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"disqusTitle": "Long-Term Debate Over Jerry Brown's Short-Term Taxes",
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"content": "\u003cp>Even Jerry Brown's critics often concede that he's a skilled politician, and so no one should be surprised about one part of this, his final campaign for governor: He's not going to even suggest any additional taxes on Californians beyond those already on the books.\u003c/p>\n\u003cp>That may not be a problem now. But there's a debate on the horizon over the taxes he helped persuade voters to approve in 2012, one that may test his political and policy skills if he's re-elected on Nov. 4.\u003c/p>\n\u003cp>\"I can imagine there will be some hesitancy on the part of the governor,\" says Joshua Pechthalt, president of the California Federation of Teachers.\u003c/p>\n\u003cp>The hesitancy: to go along with those who want to make 2012's temporary taxes permanent.\u003c/p>\n\u003cp>In a campaign that's both brief in its existence and broad in its promises for the next four years, the governor makes only passing references to Proposition 30, the 2012 initiative he championed that temporarily raised income taxes on the most wealthy and sales taxes on everyone in California. And those references are about funding for schools, the centerpiece of the Prop. 30 campaign.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/174558721\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>A Fiscal Lifeline\u003c/strong>\u003c/p>\n\u003cp>\"Our schools, instead of laying off 30,000 people, we're now increasing the funding available by 30 percent for all the kids,\" said Brown in this season's only gubernatorial debate on Sept. 4.\u003c/p>\n\u003cp>The taxes collected under Prop. 30 have amounted to at least some $13 billion so far, according to the \u003ca href=\"http://trackprop30.ca.gov/\" target=\"_blank\">state controller's website tracking the funds\u003c/a>. But the earmarking of those dollars for schools is only part of the story, as they helped provide a fiscal lifeline for the struggling state budget.\u003c/p>\n\u003cp>\"More money from a tax increase like Prop. 30 means more money for other programs,\" says Jason Sisney, deputy analyst for the independent Legislative Analyst's Office.\u003c/p>\n\u003cp>That's largely because the 2012 initiative scored all of the new tax revenues as counting toward California's constitutional guarantee for K-14 school funding. Money that might have otherwise have gone to schools could then go to other budget priorities, from social services to debt repayment.\u003c/p>\n\u003cp>\u003ca href=\"http://www.lao.ca.gov/ballot/2012/30_11_2012.aspx\" target=\"_blank\">Prop. 30 increased personal income taxes\u003c/a> on single filers making more than $250,000 a year and joint filers earning more than $500,000 a year. It also raised the state portion of the sales tax a quarter-cent from 2013 through 2016.\u003c/p>\n\u003cp>The total tax revenue collected by Prop. 30 continues to grow. Data from the state Department of Finance peg the projected revenue from the initiative this fiscal year at $7.4 billion, peaking at almost $7.7 billion in the fiscal year that begins next July.\u003c/p>\n\u003cp>But after that, Prop. 30's tax dollars start to fade ... which is where the uncertainty lies.\u003c/p>\n\u003cp>\u003cstrong>Brown's Gamble On California's Recovery\u003c/strong>\u003c/p>\n\u003cp>Think of the dimmer switch on a light. It doesn't turn the light off suddenly, it allows the light to be slowly faded down. Prop. 30 operates much the same way with the temporary taxes, turning them off slowly between 2016 and 2018. That fading impact affects four successive budget years for state government.\u003c/p>\n\u003cp>\"The biggest variable,\" says LAO analyst Sisney, \"is the economic environment that the state is in as the taxes phase out.\"\u003c/p>\n\u003cp>If California's economy grows, the sunset on the Prop. 30 taxes may be mildly felt -- or not felt at all. But if the economy sputters or stalls, the absence of some $7 billion in state general fund revenues could cause a big blow.\u003c/p>\n\u003cp>\"The state's revenue situation could be pretty bad,\" says Sisney of that scenario.\u003c/p>\n\u003cp>For starters, the missing revenue could create more instability to school funding. The 2012 initiative did more than just temporarily raise some taxes; it also permanently transferred a portion of sales taxes to local governments to help finance Brown's 2011 realignment of public safety. Those sales tax revenues used to count toward setting the school funding levels ... but no longer.\u003c/p>\n\u003cp>In some scenarios laid out by budget analysts, the expiring Prop. 30 taxes could make schools financially worse off than they would have been if the transferred sales tax dollars were kept by the state. In other scenarios, the school funding guarantee would be higher because of Prop. 30. But that higher level of base funding might -- if the economy suffers -- put pressure on funding for other state services.\u003c/p>\n\u003cp>And all of this, say some of Prop. 30's most vocal backers, is why the governor should embrace something different from what voters were told in 2012.\u003c/p>\n\u003cp>\u003cstrong>Make Prop. 30 Taxes Permanent?\u003c/strong>\u003c/p>\n\u003cp>\"I think there's absolutely no reason why we shouldn't make Prop. 30 permanent,\" says teachers union president Pechthalt.\u003c/p>\n\u003cp>The buzz over extending, or forever enshrining, the 2012 taxes began earlier this year and may hit a fever pitch when the new Legislature convenes in January. Key to the debate will be both the political muscle of tax supporters and the solid economic data, if any, about the impact of the taxes.\u003c/p>\n\u003cp>Two years ago, opponents of Proposition 30 warned that the temporary income and sales tax hike would impede California's economic recovery. Now the issue could simply be whether the current recovery would have been stronger.\u003c/p>\n\u003cp>Pechthalt argues that the past two years have shown growth and taxes are not incompatible.\u003c/p>\n\u003cp>\"California has really set a model for the rest of the nation,\" he says.\u003c/p>\n\u003cp>Opponents, however, would likely focus on the part of the Prop. 30 story not really emphasized in 2012 -- the breathing room the tax revenues create for other expenses.\u003c/p>\n\u003cp>Anti-tax activist Joel Fox \u003ca href=\"http://www.foxandhoundsdaily.com/2014/10/see-tax-increases-think-pensions/\" target=\"_blank\">wrote earlier this week that extending the Prop. 30 taxes\u003c/a> would simply make it easier to shore up underfunded public employee pensions:\u003c/p>\n\u003cblockquote>\u003cp>When you see tax increases on the ballot think pension costs. Money in government budgets is fungible to some extent. If you cover specific agency costs with a tax increase, that frees up general fund money for other items, including pensions.\u003c/p>\u003c/blockquote>\n\u003cp>Whether the Legislature would consider extending the taxes, or making them permanent, is a function of the ballot box; Democrats may struggle next week to hold on to a supermajority of seats in each house, and losing that grip on power would all but kill any notion of action in the state Capitol (remember, tax increases require a two-thirds vote of both houses).\u003c/p>\n\u003cp>Even so, Brown has been adamant that voters should have the say on taxes. And he doesn't seem inclined to wage that campaign anytime soon.\u003c/p>\n\u003cp>\"I said when I campaigned for Prop. 30 that it was a temporary tax,\" the governor told KQED's Scott Detrow earlier this week. \"So that's my belief. And I'm going to do everything I can to live within our means.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Brown has prided himself in this, his third term as governor, at overseeing a relatively more lean state government and focusing extra money on paying off debts accumulated during the depths of California's fiscal crisis. A fourth term would likely see the same kind of approach, but the impact of the 2012 taxes fading away will force some kind of response -- an easier one if times are relatively good the next four years, a much more complicated one if the fiscal recovery slows down or stops.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Even Jerry Brown's critics often concede that he's a skilled politician, and so no one should be surprised about one part of this, his final campaign for governor: He's not going to even suggest any additional taxes on Californians beyond those already on the books.\u003c/p>\n\u003cp>That may not be a problem now. But there's a debate on the horizon over the taxes he helped persuade voters to approve in 2012, one that may test his political and policy skills if he's re-elected on Nov. 4.\u003c/p>\n\u003cp>\"I can imagine there will be some hesitancy on the part of the governor,\" says Joshua Pechthalt, president of the California Federation of Teachers.\u003c/p>\n\u003cp>The hesitancy: to go along with those who want to make 2012's temporary taxes permanent.\u003c/p>\n\u003cp>In a campaign that's both brief in its existence and broad in its promises for the next four years, the governor makes only passing references to Proposition 30, the 2012 initiative he championed that temporarily raised income taxes on the most wealthy and sales taxes on everyone in California. And those references are about funding for schools, the centerpiece of the Prop. 30 campaign.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/174558721&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/174558721'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A Fiscal Lifeline\u003c/strong>\u003c/p>\n\u003cp>\"Our schools, instead of laying off 30,000 people, we're now increasing the funding available by 30 percent for all the kids,\" said Brown in this season's only gubernatorial debate on Sept. 4.\u003c/p>\n\u003cp>The taxes collected under Prop. 30 have amounted to at least some $13 billion so far, according to the \u003ca href=\"http://trackprop30.ca.gov/\" target=\"_blank\">state controller's website tracking the funds\u003c/a>. But the earmarking of those dollars for schools is only part of the story, as they helped provide a fiscal lifeline for the struggling state budget.\u003c/p>\n\u003cp>\"More money from a tax increase like Prop. 30 means more money for other programs,\" says Jason Sisney, deputy analyst for the independent Legislative Analyst's Office.\u003c/p>\n\u003cp>That's largely because the 2012 initiative scored all of the new tax revenues as counting toward California's constitutional guarantee for K-14 school funding. Money that might have otherwise have gone to schools could then go to other budget priorities, from social services to debt repayment.\u003c/p>\n\u003cp>\u003ca href=\"http://www.lao.ca.gov/ballot/2012/30_11_2012.aspx\" target=\"_blank\">Prop. 30 increased personal income taxes\u003c/a> on single filers making more than $250,000 a year and joint filers earning more than $500,000 a year. It also raised the state portion of the sales tax a quarter-cent from 2013 through 2016.\u003c/p>\n\u003cp>The total tax revenue collected by Prop. 30 continues to grow. Data from the state Department of Finance peg the projected revenue from the initiative this fiscal year at $7.4 billion, peaking at almost $7.7 billion in the fiscal year that begins next July.\u003c/p>\n\u003cp>But after that, Prop. 30's tax dollars start to fade ... which is where the uncertainty lies.\u003c/p>\n\u003cp>\u003cstrong>Brown's Gamble On California's Recovery\u003c/strong>\u003c/p>\n\u003cp>Think of the dimmer switch on a light. It doesn't turn the light off suddenly, it allows the light to be slowly faded down. Prop. 30 operates much the same way with the temporary taxes, turning them off slowly between 2016 and 2018. That fading impact affects four successive budget years for state government.\u003c/p>\n\u003cp>\"The biggest variable,\" says LAO analyst Sisney, \"is the economic environment that the state is in as the taxes phase out.\"\u003c/p>\n\u003cp>If California's economy grows, the sunset on the Prop. 30 taxes may be mildly felt -- or not felt at all. But if the economy sputters or stalls, the absence of some $7 billion in state general fund revenues could cause a big blow.