c/p>\n\u003cblockquote>\u003cp>Perhaps one of the most straightforward solutions to the lack of affordable housing for teachers in the Valley is the “Casa del Maestro,” or “House of the Teacher” apartment complex in the city of Santa Clara. Over the past 15 years, 70 one- and two-bedroom units have been built on district-owned land and rented only to new Santa Clara public-school teachers at reduced prices ranging from $1,110 to $1,805 a month for a maximum period of seven years.\u003c/p>\u003c/blockquote>\n\u003cp>But Mongeau’s conclusion is, well, less than hopeful:\u003c/p>\n\u003cblockquote>\u003cp>If a Bay Area tech company needs to set up a server farm, they could, say, open it in a less expensive mid-sized city, like Bend, Oregon. But a Bay Area school has no such luxury. Advances in computer-based learning aside, Stolan’s eighth-graders are unlikely to teach themselves algebra while he monitors their work from Oregon via video conference call.\u003c/p>\n\u003cp>“You can’t really have teachers just living in the Pacific Ocean,” Brennan said. “We need to make sure these workers can afford to be in our communities.”\u003c/p>\n\u003cp>But unless something changes drastically (or an as-yet-unknown app is invented to solve the problem), Silicon Valley risks losing the very people it’s counting on to educate its future stars.\u003c/p>\u003c/blockquote>\n\u003cp>KQED News morning anchor Joshua Johnson talked to Mongeau about the situation Monday morning:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/216581151&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Redfin reported that there wasn’t a single home for sale in San Francisco that a teacher making that average salary could afford. In San Mateo County, 1.2 percent of homes — one in 80 — were affordable for teachers; in Santa Clara County, the number was 1.3 percent. The more affordable counties for teachers: Solano (22 percent), Marin (12 percent), Alameda (9.7 percent) and Contra Costa (8.6 percent).\u003c/p>\n\u003cp>Lillian Mongeau, who has reported on education for KQED News and now writes for \u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a> — published by Columbia University’s Hechinger Institute on Education and the Media — has just taken a closer look at how the teacher housing issue is playing out in Silicon Valley.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.theatlantic.com/education/archive/2015/07/silicon-valley-housing-tough-on-teachers/399071/\" target=\"_blank\" rel=\"noopener\">a piece published last week\u003c/a> by The Atlantic, she looks at the roots of the problem — the high-tech industry salaries chasing a limited supply of housing, for instance — and some suggested remedies. Among the latter, she mentions a San Francisco program that provides down-payment loans to teachers and one district’s more direct intervention in the housing market:\u003c/p>\n\u003cblockquote>\u003cp>Perhaps one of the most straightforward solutions to the lack of affordable housing for teachers in the Valley is the “Casa del Maestro,” or “House of the Teacher” apartment complex in the city of Santa Clara. Over the past 15 years, 70 one- and two-bedroom units have been built on district-owned land and rented only to new Santa Clara public-school teachers at reduced prices ranging from $1,110 to $1,805 a month for a maximum period of seven years.\u003c/p>\u003c/blockquote>\n\u003cp>But Mongeau’s conclusion is, well, less than hopeful:\u003c/p>\n\u003cblockquote>\u003cp>If a Bay Area tech company needs to set up a server farm, they could, say, open it in a less expensive mid-sized city, like Bend, Oregon. But a Bay Area school has no such luxury. Advances in computer-based learning aside, Stolan’s eighth-graders are unlikely to teach themselves algebra while he monitors their work from Oregon via video conference call.\u003c/p>\n\u003cp>“You can’t really have teachers just living in the Pacific Ocean,” Brennan said. “We need to make sure these workers can afford to be in our communities.”\u003c/p>\n\u003cp>But unless something changes drastically (or an as-yet-unknown app is invented to solve the problem), Silicon Valley risks losing the very people it’s counting on to educate its future stars.\u003c/p>\u003c/blockquote>\n\u003cp>KQED News morning anchor Joshua Johnson talked to Mongeau about the situation Monday morning:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/216581151&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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.",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"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.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"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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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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"
},
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"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",
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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",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"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",
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"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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