\u003c/p>\n\u003cp>\"The state's revenue situation could be pretty bad,\" says Sisney of that scenario.\u003c/p>\n\u003cp>For starters, the missing revenue could create more instability to school funding. The 2012 initiative did more than just temporarily raise some taxes; it also permanently transferred a portion of sales taxes to local governments to help finance Brown's 2011 realignment of public safety. Those sales tax revenues used to count toward setting the school funding levels ... but no longer.\u003c/p>\n\u003cp>In some scenarios laid out by budget analysts, the expiring Prop. 30 taxes could make schools financially worse off than they would have been if the transferred sales tax dollars were kept by the state. In other scenarios, the school funding guarantee would be higher because of Prop. 30. But that higher level of base funding might -- if the economy suffers -- put pressure on funding for other state services.\u003c/p>\n\u003cp>And all of this, say some of Prop. 30's most vocal backers, is why the governor should embrace something different from what voters were told in 2012.\u003c/p>\n\u003cp>\u003cstrong>Make Prop. 30 Taxes Permanent?\u003c/strong>\u003c/p>\n\u003cp>\"I think there's absolutely no reason why we shouldn't make Prop. 30 permanent,\" says teachers union president Pechthalt.\u003c/p>\n\u003cp>The buzz over extending, or forever enshrining, the 2012 taxes began earlier this year and may hit a fever pitch when the new Legislature convenes in January. Key to the debate will be both the political muscle of tax supporters and the solid economic data, if any, about the impact of the taxes.\u003c/p>\n\u003cp>Two years ago, opponents of Proposition 30 warned that the temporary income and sales tax hike would impede California's economic recovery. Now the issue could simply be whether the current recovery would have been stronger.\u003c/p>\n\u003cp>Pechthalt argues that the past two years have shown growth and taxes are not incompatible.\u003c/p>\n\u003cp>\"California has really set a model for the rest of the nation,\" he says.\u003c/p>\n\u003cp>Opponents, however, would likely focus on the part of the Prop. 30 story not really emphasized in 2012 -- the breathing room the tax revenues create for other expenses.\u003c/p>\n\u003cp>Anti-tax activist Joel Fox \u003ca href=\"http://www.foxandhoundsdaily.com/2014/10/see-tax-increases-think-pensions/\" target=\"_blank\">wrote earlier this week that extending the Prop. 30 taxes\u003c/a> would simply make it easier to shore up underfunded public employee pensions:\u003c/p>\n\u003cblockquote>\u003cp>When you see tax increases on the ballot think pension costs. Money in government budgets is fungible to some extent. If you cover specific agency costs with a tax increase, that frees up general fund money for other items, including pensions.\u003c/p>\u003c/blockquote>\n\u003cp>Whether the Legislature would consider extending the taxes, or making them permanent, is a function of the ballot box; Democrats may struggle next week to hold on to a supermajority of seats in each house, and losing that grip on power would all but kill any notion of action in the state Capitol (remember, tax increases require a two-thirds vote of both houses).\u003c/p>\n\u003cp>Even so, Brown has been adamant that voters should have the say on taxes. And he doesn't seem inclined to wage that campaign anytime soon.\u003c/p>\n\u003cp>\"I said when I campaigned for Prop. 30 that it was a temporary tax,\" the governor told KQED's Scott Detrow earlier this week. \"So that's my belief. And I'm going to do everything I can to live within our means.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Brown has prided himself in this, his third term as governor, at overseeing a relatively more lean state government and focusing extra money on paying off debts accumulated during the depths of California's fiscal crisis. A fourth term would likely see the same kind of approach, but the impact of the 2012 taxes fading away will force some kind of response -- an easier one if times are relatively good the next four years, a much more complicated one if the fiscal recovery slows down or stops.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/174155921″ params=”color=ff5500&inverse=false&auto_play=false&show_user=true” width=”100%” height=”20″ iframe=”true” /]\u003c/p>\n\u003cp>Pull up to the corner of Seventh and Campbell streets in West Oakland and you’ll find a vacant lot, overgrown with weeds and strewn with trash, broken glass, empty spray-paint cans, a tire. Graffiti covers the fences and walls that border the lot, and every few minutes, a BART train rumbles overhead.\u003c/p>\n\u003cp>But Elaine Brown sees something else, including an urban farm and a high-rise housing development employing the formerly incarcerated.\u003c/p>\n\u003cp>Brown, head of the nonprofit organization \u003ca href=\"http://www.oaklandandtheworld.com/\" target=\"_blank\">Oakland & The World Enterprises\u003c/a>, and Alameda County Supervisor Keith Carson have entered into a license agreement with the city of Oakland to develop the lot into an urban farm, owned and operated by by the former inmates. Oakland Mayor Jean Quan helped them acquire the vacant lot. To realize their full vision for its development, they still need millions of dollars.\u003c/p>\n\u003caside class=\"pullquote alignleft\">‘It is creating a model so that people can say: Maybe I should hire these people.’\u003c/aside>\n\u003cp>But first, they’re going to clean up the lot and start on the farm, which will be owned and operated by former prisoners and other people who have trouble finding jobs. The group is still raising the funds to build affordable housing on the lot, but Brown is optimistic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We’re giving ourselves a year, the building will cost, you know, it will cost a lot of money. But we believe we can find the commitment,” Brown said.\u003c/p>\n\u003cp>Quan says that the group will be eligible to apply for affordable housing funds and possibly cap-and-trade funding.\u003c/p>\n\u003cp>This isn’t the first time that Brown, 71, has led young people and former inmates toward self-sufficiency. She led the Black Panther Party from 1974 to 1977.\u003c/p>\n\u003cp>She says that many current training and re-entry programs don’t work because so few people will hire the formerly incarcerated.\u003c/p>\n\u003cp>“This is not a panacea, we know that, it isn’t even approaching one. But it is creating a model so that people can say: Maybe I should hire these people,” she said. “People are going to come out and have nothing to do. Some people are getting ready to go in because they have nothing to do and have no money, and they will try to hit somebody in the head for $20. And if you get $200 coming out of the joint and you hit the street running and you don’t have any family, you’re going to do desperate things to keep alive. So, it’s in the interest of all of us, it makes sense, to create opportunity.”\u003c/p>\n\u003cp>Project board member Jerry Elster, a program coordinator for the American Friends Service Committee, says he faced housing and employment barriers after serving nearly 26 years for a gang-related murder. He’s been waiting for a project like this.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The possibility of actually becoming a vested interest in your community, to own property, to be a taxpayer citizen and to have those same doors that was closed to you opened up—people are excited,” Elster says.\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='”20″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/174155921″&visual=true&”color=ff5500&inverse=false&auto_play=false&show_user=true”'\n title='”https://api.soundcloud.com/tracks/174155921″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Pull up to the corner of Seventh and Campbell streets in West Oakland and you’ll find a vacant lot, overgrown with weeds and strewn with trash, broken glass, empty spray-paint cans, a tire. Graffiti covers the fences and walls that border the lot, and every few minutes, a BART train rumbles overhead.\u003c/p>\n\u003cp>But Elaine Brown sees something else, including an urban farm and a high-rise housing development employing the formerly incarcerated.\u003c/p>\n\u003cp>Brown, head of the nonprofit organization \u003ca href=\"http://www.oaklandandtheworld.com/\" target=\"_blank\">Oakland & The World Enterprises\u003c/a>, and Alameda County Supervisor Keith Carson have entered into a license agreement with the city of Oakland to develop the lot into an urban farm, owned and operated by by the former inmates. Oakland Mayor Jean Quan helped them acquire the vacant lot. To realize their full vision for its development, they still need millions of dollars.\u003c/p>\n\u003caside class=\"pullquote alignleft\">‘It is creating a model so that people can say: Maybe I should hire these people.’\u003c/aside>\n\u003cp>But first, they’re going to clean up the lot and start on the farm, which will be owned and operated by former prisoners and other people who have trouble finding jobs. The group is still raising the funds to build affordable housing on the lot, but Brown is optimistic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re giving ourselves a year, the building will cost, you know, it will cost a lot of money. But we believe we can find the commitment,” Brown said.\u003c/p>\n\u003cp>Quan says that the group will be eligible to apply for affordable housing funds and possibly cap-and-trade funding.\u003c/p>\n\u003cp>This isn’t the first time that Brown, 71, has led young people and former inmates toward self-sufficiency. She led the Black Panther Party from 1974 to 1977.\u003c/p>\n\u003cp>She says that many current training and re-entry programs don’t work because so few people will hire the formerly incarcerated.\u003c/p>\n\u003cp>“This is not a panacea, we know that, it isn’t even approaching one. But it is creating a model so that people can say: Maybe I should hire these people,” she said. “People are going to come out and have nothing to do. Some people are getting ready to go in because they have nothing to do and have no money, and they will try to hit somebody in the head for $20. And if you get $200 coming out of the joint and you hit the street running and you don’t have any family, you’re going to do desperate things to keep alive. So, it’s in the interest of all of us, it makes sense, to create opportunity.”\u003c/p>\n\u003cp>Project board member Jerry Elster, a program coordinator for the American Friends Service Committee, says he faced housing and employment barriers after serving nearly 26 years for a gang-related murder. He’s been waiting for a project like this.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The possibility of actually becoming a vested interest in your community, to own property, to be a taxpayer citizen and to have those same doors that was closed to you opened up—people are excited,” Elster says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teacher Tenure Figures Into the November Election ",
"title": "How Teacher Tenure Figures Into the November Election ",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/174102855\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003c/p>\n\u003cp>Educators in California know well the debate over tenure, the job security given to teachers after about two years in the classroom. But for those outside education, it may be hard to understand why teacher tenure is such a big deal, especially during an election season in which both Democrats and Republicans are seizing on the issue to win votes. Let’s rewind the clock for a moment.\u003c/p>\n\u003cp>Earlier this year, a Superior Court judge in Los Angeles issued a \u003ca href=\"http://apps.washingtonpost.com/g/documents/local/court-decision-in-vergara-v-california/1031/\">landmark ruling\u003c/a> that says three state laws actually allow bad teachers to keep their jobs, depriving students of a quality education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.neelkashkari.com/%20\">Neel Kashkari,\u003c/a> the man gunning to be the state's next governor, was quick to jump all over that ruling during his only debate with incumbent \u003ca href=\"http://gov.ca.gov/home.php\">Jerry Brown\u003c/a>, who is \u003ca href=\"https://www.documentcloud.org/documents/1283281-teacher-vergara-canoticeofappeal082914.html%20\">appealing the ruling\u003c/a>. “You sided with the union bosses. You should be ashamed of yourself, Governor. I’m going to fight for the kids. I’m going to fight for the kids, I want you to know that,” attacked Kashkari. Brown retorted, “That makes no sense at all. That is so false.”\u003c/p>\n\u003cp>If the judge's decision stands, California would be the first state in the country where teachers could get fired almost regardless of their seniority. Kashkari has focused his entire campaign in the last few weeks on the judge's decision, including a controversial \u003ca href=\"http://ww2.kqed.org/news/2014/10/17/neel-kashkari-campaign-tv-ad\">TV ad of a child drowning in a pool \u003c/a>– who Kashkari says represents the kids Brown refuses to rescue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All of this underscores just how explosive the issue of tenure has become this election season, and nowhere more so than in the race for state superintendent of public instruction. Incumbent \u003ca href=\"http://www.tomtorlakson.com/jointom?splash=1\">Tom Torlakson \u003c/a>is joining Brown in appealing the ruling. “Stop blaming teachers and attacking them about taking away their job protections, that’s no way to improve our schools in California,” he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Stop blaming teachers and attacking them about taking away their job protections, that’s no way to improve our schools in California.\"\u003ccite>Tom Torlakson, California State Superintendent of Public Instruction\u003c/cite>\u003c/aside>\n\u003cp>Torlakson is in a tight race against \u003ca href=\"http://www.marshalltuck.com/\">Marshall Tuck\u003c/a>, a charter school executive who wants to rein in teacher job protections.\u003cbr>\nIt's created a kind of \"battle royale,\" pitting those who call themselves education reformers -- and support Tuck -- against the state's powerful teachers unions, which back the incumbent Torlakson.\u003c/p>\n\u003cp>But Torlakson says stripping veteran teachers of these rights doesn't get at the state's real education problem. “We know the way to improve our schools is to invest. To get the dollars in there so we can have smaller class sizes, bring back art music and drama, have stronger academics,” he says.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cta.org\">Teachers unions\u003c/a> hope that message will get across to voters and have poured more than $2 million into Torlakson's bid for re-election.\u003c/p>\n\u003cp>Those same unions are staking a claim in several legislative races where teacher seniority is also a hot-button issue. Political ads play up Democrat \u003ca href=\"http://timsbranti.com/%20\">Tim Sbranti's\u003c/a> teaching experience in the 16th Assembly District, made up of well-to-do suburbs east of San Francisco.\u003c/p>\n\u003cp>But Sbranti wasn't just an educator. He also led the political action committee for the California Teachers Association, arguably the state's most powerful interest group. He says he was proud to serve: “I knew at the time then and now that I had to do and stand up for what is right.”\u003c/p>\n\u003cp>I caught up with Sbranti at a recent debate against his opponent, Republican \u003ca href=\"http://bakerforassembly.com/\">Catharine Baker\u003c/a>, whose campaign speeches and mailers play up Sbranti's union connections -- and her opposition to teacher tenure.\u003c/p>\n\u003cp>Sbranti says what's missing from this whole debate is what California should be doing to help educators become more effective.\u003c/p>\n\u003cp>“My biggest focus is what are we doing to uplift the other 95 percent of teachers who are dedicated to their craft, who want to do right by students. What are we doing to make above-average teachers, great? Or -- great teachers off the charts?”\u003c/p>\n\u003cp>But Baker, his challenger, doesn't buy it.\u003c/p>\n\u003cp>Baker is an attorney and a mother of two school-age children, and says she's seen firsthand how bad teachers can hold kids back. She's been racking up newspaper endorsements, in part because of her stand on tenure.\u003c/p>\n\u003cp>She says many parents like her support fewer teacher job protections. “And there’s nothing they can do about it. And principals are frustrated. And the really great teachers that we have all throughout our schools, they’re frustrated, too, because they know they’re treated exactly the same as someone who may be less effective in that career,” she says.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-poll-vergara-20140626-story.html\">statewide poll over the summer on teacher tenure\u003c/a> seems to reflect that dissatisfaction. Researchers at Stanford and USC found more than 60 percent of California voters support fewer teacher job protections.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the real poll is the one that comes out on Election Day.\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='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/174102855&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/174102855'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Educators in California know well the debate over tenure, the job security given to teachers after about two years in the classroom. But for those outside education, it may be hard to understand why teacher tenure is such a big deal, especially during an election season in which both Democrats and Republicans are seizing on the issue to win votes. Let’s rewind the clock for a moment.\u003c/p>\n\u003cp>Earlier this year, a Superior Court judge in Los Angeles issued a \u003ca href=\"http://apps.washingtonpost.com/g/documents/local/court-decision-in-vergara-v-california/1031/\">landmark ruling\u003c/a> that says three state laws actually allow bad teachers to keep their jobs, depriving students of a quality education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.neelkashkari.com/%20\">Neel Kashkari,\u003c/a> the man gunning to be the state's next governor, was quick to jump all over that ruling during his only debate with incumbent \u003ca href=\"http://gov.ca.gov/home.php\">Jerry Brown\u003c/a>, who is \u003ca href=\"https://www.documentcloud.org/documents/1283281-teacher-vergara-canoticeofappeal082914.html%20\">appealing the ruling\u003c/a>. “You sided with the union bosses. You should be ashamed of yourself, Governor. I’m going to fight for the kids. I’m going to fight for the kids, I want you to know that,” attacked Kashkari. Brown retorted, “That makes no sense at all. That is so false.”\u003c/p>\n\u003cp>If the judge's decision stands, California would be the first state in the country where teachers could get fired almost regardless of their seniority. Kashkari has focused his entire campaign in the last few weeks on the judge's decision, including a controversial \u003ca href=\"http://ww2.kqed.org/news/2014/10/17/neel-kashkari-campaign-tv-ad\">TV ad of a child drowning in a pool \u003c/a>– who Kashkari says represents the kids Brown refuses to rescue.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All of this underscores just how explosive the issue of tenure has become this election season, and nowhere more so than in the race for state superintendent of public instruction. Incumbent \u003ca href=\"http://www.tomtorlakson.com/jointom?splash=1\">Tom Torlakson \u003c/a>is joining Brown in appealing the ruling. “Stop blaming teachers and attacking them about taking away their job protections, that’s no way to improve our schools in California,” he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Stop blaming teachers and attacking them about taking away their job protections, that’s no way to improve our schools in California.\"\u003ccite>Tom Torlakson, California State Superintendent of Public Instruction\u003c/cite>\u003c/aside>\n\u003cp>Torlakson is in a tight race against \u003ca href=\"http://www.marshalltuck.com/\">Marshall Tuck\u003c/a>, a charter school executive who wants to rein in teacher job protections.\u003cbr>\nIt's created a kind of \"battle royale,\" pitting those who call themselves education reformers -- and support Tuck -- against the state's powerful teachers unions, which back the incumbent Torlakson.\u003c/p>\n\u003cp>But Torlakson says stripping veteran teachers of these rights doesn't get at the state's real education problem. “We know the way to improve our schools is to invest. To get the dollars in there so we can have smaller class sizes, bring back art music and drama, have stronger academics,” he says.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cta.org\">Teachers unions\u003c/a> hope that message will get across to voters and have poured more than $2 million into Torlakson's bid for re-election.\u003c/p>\n\u003cp>Those same unions are staking a claim in several legislative races where teacher seniority is also a hot-button issue. Political ads play up Democrat \u003ca href=\"http://timsbranti.com/%20\">Tim Sbranti's\u003c/a> teaching experience in the 16th Assembly District, made up of well-to-do suburbs east of San Francisco.\u003c/p>\n\u003cp>But Sbranti wasn't just an educator. He also led the political action committee for the California Teachers Association, arguably the state's most powerful interest group. He says he was proud to serve: “I knew at the time then and now that I had to do and stand up for what is right.”\u003c/p>\n\u003cp>I caught up with Sbranti at a recent debate against his opponent, Republican \u003ca href=\"http://bakerforassembly.com/\">Catharine Baker\u003c/a>, whose campaign speeches and mailers play up Sbranti's union connections -- and her opposition to teacher tenure.\u003c/p>\n\u003cp>Sbranti says what's missing from this whole debate is what California should be doing to help educators become more effective.\u003c/p>\n\u003cp>“My biggest focus is what are we doing to uplift the other 95 percent of teachers who are dedicated to their craft, who want to do right by students. What are we doing to make above-average teachers, great? Or -- great teachers off the charts?”\u003c/p>\n\u003cp>But Baker, his challenger, doesn't buy it.\u003c/p>\n\u003cp>Baker is an attorney and a mother of two school-age children, and says she's seen firsthand how bad teachers can hold kids back. She's been racking up newspaper endorsements, in part because of her stand on tenure.\u003c/p>\n\u003cp>She says many parents like her support fewer teacher job protections. “And there’s nothing they can do about it. And principals are frustrated. And the really great teachers that we have all throughout our schools, they’re frustrated, too, because they know they’re treated exactly the same as someone who may be less effective in that career,” she says.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-poll-vergara-20140626-story.html\">statewide poll over the summer on teacher tenure\u003c/a> seems to reflect that dissatisfaction. Researchers at Stanford and USC found more than 60 percent of California voters support fewer teacher job protections.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the real poll is the one that comes out on Election Day.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Civil Rights Groups Sue Kern County School District Over Discipline",
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"content": "\u003cp>A coalition of civil rights groups are \u003ca href=\"http://www.publicintegrity.org/2014/10/14/15938/suit-against-kern-county-schools-alleges-disproportionate-discipline-minorities\" target=\"_blank\">suing\u003c/a> a Kern County high school district over disciplinary actions they say unfairly target black and Latino students.\u003c/p>\n\u003cp>Five years ago, the Kern High School District suspended nearly 12,000 students and expelled more than 2,000. That’s more than any other school district in California. Roughly 75 percent of those kids were black or Latino, around 20 percent were white.\u003c/p>\n\u003cp>“When the numbers came out it was obvious that Kern County was expelling and suspending Latinos and blacks at disproportionate rates than whites,” said Martha Gomez, staff attorney with the \u003ca href=\"http://maldef.org/about/offices/west/\" target=\"_blank\">Mexican American Legal Defense and Educational Fund\u003c/a>.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/172425611\" 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>MALDEF is one of several civil rights organizations suing the Kern High School District over its student discipline practices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to statistics cited in the lawsuit, expulsions and suspensions in the district have plummeted in recent years. But plaintiffs say school administrators are merely shuffling “problem” students into alternative education settings where academic oversight is lax.\u003c/p>\n\u003cp>Last year \u003ca href=\"http://www.californiareport.org/archive/R201307150850/a\" target=\"_blank\">The California Report in collaboration with the Center for Public Integrity\u003c/a> talked to Kern County public school students who were pulled from the classroom for a range of relatively minor infractions and placed in alternative education settings with little or no regular follow-up from teachers or administrators.\u003c/p>\n\u003cp>MALDEF’s Martha Gomez said parents are often pressured into avoiding an expulsion hearing, and accept an \"involuntary transfer\" to an alternative school or home study. She said parents are told a suspension will last just a few days, and to sign the form.\u003c/p>\n\u003cp>“Then they come back and the district is like, 'Well, your kid has to go to community school you signed the paper saying that,' which is the same thing as an expulsion,” Gomez said.\u003c/p>\n\u003cp>Plaintiffs are seeking changes that include alternative discipline practices that would allow a child to remain in a classroom, and staff training that would assure racial neutrality.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A Kern High School District spokesperson said the district cannot comment on the pending litigation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A coalition of civil rights groups are \u003ca href=\"http://www.publicintegrity.org/2014/10/14/15938/suit-against-kern-county-schools-alleges-disproportionate-discipline-minorities\" target=\"_blank\">suing\u003c/a> a Kern County high school district over disciplinary actions they say unfairly target black and Latino students.\u003c/p>\n\u003cp>Five years ago, the Kern High School District suspended nearly 12,000 students and expelled more than 2,000. That’s more than any other school district in California. Roughly 75 percent of those kids were black or Latino, around 20 percent were white.\u003c/p>\n\u003cp>“When the numbers came out it was obvious that Kern County was expelling and suspending Latinos and blacks at disproportionate rates than whites,” said Martha Gomez, staff attorney with the \u003ca href=\"http://maldef.org/about/offices/west/\" target=\"_blank\">Mexican American Legal Defense and Educational Fund\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/172425611&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/172425611'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>MALDEF is one of several civil rights organizations suing the Kern High School District over its student discipline practices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to statistics cited in the lawsuit, expulsions and suspensions in the district have plummeted in recent years. But plaintiffs say school administrators are merely shuffling “problem” students into alternative education settings where academic oversight is lax.\u003c/p>\n\u003cp>Last year \u003ca href=\"http://www.californiareport.org/archive/R201307150850/a\" target=\"_blank\">The California Report in collaboration with the Center for Public Integrity\u003c/a> talked to Kern County public school students who were pulled from the classroom for a range of relatively minor infractions and placed in alternative education settings with little or no regular follow-up from teachers or administrators.\u003c/p>\n\u003cp>MALDEF’s Martha Gomez said parents are often pressured into avoiding an expulsion hearing, and accept an \"involuntary transfer\" to an alternative school or home study. She said parents are told a suspension will last just a few days, and to sign the form.\u003c/p>\n\u003cp>“Then they come back and the district is like, 'Well, your kid has to go to community school you signed the paper saying that,' which is the same thing as an expulsion,” Gomez said.\u003c/p>\n\u003cp>Plaintiffs are seeking changes that include alternative discipline practices that would allow a child to remain in a classroom, and staff training that would assure racial neutrality.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A Kern High School District spokesperson said the district cannot comment on the pending litigation.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "San Francisco's La Scuola: Bilingual Education With an Italian Accent ",
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"content": "\u003cp>What’s the most beautiful thing about San Francisco? It’s a common question. But in this case the person asking it is Matteo Renzi, the prime minister of Italy. He’s querying students at \u003ca href=\"http://www.lascuolasf.org\" target=\"_blank\">La Scuola,\u003c/a> an Italian immersion school in San Francisco that has just moved into a permanent new home on Fell Street.\u003c/p>\n\u003cp>Of course Renzi, who is dedicating the 13,000-square-foot building a few blocks from Alamo Square, is speaking Italian: \u003cem>“Qual’e la cosa piu bella di San Francisco?”\u003c/em>\u003c/p>\n\u003cp>“\u003cem>Il parco\u003c/em>!” shouts one child, clearly a fan of the city’s parks.\u003c/p>\n\u003cp>“La Scuola!” yells another.\u003c/p>\n\u003cp>“The ice cream shop!” offers a third youngster.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But 7-year-old Keenan Nachman gets the biggest reaction: “The Eiffel Tower!”\u003c/p>\n\u003cp>The crowd erupts in laughter. It turns out Keenan had not heard the full question. But it doesn’t matter. He’s among friends.\u003c/p>\n\u003cp>“La Scuola is by far the best thing that’s ever happened to me and to my son and to my husband,” says Keenan’s mother, Lama Nachman, almost a week after the K-8 school was inaugurated on Sept. 22.\u003c/p>\n\u003cp>She’s a Palestinian from Kuwait who researches future technology for Intel. Her husband, Ramez Nachman, grew up in Syria and is a reliability science manager at Amazon Lab126. Both moved to the United States in the 1980s. Although they work in Silicon Valley, they live on Potrero Hill with Keenan, their only child.\u003c/p>\n\u003cp>They spent a long time searching for schools and finally found one in Marin County that was a terrible fit for Keenan. His mother says he became overly emotional, easily frustrated and much less interactive.\u003c/p>\n\u003cp>“Now he’s a different child,” she says. “Before, he was crying every morning on his way to school. Now, when he gets sick, he cries if I have to leave him at home. His flare-ups have calmed down, he’s not as agitated and he’s very comfortable at the school.\"\u003c/p>\n\u003cp>He's also more accepting of different ways of learning, Nachman says, and likes to do experiments.\u003c/p>\n\u003cp>One day she asked him what he loved about La Scuola. “He told me about his friends and then he said, ‘Something is really different there. All the parents care about all the kids, not just their kids.’ ”\u003c/p>\n\u003cp>By any measure, La Scuola is different.\u003c/p>\n\u003cfigure id=\"attachment_10342859\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/kids-and-renzi-e1412707163380.jpg\">\u003cimg class=\"size-medium wp-image-10342859\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/kids-and-renzi-800x600.jpg\" alt=\"Italian Prime Minister Matteo Renzi visits students at La Scuola in San Francisco. (Patricia Yollin/KQED)\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Italian Prime Minister Matteo Renzi visits students at La Scuola in San Francisco. (Patricia Yollin/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Twelve years ago, it started out as a play group and evolved into a recreational program and then a \u003ca href=\"http://www.sfgate.com/magazine/article/Bay-Area-is-biggest-Little-Italy-for-preschools-3223154.php\" target=\"_blank\">fully licensed preschool,\u003c/a> La Piccola Scuola Italiana (The Little Italian School).\u003c/p>\n\u003cp>Now it’s not so little. The preschool in San Francisco’s Dogpatch neighborhood has 120 children, ranging in age from 18 months to 4½ years. In 2012, the elementary school opened at the same site. With 42 students so far, it extends from kindergarten through third grade and will grow by one grade a year until reaching eighth grade. The move to Fell Street -- into the former home of the old Sacred Heart Grammar School -- is a major milestone for La Scuola,\u003c/p>\n\u003cp>“Our community has changed incredibly,” says Valentina Imbeni, director of La Scuola, who was born in Modena, Italy.\u003c/p>\n\u003cp>Claudia Volpi, president of the board of directors, says: \"Italian is the culture and the language that unites us. The food, music and architecture are Italian. But it has become a truly international school.\"\u003c/p>\n\u003cp>In 40 percent of families, one or both parents are native Italians, Italian-Americans or have lived in Italy at some point. The other families consist of Italophiles and people who appreciate the benefits of bilingual education or the international mix of families -- among whom 17 languages are spoken.\u003c/p>\n\u003cp>The school, officially known as La Scuola Internazionale di San Francisco, practices the \u003ca href=\"http://www.thelittleschool.net/duke/5-big-ideas/reggio-approach\" target=\"_blank\">Reggio Emilia philosophy of education\u003c/a>, which took shape in the same region of Italy where Imbeni grew up.\u003c/p>\n\u003cp>“The child is the protagonist of the learning process,” Imbeni says. `“The focus is on learning, not teaching, and there’s deep respect for the competence of the child.”\u003c/p>\n\u003cp>La Scuola is also on track to become an international elementary school in San Francisco: It’s a candidate for International Baccalaureate status and relies on a curriculum based on the IB’s Primary Years Programme, which exceeds the requirements mandated by the state.\u003c/p>\n\u003cp>The IB and Reggio Emilia approaches are compatible, emphasizing critical thinking, creativity and problem-solving within a safe and nurturing environment, where empathy and collaboration are valued.\u003c/p>\n\u003cp>San Francisco was Renzi’s initial stop during his first official visit to the United States -- which also included an appearance at the United Nations and meetings with the Clintons and Obamas. In the Bay Area, he went to Twitter, Yahoo, Google, NASA and Stanford and met with tech leaders such as Marissa Mayer and Larry Page.\u003c/p>\n\u003cp>In that context, La Scuola might have seemed like a detour. But the 39-year-old Renzi -- the youngest prime minister in the history of Italy -- made it clear that the school is very much in keeping with the spirit of innovation that fuels the high-tech world.\u003c/p>\n\u003cp>“In this school, there is an ideal. And the ideal is to invest in high-quality education. This is the real challenge of changing the world,” the charismatic Italian leader tells the gathering of 300 or so people.\u003c/p>\n\u003cp>The kids are taking his visit in stride -- unlike many of the adults, who jostle each other, jockey for position and scramble to snare selfies with the prime minister. Women in their 80s are swooning like schoolgirls, and a 40-something art curator jokes -- after shaking hands with Renzi -- that she'll never wash her right hand again.\u003c/p>\n\u003cfigure id=\"attachment_10342868\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/aidan-e1412710909566.jpg\">\u003cimg class=\"size-medium wp-image-10342868\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/aidan-800x600.jpg\" alt=\"Aidan Mogal displays a drawing he made at La Scuola. Art is one of his favorite classes. (Patricia Yollin/KQED)\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Aidan Mogal displays a drawing he made at La Scuola. Art is one of his favorite classes. (Patricia Yollin/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Nachman says she and her husband were not looking for an Italian immersion school. They were hoping to find a bilingual program, but an independent, project-based curriculum was more important. Now they're studying Italian. When Lama went to a conference in Rome last November, Keenan and his father came along. In restaurants, the boy was able to translate for his parents.\u003c/p>\n\u003cp>\"He understands fully but in terms of speaking, he's a bit self-conscious,\" Nachman says. \"When he's not paying attention, it's easier for him to speak.\"\u003c/p>\n\u003cp>Arabic is the family's native language. Keenan spoke it until he was 3, his mother says, and then decided \"he didn't want to have anything to do with it.\"\u003c/p>\n\u003cp>But after six months at La Scuola, his interest in Arabic revived.\u003c/p>\n\u003cp>\"The school does these sessions every month for parents,\" Nachman says. \"They had one on bilingual education. It mentioned that once a child gets into a language, their acceptance of other languages grows as well.\"\u003c/p>\n\u003cp>Keenan's old school was \"all about conforming and there was no flexibility,\" she says. \"Everything had to be a certain way.\"\u003c/p>\n\u003cp>As a result, she was wary. Keenan's whole first year at La Scuola seemed too good to be true, she says, so she was continually looking for what was wrong. Instead, her first impression -- \"there were all these signs of happiness and comfort\" -- was reinforced.\u003c/p>\n\u003cp>\"I've done startups,\" Nachman says. \"I love being part of them -- the passion, the excitement, the hard work.\"\u003c/p>\n\u003cp>Ironically, although the Reggio Emilia approach originated in Italy, it now has more cachet in the United States. Renzi says he's hoping La Scuola will serve as a model for transforming education in Italy and he promised to return annually to check its progress.\u003c/p>\n\u003cp>\"Italy is a capital of the past, and this area of the United States is a capital of the future,\" Renzi says. \"If we invest in education, we create possibilities for the future.\"\u003c/p>\n\u003cp>For La Scuola, the investment is substantial. The private school is funded by donations and tuition -- $21,300 a year for elementary school and a wider range for preschool, where about 100 students are on the waiting list. None of the teachers has more than 10 students. Parents are deeply involved -- many shoveled dirt on weekends to get the school ready for the prime minister's visit.\u003c/p>\n\u003cp>\"They really keep us connected and actively participating,\" says Noe Valley resident Josh Mogal, whose 6-year-old son, Aidan, entered La Scuola in kindergarten and is now in first grade.\u003c/p>\n\u003cp>Josh's wife, Katy Mogal, who is head of user experience research for wearable technology company Jawbone, says she studied French for 12 years but couldn't really speak it when she went to France. She wanted to give Aidan an earlier start than she had in learning a language.\u003c/p>\n\u003cp>\"Initially, he'd come back at the end of the day and say, 'They'd talk to me and I didn't understand what they were saying. It's so boring.' That didn't last long -- about a month,\" says Josh Mogal, whose company buys and rebuilds old Victorians.\u003c/p>\n\u003cp>\"At this point Aidan's really good,\" he adds. \"He sang me the Italian national anthem the other day and it was flawless.\"\u003c/p>\n\u003cp>Asked for his assessment of La Scuola, Aidan says: \"I love it. And, um, the art field trips that they do are really fun, and the lunch is sometimes really good, and we get to make art that is really beautiful.\"\u003c/p>\n\u003cp>Aidan's mother says her son seems to have a lot more global awareness than friends his age in other schools. That's important to the Mogals. For years, she lived in England and Japan. And her husband attended a U.N. school in New York when he was growing up. His Spanish teachers were from Argentina and his two best friends in third grade were from Saudi Arabia and Indonesia.\u003c/p>\n\u003cp>\"Being a citizen of the world was a given,\" he says. He wants the same thing for his son -- and so do the people who run La Scuola.\u003c/p>\n\u003cp>\"California is a dot on the Earth,\" says Volpi, who grew up in Uruguay and New York but whose grandparents on both sides are Italian. Her Milan-born husband was raised in Tokyo. Their 4-year-old son goes to preschool at La Scuola.\u003c/p>\n\u003cp>The International Baccalaureate program is built around units of inquiry, or themes, that run through every subject. Community is the current theme. Last year, students focused on light.\u003c/p>\n\u003cp>\"In science they studied where light comes from and how light bulbs get made,\" Katy Mogal says. \"They went to the Exploratorium, which had an exhibit on light. In art they would go to the park at different times of the day and paint. And they'd see how the placement of the sun changed the light and made you see different colors. They weave these themes into the whole curriculum, so it really brings it to life for the kids.\"\u003c/p>\n\u003cp>On the last Thursday of the month, La Scuola's kindergartners are learning addition and subtraction by focusing on September. \"How many days of school have there been?\" asks teacher Paola Dieci.\u003c/p>\n\u003cp>\"\u003cem>Venti\u003c/em> (20),\" the students shout in unison.\u003c/p>\n\u003cp>In Aidan's art class in the atelier, children are drawing. In Keenan's Italian class, they're figuring out the gender of animals. He proudly puts \u003cem>il lupo\u003c/em> (the wolf) at the top of his list.\u003c/p>\n\u003cp>Across town in the Dogpatch preschool, children are eating a lunch of \u003cem>strisce di pollo, riso fritto, spicchi di patate arrosto, insalata e frutta\u003c/em> -- chicken strips, fried rice, roast potatoes, salad and fruit -- all cooked at the school. They're using ceramic bowls, real glasses and silverware.\u003c/p>\n\u003cp>\"They are perfectly capable,\" Volpi says. \"We do not need to dumb them down.\"\u003c/p>\n\u003cp>There are almost 30 teachers at La Scuola. For most, Italian is their mother tongue. The others, such as Ginny Smith, speak with the fluency of natives.\u003c/p>\n\u003cp>In Smith's preschool classroom last year, the students raised land snails next to aquarium snails.\u003c/p>\n\u003cp>\"By the end of the year they loved \u003cem>lumache\u003c/em>,\" she says. \"They each got a miniature terrarium, and they could raise snails or release them.\"\u003c/p>\n\u003cp>In another project -- which got its start when students learned a classmate's father was from Naples -- they built a model of the volcanic eruption that had destroyed ancient Pompeii. When the year ended, two families visited Pompeii at the insistence of their children.\u003c/p>\n\u003cp>Italian is spoken 100 percent in preschool and 80 percent K-2. Grades 3-5 will be divided equally between English and Italian. For sixth through eighth grade, Italian will comprise 30 percent of the curriculum. \u003ca href=\"http://vimeo.com/88830723\" target=\"_blank\">This video\u003c/a> shows what life is currently like at La Scuola.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sfgate.com/default/article/Mauro-Battocchi-Italian-ambassador-4161833.php\" target=\"_blank\">Mauro Battocchi\u003c/a>, Italy's consul general in San Francisco, says the school represents a new paradigm for the promotion of Italian language and culture in the United States.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It is as innovative as San Francisco is in general for technology and culture,\" he says. \"La Scuola is perfect not only for Italian families, but also for American parents who aspire to offer their children a rigorous education based on creative thinking and beauty.\"\u003c/p>\n\u003cfigure id=\"attachment_10342874\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/playground-e1412711360168.jpg\">\u003cimg class=\"wp-image-10342874 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/playground-800x600.jpg\" alt=\"The playground at La Scuola's new Fell Street campus in San Francisco is a very popular place. (Patricia Yollin/KQED)\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The playground at La Scuola's new Fell Street campus in San Francisco is a very popular place. (Patricia Yollin/KQED)\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What’s the most beautiful thing about San Francisco? It’s a common question. But in this case the person asking it is Matteo Renzi, the prime minister of Italy. He’s querying students at \u003ca href=\"http://www.lascuolasf.org\" target=\"_blank\">La Scuola,\u003c/a> an Italian immersion school in San Francisco that has just moved into a permanent new home on Fell Street.\u003c/p>\n\u003cp>Of course Renzi, who is dedicating the 13,000-square-foot building a few blocks from Alamo Square, is speaking Italian: \u003cem>“Qual’e la cosa piu bella di San Francisco?”\u003c/em>\u003c/p>\n\u003cp>“\u003cem>Il parco\u003c/em>!” shouts one child, clearly a fan of the city’s parks.\u003c/p>\n\u003cp>“La Scuola!” yells another.\u003c/p>\n\u003cp>“The ice cream shop!” offers a third youngster.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But 7-year-old Keenan Nachman gets the biggest reaction: “The Eiffel Tower!”\u003c/p>\n\u003cp>The crowd erupts in laughter. It turns out Keenan had not heard the full question. But it doesn’t matter. He’s among friends.\u003c/p>\n\u003cp>“La Scuola is by far the best thing that’s ever happened to me and to my son and to my husband,” says Keenan’s mother, Lama Nachman, almost a week after the K-8 school was inaugurated on Sept. 22.\u003c/p>\n\u003cp>She’s a Palestinian from Kuwait who researches future technology for Intel. Her husband, Ramez Nachman, grew up in Syria and is a reliability science manager at Amazon Lab126. Both moved to the United States in the 1980s. Although they work in Silicon Valley, they live on Potrero Hill with Keenan, their only child.\u003c/p>\n\u003cp>They spent a long time searching for schools and finally found one in Marin County that was a terrible fit for Keenan. His mother says he became overly emotional, easily frustrated and much less interactive.\u003c/p>\n\u003cp>“Now he’s a different child,” she says. “Before, he was crying every morning on his way to school. Now, when he gets sick, he cries if I have to leave him at home. His flare-ups have calmed down, he’s not as agitated and he’s very comfortable at the school.\"\u003c/p>\n\u003cp>He's also more accepting of different ways of learning, Nachman says, and likes to do experiments.\u003c/p>\n\u003cp>One day she asked him what he loved about La Scuola. “He told me about his friends and then he said, ‘Something is really different there. All the parents care about all the kids, not just their kids.’ ”\u003c/p>\n\u003cp>By any measure, La Scuola is different.\u003c/p>\n\u003cfigure id=\"attachment_10342859\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/kids-and-renzi-e1412707163380.jpg\">\u003cimg class=\"size-medium wp-image-10342859\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/kids-and-renzi-800x600.jpg\" alt=\"Italian Prime Minister Matteo Renzi visits students at La Scuola in San Francisco. (Patricia Yollin/KQED)\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Italian Prime Minister Matteo Renzi visits students at La Scuola in San Francisco. (Patricia Yollin/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Twelve years ago, it started out as a play group and evolved into a recreational program and then a \u003ca href=\"http://www.sfgate.com/magazine/article/Bay-Area-is-biggest-Little-Italy-for-preschools-3223154.php\" target=\"_blank\">fully licensed preschool,\u003c/a> La Piccola Scuola Italiana (The Little Italian School).\u003c/p>\n\u003cp>Now it’s not so little. The preschool in San Francisco’s Dogpatch neighborhood has 120 children, ranging in age from 18 months to 4½ years. In 2012, the elementary school opened at the same site. With 42 students so far, it extends from kindergarten through third grade and will grow by one grade a year until reaching eighth grade. The move to Fell Street -- into the former home of the old Sacred Heart Grammar School -- is a major milestone for La Scuola,\u003c/p>\n\u003cp>“Our community has changed incredibly,” says Valentina Imbeni, director of La Scuola, who was born in Modena, Italy.\u003c/p>\n\u003cp>Claudia Volpi, president of the board of directors, says: \"Italian is the culture and the language that unites us. The food, music and architecture are Italian. But it has become a truly international school.\"\u003c/p>\n\u003cp>In 40 percent of families, one or both parents are native Italians, Italian-Americans or have lived in Italy at some point. The other families consist of Italophiles and people who appreciate the benefits of bilingual education or the international mix of families -- among whom 17 languages are spoken.\u003c/p>\n\u003cp>The school, officially known as La Scuola Internazionale di San Francisco, practices the \u003ca href=\"http://www.thelittleschool.net/duke/5-big-ideas/reggio-approach\" target=\"_blank\">Reggio Emilia philosophy of education\u003c/a>, which took shape in the same region of Italy where Imbeni grew up.\u003c/p>\n\u003cp>“The child is the protagonist of the learning process,” Imbeni says. `“The focus is on learning, not teaching, and there’s deep respect for the competence of the child.”\u003c/p>\n\u003cp>La Scuola is also on track to become an international elementary school in San Francisco: It’s a candidate for International Baccalaureate status and relies on a curriculum based on the IB’s Primary Years Programme, which exceeds the requirements mandated by the state.\u003c/p>\n\u003cp>The IB and Reggio Emilia approaches are compatible, emphasizing critical thinking, creativity and problem-solving within a safe and nurturing environment, where empathy and collaboration are valued.\u003c/p>\n\u003cp>San Francisco was Renzi’s initial stop during his first official visit to the United States -- which also included an appearance at the United Nations and meetings with the Clintons and Obamas. In the Bay Area, he went to Twitter, Yahoo, Google, NASA and Stanford and met with tech leaders such as Marissa Mayer and Larry Page.\u003c/p>\n\u003cp>In that context, La Scuola might have seemed like a detour. But the 39-year-old Renzi -- the youngest prime minister in the history of Italy -- made it clear that the school is very much in keeping with the spirit of innovation that fuels the high-tech world.\u003c/p>\n\u003cp>“In this school, there is an ideal. And the ideal is to invest in high-quality education. This is the real challenge of changing the world,” the charismatic Italian leader tells the gathering of 300 or so people.\u003c/p>\n\u003cp>The kids are taking his visit in stride -- unlike many of the adults, who jostle each other, jockey for position and scramble to snare selfies with the prime minister. Women in their 80s are swooning like schoolgirls, and a 40-something art curator jokes -- after shaking hands with Renzi -- that she'll never wash her right hand again.\u003c/p>\n\u003cfigure id=\"attachment_10342868\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/aidan-e1412710909566.jpg\">\u003cimg class=\"size-medium wp-image-10342868\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/aidan-800x600.jpg\" alt=\"Aidan Mogal displays a drawing he made at La Scuola. Art is one of his favorite classes. (Patricia Yollin/KQED)\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Aidan Mogal displays a drawing he made at La Scuola. Art is one of his favorite classes. (Patricia Yollin/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Nachman says she and her husband were not looking for an Italian immersion school. They were hoping to find a bilingual program, but an independent, project-based curriculum was more important. Now they're studying Italian. When Lama went to a conference in Rome last November, Keenan and his father came along. In restaurants, the boy was able to translate for his parents.\u003c/p>\n\u003cp>\"He understands fully but in terms of speaking, he's a bit self-conscious,\" Nachman says. \"When he's not paying attention, it's easier for him to speak.\"\u003c/p>\n\u003cp>Arabic is the family's native language. Keenan spoke it until he was 3, his mother says, and then decided \"he didn't want to have anything to do with it.\"\u003c/p>\n\u003cp>But after six months at La Scuola, his interest in Arabic revived.\u003c/p>\n\u003cp>\"The school does these sessions every month for parents,\" Nachman says. \"They had one on bilingual education. It mentioned that once a child gets into a language, their acceptance of other languages grows as well.\"\u003c/p>\n\u003cp>Keenan's old school was \"all about conforming and there was no flexibility,\" she says. \"Everything had to be a certain way.\"\u003c/p>\n\u003cp>As a result, she was wary. Keenan's whole first year at La Scuola seemed too good to be true, she says, so she was continually looking for what was wrong. Instead, her first impression -- \"there were all these signs of happiness and comfort\" -- was reinforced.\u003c/p>\n\u003cp>\"I've done startups,\" Nachman says. \"I love being part of them -- the passion, the excitement, the hard work.\"\u003c/p>\n\u003cp>Ironically, although the Reggio Emilia approach originated in Italy, it now has more cachet in the United States. Renzi says he's hoping La Scuola will serve as a model for transforming education in Italy and he promised to return annually to check its progress.\u003c/p>\n\u003cp>\"Italy is a capital of the past, and this area of the United States is a capital of the future,\" Renzi says. \"If we invest in education, we create possibilities for the future.\"\u003c/p>\n\u003cp>For La Scuola, the investment is substantial. The private school is funded by donations and tuition -- $21,300 a year for elementary school and a wider range for preschool, where about 100 students are on the waiting list. None of the teachers has more than 10 students. Parents are deeply involved -- many shoveled dirt on weekends to get the school ready for the prime minister's visit.\u003c/p>\n\u003cp>\"They really keep us connected and actively participating,\" says Noe Valley resident Josh Mogal, whose 6-year-old son, Aidan, entered La Scuola in kindergarten and is now in first grade.\u003c/p>\n\u003cp>Josh's wife, Katy Mogal, who is head of user experience research for wearable technology company Jawbone, says she studied French for 12 years but couldn't really speak it when she went to France. She wanted to give Aidan an earlier start than she had in learning a language.\u003c/p>\n\u003cp>\"Initially, he'd come back at the end of the day and say, 'They'd talk to me and I didn't understand what they were saying. It's so boring.' That didn't last long -- about a month,\" says Josh Mogal, whose company buys and rebuilds old Victorians.\u003c/p>\n\u003cp>\"At this point Aidan's really good,\" he adds. \"He sang me the Italian national anthem the other day and it was flawless.\"\u003c/p>\n\u003cp>Asked for his assessment of La Scuola, Aidan says: \"I love it. And, um, the art field trips that they do are really fun, and the lunch is sometimes really good, and we get to make art that is really beautiful.\"\u003c/p>\n\u003cp>Aidan's mother says her son seems to have a lot more global awareness than friends his age in other schools. That's important to the Mogals. For years, she lived in England and Japan. And her husband attended a U.N. school in New York when he was growing up. His Spanish teachers were from Argentina and his two best friends in third grade were from Saudi Arabia and Indonesia.\u003c/p>\n\u003cp>\"Being a citizen of the world was a given,\" he says. He wants the same thing for his son -- and so do the people who run La Scuola.\u003c/p>\n\u003cp>\"California is a dot on the Earth,\" says Volpi, who grew up in Uruguay and New York but whose grandparents on both sides are Italian. Her Milan-born husband was raised in Tokyo. Their 4-year-old son goes to preschool at La Scuola.\u003c/p>\n\u003cp>The International Baccalaureate program is built around units of inquiry, or themes, that run through every subject. Community is the current theme. Last year, students focused on light.\u003c/p>\n\u003cp>\"In science they studied where light comes from and how light bulbs get made,\" Katy Mogal says. \"They went to the Exploratorium, which had an exhibit on light. In art they would go to the park at different times of the day and paint. And they'd see how the placement of the sun changed the light and made you see different colors. They weave these themes into the whole curriculum, so it really brings it to life for the kids.\"\u003c/p>\n\u003cp>On the last Thursday of the month, La Scuola's kindergartners are learning addition and subtraction by focusing on September. \"How many days of school have there been?\" asks teacher Paola Dieci.\u003c/p>\n\u003cp>\"\u003cem>Venti\u003c/em> (20),\" the students shout in unison.\u003c/p>\n\u003cp>In Aidan's art class in the atelier, children are drawing. In Keenan's Italian class, they're figuring out the gender of animals. He proudly puts \u003cem>il lupo\u003c/em> (the wolf) at the top of his list.\u003c/p>\n\u003cp>Across town in the Dogpatch preschool, children are eating a lunch of \u003cem>strisce di pollo, riso fritto, spicchi di patate arrosto, insalata e frutta\u003c/em> -- chicken strips, fried rice, roast potatoes, salad and fruit -- all cooked at the school. They're using ceramic bowls, real glasses and silverware.\u003c/p>\n\u003cp>\"They are perfectly capable,\" Volpi says. \"We do not need to dumb them down.\"\u003c/p>\n\u003cp>There are almost 30 teachers at La Scuola. For most, Italian is their mother tongue. The others, such as Ginny Smith, speak with the fluency of natives.\u003c/p>\n\u003cp>In Smith's preschool classroom last year, the students raised land snails next to aquarium snails.\u003c/p>\n\u003cp>\"By the end of the year they loved \u003cem>lumache\u003c/em>,\" she says. \"They each got a miniature terrarium, and they could raise snails or release them.\"\u003c/p>\n\u003cp>In another project -- which got its start when students learned a classmate's father was from Naples -- they built a model of the volcanic eruption that had destroyed ancient Pompeii. When the year ended, two families visited Pompeii at the insistence of their children.\u003c/p>\n\u003cp>Italian is spoken 100 percent in preschool and 80 percent K-2. Grades 3-5 will be divided equally between English and Italian. For sixth through eighth grade, Italian will comprise 30 percent of the curriculum. \u003ca href=\"http://vimeo.com/88830723\" target=\"_blank\">This video\u003c/a> shows what life is currently like at La Scuola.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sfgate.com/default/article/Mauro-Battocchi-Italian-ambassador-4161833.php\" target=\"_blank\">Mauro Battocchi\u003c/a>, Italy's consul general in San Francisco, says the school represents a new paradigm for the promotion of Italian language and culture in the United States.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It is as innovative as San Francisco is in general for technology and culture,\" he says. \"La Scuola is perfect not only for Italian families, but also for American parents who aspire to offer their children a rigorous education based on creative thinking and beauty.\"\u003c/p>\n\u003cfigure id=\"attachment_10342874\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/playground-e1412711360168.jpg\">\u003cimg class=\"wp-image-10342874 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/10/playground-800x600.jpg\" alt=\"The playground at La Scuola's new Fell Street campus in San Francisco is a very popular place. (Patricia Yollin/KQED)\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The playground at La Scuola's new Fell Street campus in San Francisco is a very popular place. (Patricia Yollin/KQED)\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "After Long Negotiations, Berkeley School District and Union Reach Agreement",
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"content": "\u003cp>A fact-finding panel brought in to assist with talks between the Berkeley Unified School District and one of its unions finally led to a contract breakthrough -- after three years of negotiations.\u003c/p>\n\u003cp>The district and the Berkeley Council of Classified Employees, which represents 590 employees, hammered out the details of an agreement on Wednesday.\u003c/p>\n\u003cp>“We entered into the fact-finding phase early on Tuesday morning, and everyone worked together nonstop until we were able to reach a tentative agreement at 3:30 a.m. on Wednesday,” Superintendent Donald Evans said in a prepared statement. “It was a productive process.”\u003c/p>\n\u003cp>While the two sides had worked out a number of issues prior to this week, they could not agree on the district’s proposed transfer policy allowing it to shift employees between various job sites. The proposal put forward by the fact-finding team included language that offered protections to workers.\u003c/p>\n\u003cp>The two sides had also disagreed on the amount employees would pay for their health care. The district agreed to increase its contribution by $60 a month, starting in January 2015.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The two sides also agreed on wage packages. Employees will get a 2.5 percent pay increase retroactive to July 1, 2013. They also got a 2 percent increase starting July 1. The increase applies to all areas of compensation -- salaries, longevity merit pay, stipends and professional growth salary awards.\u003c/p>\n\u003cp>The Berkeley Council of Classified Employees (BCCE) represents employees who perform a variety of duties, such as classroom and office technical support, custodial and facilities maintenance, nutrition services, school safety, transportation and other school-related support services.\u003c/p>\n\u003cp>The district and the union have been trying to reach an agreement for three years. The Public Employees Relations Board declared an impasse in January and appointed a mediator from the State Mediation and Conciliation Service in February. When the mediator failed to settle the outstanding issues, the two sides decided in August to turn negotiations over to a fact-finding panel.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Union members and the school board must vote on the proposals before the new contract can go into effect.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A fact-finding panel brought in to assist with talks between the Berkeley Unified School District and one of its unions finally led to a contract breakthrough -- after three years of negotiations.\u003c/p>\n\u003cp>The district and the Berkeley Council of Classified Employees, which represents 590 employees, hammered out the details of an agreement on Wednesday.\u003c/p>\n\u003cp>“We entered into the fact-finding phase early on Tuesday morning, and everyone worked together nonstop until we were able to reach a tentative agreement at 3:30 a.m. on Wednesday,” Superintendent Donald Evans said in a prepared statement. “It was a productive process.”\u003c/p>\n\u003cp>While the two sides had worked out a number of issues prior to this week, they could not agree on the district’s proposed transfer policy allowing it to shift employees between various job sites. The proposal put forward by the fact-finding team included language that offered protections to workers.\u003c/p>\n\u003cp>The two sides had also disagreed on the amount employees would pay for their health care. The district agreed to increase its contribution by $60 a month, starting in January 2015.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The two sides also agreed on wage packages. Employees will get a 2.5 percent pay increase retroactive to July 1, 2013. They also got a 2 percent increase starting July 1. The increase applies to all areas of compensation -- salaries, longevity merit pay, stipends and professional growth salary awards.\u003c/p>\n\u003cp>The Berkeley Council of Classified Employees (BCCE) represents employees who perform a variety of duties, such as classroom and office technical support, custodial and facilities maintenance, nutrition services, school safety, transportation and other school-related support services.\u003c/p>\n\u003cp>The district and the union have been trying to reach an agreement for three years. The Public Employees Relations Board declared an impasse in January and appointed a mediator from the State Mediation and Conciliation Service in February. When the mediator failed to settle the outstanding issues, the two sides decided in August to turn negotiations over to a fact-finding panel.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Union members and the school board must vote on the proposals before the new contract can go into effect.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Una Inmigrante Adolescente Intenta Adaptarse a Su Escuela Secundaria",
"title": "Una Inmigrante Adolescente Intenta Adaptarse a Su Escuela Secundaria",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>\u003cem>Este es el segundo reportaje de una serie que empezó con \u003ca href=\"http://ww2.kqed.org/news/2014/9/11/inmigraci%C3%B3n-de-menores-dos-hermanas-el-salvador/\" target=\"_blank\">Reunificada por Crisis: Dos Hermanas de El Salvador Se Enfrentan Con Trauma\u003c/a> (\u003ca href=\"http://ww2.kqed.org/news/2014/08/28/two-sisters-from-el-salvador-reunited-in-bay-area/\">Reunited by Crisis: Two Sisters From El Salvador Deal With Trauma\u003c/a>). Read this second part in \u003ca href=\"http://ww2.kqed.org/news/2014/09/24/transition-continues-teen-migrant-from-el-salvador-tries-to-fit-in-at-american-school/\">English\u003c/a>. Nota del editor: KQED no está usando el apellido de Yesenia en esta publicación para proteger su identidad. \u003c/em>\u003c/p>\n\u003cp>La mayoría de los adolescentes afirma que lo más difícil de ir a la escuela es tener que levantarse temprano.\u003c/p>\n\u003cp>Jennifer Cruz, de 17 años, deja su cama a las 5:30 de la mañana.\u003c/p>\n\u003cp>“Estoy tan cansada,” afirma. “No quiero levantarme pero sé que debo hacerlo, así que estoy en pie.”\u003c/p>\n\u003cp>Su sobrinito aún duerme. Así que Jennifer camina de puntillas por el pasillo hacia el baño y se arregla.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mientras cepilla su largo cabello castaño, se acuerda del uniforme escolar que debía usar en El Salvador.\u003c/p>\n\u003cp>“Era verde, rojo y blanco,” recuerda Jennifer. “Debía llevar una falda, con medias blancas y zapatos negros.”\u003c/p>\n\u003cp>En los Estados Unidos, el uniforme “extraoficial” de los adolescentes empieza con unos vaqueros ajustados (estilo ‘skinny’). Hoy Jennifer lleva un par de color negro, una blusa roja con algunas lentejuelas y botas negras.\u003c/p>\n\u003caside class=\"pullquote alignleft\">‘Pensé que tal vez los demás chicos iban a ignorarme o burlarse de mí porque soy inmigrante.’\u003c/aside>\n\u003cp>Su hermana mayor, Yesenia, consiguió la ropa de segunda mano gracias a la ayuda de varios amigos.\u003c/p>\n\u003cp>“A veces mis compañeros de trabajo me regalan ropa,” cuenta Yesenia. “Les digo que tengo una hermana, les muestro una foto de ella y ellos me dicen ‘tengo algo que le va a quedar.’”\u003c/p>\n\u003cp>Yesenia quiere que su hermana menor se logre integrar.\u003c/p>\n\u003cp>Pero Jennifer \u003cem>no\u003c/em> es la típica adolescente.\u003c/p>\n\u003cp>Varios miembros de una pandilla violenta la amenazaron de muerte tanto dentro como fuera de su centro de estudios en El Salvador, y hasta llegaron a dispararle cuando caminaba sola hacia su casa.\u003c/p>\n\u003cp>Para escapar de la violencia, Jennifer dejó el hogar que conocía y cruzó tres fronteras a merced de un coyote (traficante).\u003c/p>\n\u003cp>Vive con Yesenia en el condado de San Mateo, y ahora le corresponde navegar por los pasillos de una escuela secundaria americana por primera vez.\u003c/p>\n\u003cp>Jennifer dice que su condición de estudiante nueva en un país nuevo la ha llevado a sentirse vulnerable de nuevo.\u003c/p>\n\u003cp>“Pensé que tal vez los chicos iban a ignorarme o burlarse de mí porque soy inmigrante,” dice Jennifer. “Cuando llegué [a la escuela] el primer día, temblaba de miedo.”\u003c/p>\n\u003cfigure id=\"attachment_148370\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/2014/09/24/transition-continues-teen-migrant-from-el-salvador-tries-to-fit-in-at-american-school/rs12133_jen-hw/\" rel=\"attachment wp-att-148370\">\u003cimg class=\"wp-image-148370 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/RS12133_Jen-HW-640x426.jpg\" alt=\"Art is Jennifer's favorite class. School officials say she wont have enough time to complete graduation requirements before she ages out of high school. (Jeremy Raff/KQED)\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12133_Jen-HW-640x426.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12133_Jen-HW-1028x685.jpg 1028w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">La clase favorita de Jennifer es la de arte. Las autoridades de la escuela secundaria dicen que no le alcanzará el tiempo para completar los requisitos de graduación antes de llegar a la edad en que deberá abandonar el colegio (Jeremy Raff/KQED).\u003c/figcaption>\u003c/figure>\n\u003cp>Ella asegura que le ha sorprendido encontrar a muchos inmigrantes nuevos como ella en su escuela.\u003c/p>\n\u003cp>Todos los días, ella y otros estudiantes nuevos inmigrantes toman tres cursos intensivos de inglés para aprender los aspectos básicos del idioma – desde vocabulario hasta comprensión de lectura.\u003c/p>\n\u003cp>Jennifer también asiste a clases básicas de álgebra, de educación física y de arte con otros estudiantes angloparlantes.\u003c/p>\n\u003cp>Comprender toda esta nueva información ha sido un proceso lento para ella – en especial en cuanto al inglés.\u003c/p>\n\u003cp>Y aunque lograra manejar este idioma de forma fluida a partir de mañana, Jennifer no se podría graduar. Las autoridades del centro educativo explican que debido a que cumple los 18 el año que viene, no le alcanzará el tiempo para completar todos las clases requisitos. Jennifer tendrá que matricularse en una escuela para adultos o encontrar trabajo al final del año entrante.\u003c/p>\n\u003cp>Sin embargo, a Jennifer no le preocupa su futuro académico en este momento.\u003c/p>\n\u003cp>¿Entonces qué ocupa su mente? Como cualquier adolescente, la emoción de hacer nuevos amigos en el colegio.\u003c/p>\n\u003cp>“Todos nos sentamos en las escaleras [de la escuela] y comemos juntos,” asegura Jennifer. “Es nuestro pequeño grupo. Si alguno de nosotros no llega al colegio, lo llamaremos a su celular para averiguar qué está pasando.”\u003c/p>\n\u003cp>Pero Jennifer admite que aún no confía lo suficiente en sus nuevos amigos como para contarles los detalles de lo que enfrentó en El Salvador.\u003c/p>\n\u003cp>Uno de sus pocos momentos a solas se presenta en el bus durante el viaje de regreso a casa. Se dirige inmediatamente a la parte trasera del bus y toma asiento al lado de una ventana.\u003c/p>\n\u003cp>Jennifer piensa acerca de su situación legal y de su madre.\u003c/p>\n\u003cfigure id=\"attachment_148373\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/2014/09/24/transition-continues-teen-migrant-from-el-salvador-tries-to-fit-in-at-american-school/rs12137_jen-yes-kitchen/\" rel=\"attachment wp-att-148373\">\u003cimg class=\"wp-image-148373 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/RS12137_Jen-Yes-kitchen-640x426.jpg\" alt=\"Jenni and her older sister Yesenia video-chat with their mother in El Salvador. Its the first time Yesenia has seen their mother in ten years. (Jeremy Raff/KQED)\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12137_Jen-Yes-kitchen-640x426.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12137_Jen-Yes-kitchen-1028x685.jpg 1028w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jenni y su hermana mayor, Yesenia, ‘video chatean’ con su madre, que se encuentra en El Salvador. Es la primera vez que Yesenia ha visto a su madre en 10 años. (Jeremy Raff/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Su madre ha recibido amenazas por parte de pandillas en su vecindario en El Salvador, lo que la ha llevado a refugiarse, en estos momentos, dentro de una iglesia cercana.\u003c/p>\n\u003cp>Esto realmente preocupa a Jenni.\u003c/p>\n\u003cp>Algunas horas más tarde, esa misma noche, Jenni recibe una llamada inesperada. Su mamá ha pedido prestado un teléfono inteligente (‘smartphone’) y, por primera vez, cuentan con una conexión de video en vivo.\u003c/p>\n\u003cp>“¡Hola, mamá! ¿Cómo estás? ¿Fuiste hoy al trabajo?” le pregunta Jennifer, en español, mientras brinca sobre su cama de la emoción.\u003c/p>\n\u003cp>Le da el teléfono a Yesenia, quien no ha visto a su madre en 10 años. Yesenia rompe a llorar.\u003c/p>\n\u003cp>El último año ha sido duro para Yesenia.\u003c/p>\n\u003cp>Su esposo y ella luchan por mantener a tres familiares, a su hijo de cuatro años y ahora a Jennifer. También ha tenido que faltar al trabajo para acompañar a su hermana a sus citas y procedimientos legales.\u003c/p>\n\u003cp>“Es muy difícil en este momento,” reconoce Yesenia. “En la actualidad mi esposo trabaja horas extra para pagar el alquiler. Nosotros cubrimos los gastos de cualquier cosa que necesiten.”\u003c/p>\n\u003cp>La buena noticia es que, tras meses de búsqueda, las hermanas encontraron a un abogado que no les cobra por llevar el caso de Jennifer.\u003c/p>\n\u003cp>Están trabajando con el abogado para armar el caso judicial de Jennifer para que ella pueda calificar bajo lo que se conoce como “situación especial juvenil de inmigrante.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Su caso legal se presentará ante la corte en octubre.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Este es el segundo reportaje de una serie que empezó con \u003ca href=\"http://ww2.kqed.org/news/2014/9/11/inmigraci%C3%B3n-de-menores-dos-hermanas-el-salvador/\" target=\"_blank\">Reunificada por Crisis: Dos Hermanas de El Salvador Se Enfrentan Con Trauma\u003c/a> (\u003ca href=\"http://ww2.kqed.org/news/2014/08/28/two-sisters-from-el-salvador-reunited-in-bay-area/\">Reunited by Crisis: Two Sisters From El Salvador Deal With Trauma\u003c/a>). Read this second part in \u003ca href=\"http://ww2.kqed.org/news/2014/09/24/transition-continues-teen-migrant-from-el-salvador-tries-to-fit-in-at-american-school/\">English\u003c/a>. Nota del editor: KQED no está usando el apellido de Yesenia en esta publicación para proteger su identidad. \u003c/em>\u003c/p>\n\u003cp>La mayoría de los adolescentes afirma que lo más difícil de ir a la escuela es tener que levantarse temprano.\u003c/p>\n\u003cp>Jennifer Cruz, de 17 años, deja su cama a las 5:30 de la mañana.\u003c/p>\n\u003cp>“Estoy tan cansada,” afirma. “No quiero levantarme pero sé que debo hacerlo, así que estoy en pie.”\u003c/p>\n\u003cp>Su sobrinito aún duerme. Así que Jennifer camina de puntillas por el pasillo hacia el baño y se arregla.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mientras cepilla su largo cabello castaño, se acuerda del uniforme escolar que debía usar en El Salvador.\u003c/p>\n\u003cp>“Era verde, rojo y blanco,” recuerda Jennifer. “Debía llevar una falda, con medias blancas y zapatos negros.”\u003c/p>\n\u003cp>En los Estados Unidos, el uniforme “extraoficial” de los adolescentes empieza con unos vaqueros ajustados (estilo ‘skinny’). Hoy Jennifer lleva un par de color negro, una blusa roja con algunas lentejuelas y botas negras.\u003c/p>\n\u003caside class=\"pullquote alignleft\">‘Pensé que tal vez los demás chicos iban a ignorarme o burlarse de mí porque soy inmigrante.’\u003c/aside>\n\u003cp>Su hermana mayor, Yesenia, consiguió la ropa de segunda mano gracias a la ayuda de varios amigos.\u003c/p>\n\u003cp>“A veces mis compañeros de trabajo me regalan ropa,” cuenta Yesenia. “Les digo que tengo una hermana, les muestro una foto de ella y ellos me dicen ‘tengo algo que le va a quedar.’”\u003c/p>\n\u003cp>Yesenia quiere que su hermana menor se logre integrar.\u003c/p>\n\u003cp>Pero Jennifer \u003cem>no\u003c/em> es la típica adolescente.\u003c/p>\n\u003cp>Varios miembros de una pandilla violenta la amenazaron de muerte tanto dentro como fuera de su centro de estudios en El Salvador, y hasta llegaron a dispararle cuando caminaba sola hacia su casa.\u003c/p>\n\u003cp>Para escapar de la violencia, Jennifer dejó el hogar que conocía y cruzó tres fronteras a merced de un coyote (traficante).\u003c/p>\n\u003cp>Vive con Yesenia en el condado de San Mateo, y ahora le corresponde navegar por los pasillos de una escuela secundaria americana por primera vez.\u003c/p>\n\u003cp>Jennifer dice que su condición de estudiante nueva en un país nuevo la ha llevado a sentirse vulnerable de nuevo.\u003c/p>\n\u003cp>“Pensé que tal vez los chicos iban a ignorarme o burlarse de mí porque soy inmigrante,” dice Jennifer. “Cuando llegué [a la escuela] el primer día, temblaba de miedo.”\u003c/p>\n\u003cfigure id=\"attachment_148370\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/2014/09/24/transition-continues-teen-migrant-from-el-salvador-tries-to-fit-in-at-american-school/rs12133_jen-hw/\" rel=\"attachment wp-att-148370\">\u003cimg class=\"wp-image-148370 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/RS12133_Jen-HW-640x426.jpg\" alt=\"Art is Jennifer's favorite class. School officials say she wont have enough time to complete graduation requirements before she ages out of high school. (Jeremy Raff/KQED)\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12133_Jen-HW-640x426.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12133_Jen-HW-1028x685.jpg 1028w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">La clase favorita de Jennifer es la de arte. Las autoridades de la escuela secundaria dicen que no le alcanzará el tiempo para completar los requisitos de graduación antes de llegar a la edad en que deberá abandonar el colegio (Jeremy Raff/KQED).\u003c/figcaption>\u003c/figure>\n\u003cp>Ella asegura que le ha sorprendido encontrar a muchos inmigrantes nuevos como ella en su escuela.\u003c/p>\n\u003cp>Todos los días, ella y otros estudiantes nuevos inmigrantes toman tres cursos intensivos de inglés para aprender los aspectos básicos del idioma – desde vocabulario hasta comprensión de lectura.\u003c/p>\n\u003cp>Jennifer también asiste a clases básicas de álgebra, de educación física y de arte con otros estudiantes angloparlantes.\u003c/p>\n\u003cp>Comprender toda esta nueva información ha sido un proceso lento para ella – en especial en cuanto al inglés.\u003c/p>\n\u003cp>Y aunque lograra manejar este idioma de forma fluida a partir de mañana, Jennifer no se podría graduar. Las autoridades del centro educativo explican que debido a que cumple los 18 el año que viene, no le alcanzará el tiempo para completar todos las clases requisitos. Jennifer tendrá que matricularse en una escuela para adultos o encontrar trabajo al final del año entrante.\u003c/p>\n\u003cp>Sin embargo, a Jennifer no le preocupa su futuro académico en este momento.\u003c/p>\n\u003cp>¿Entonces qué ocupa su mente? Como cualquier adolescente, la emoción de hacer nuevos amigos en el colegio.\u003c/p>\n\u003cp>“Todos nos sentamos en las escaleras [de la escuela] y comemos juntos,” asegura Jennifer. “Es nuestro pequeño grupo. Si alguno de nosotros no llega al colegio, lo llamaremos a su celular para averiguar qué está pasando.”\u003c/p>\n\u003cp>Pero Jennifer admite que aún no confía lo suficiente en sus nuevos amigos como para contarles los detalles de lo que enfrentó en El Salvador.\u003c/p>\n\u003cp>Uno de sus pocos momentos a solas se presenta en el bus durante el viaje de regreso a casa. Se dirige inmediatamente a la parte trasera del bus y toma asiento al lado de una ventana.\u003c/p>\n\u003cp>Jennifer piensa acerca de su situación legal y de su madre.\u003c/p>\n\u003cfigure id=\"attachment_148373\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/2014/09/24/transition-continues-teen-migrant-from-el-salvador-tries-to-fit-in-at-american-school/rs12137_jen-yes-kitchen/\" rel=\"attachment wp-att-148373\">\u003cimg class=\"wp-image-148373 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/RS12137_Jen-Yes-kitchen-640x426.jpg\" alt=\"Jenni and her older sister Yesenia video-chat with their mother in El Salvador. Its the first time Yesenia has seen their mother in ten years. (Jeremy Raff/KQED)\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12137_Jen-Yes-kitchen-640x426.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/RS12137_Jen-Yes-kitchen-1028x685.jpg 1028w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jenni y su hermana mayor, Yesenia, ‘video chatean’ con su madre, que se encuentra en El Salvador. Es la primera vez que Yesenia ha visto a su madre en 10 años. (Jeremy Raff/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Su madre ha recibido amenazas por parte de pandillas en su vecindario en El Salvador, lo que la ha llevado a refugiarse, en estos momentos, dentro de una iglesia cercana.\u003c/p>\n\u003cp>Esto realmente preocupa a Jenni.\u003c/p>\n\u003cp>Algunas horas más tarde, esa misma noche, Jenni recibe una llamada inesperada. Su mamá ha pedido prestado un teléfono inteligente (‘smartphone’) y, por primera vez, cuentan con una conexión de video en vivo.\u003c/p>\n\u003cp>“¡Hola, mamá! ¿Cómo estás? ¿Fuiste hoy al trabajo?” le pregunta Jennifer, en español, mientras brinca sobre su cama de la emoción.\u003c/p>\n\u003cp>Le da el teléfono a Yesenia, quien no ha visto a su madre en 10 años. Yesenia rompe a llorar.\u003c/p>\n\u003cp>El último año ha sido duro para Yesenia.\u003c/p>\n\u003cp>Su esposo y ella luchan por mantener a tres familiares, a su hijo de cuatro años y ahora a Jennifer. También ha tenido que faltar al trabajo para acompañar a su hermana a sus citas y procedimientos legales.\u003c/p>\n\u003cp>“Es muy difícil en este momento,” reconoce Yesenia. “En la actualidad mi esposo trabaja horas extra para pagar el alquiler. Nosotros cubrimos los gastos de cualquier cosa que necesiten.”\u003c/p>\n\u003cp>La buena noticia es que, tras meses de búsqueda, las hermanas encontraron a un abogado que no les cobra por llevar el caso de Jennifer.\u003c/p>\n\u003cp>Están trabajando con el abogado para armar el caso judicial de Jennifer para que ella pueda calificar bajo lo que se conoce como “situación especial juvenil de inmigrante.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Su caso legal se presentará ante la corte en octubre.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Berkeley Celebrates 50th Anniversary of Free Speech Movement",
"title": "Berkeley Celebrates 50th Anniversary of Free Speech Movement",
"headTitle": "News Fix | KQED News",
"content": "\u003cfigure id=\"attachment_148494\" class=\"wp-caption aligncenter\" style=\"max-width: 637px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/brk00040959b_c.jpg\">\u003cimg class=\"wp-image-148494 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/brk00040959b_c-637x640.jpg\" alt=\"brk00040959b_c\" width=\"637\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-637x640.jpg 637w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-1023x1028.jpg 1023w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-75x75.jpg 75w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c.jpg 1494w\" sizes=\"(max-width: 637px) 100vw, 637px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mario Savio stands on top of police car in front of Sproul Hall on Oct 1. 1964. (Courtesy of UC Berkeley, The Bancroft Library).\u003c/figcaption>\u003c/figure>\n\u003cp>They say that 50 is the new 40, so it’s fitting that the Free Speech Movement, or FSM, is still in great shape.\u003c/p>\n\u003cp>As the Berkeley-born movement marks its golden anniversary on Oct. 1 -- the date in 1964 when students surrounded a police car in Sproul Plaza containing activist Jack Weinberg, who had been arrested for distributing civil rights information on campus -- the university and the community at large are holding commemorative rallies, teach-ins, poetry readings and other events.\u003c/p>\n\u003cp>UC Berkeley has created a website called \u003ca href=\"http://fsm.berkeley.edu/\">FSM50\u003c/a> with the tagline: “Activism is in our DNA.” A \u003ca href=\"http://www.dailycal.org/2014/09/15/fsm/\">new play about the era\u003c/a> debuts at Berkeley Repertory Theatre this weekend with music co-written by Daniel Savio, the son of Mario Savio, one of the most significant activists of the FSM generation.\u003c/p>\n\u003cp>Three veterans of the Free Speech Movement spoke with Michael Krasny on \u003cem>Forum\u003c/em> Tuesday about their participation in this formative era: Jack Weinberg, now an environmental activist; Lynnd Hollander Savio, Mario Savio’s widow; and Jackie Goldberg, a former California assemblywoman who spoke to the crowd from atop a police car on Oct. 1.\u003c/p>\n\u003cp>The conversation, however, didn’t linger too long over the past.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On \u003cem>Forum,\u003c/em> Weinberg recounted how he and other young activists in fall 1964 had reached a boiling point over the university administration’s ban on political speech and campus activism. Weinberg defied the ban and set up a table to distribute civil rights literature. He soon found himself under arrest and hauled into a police car. Students, realizing what happened, surrounded the police car. Weinberg spent 33 hours inside as activists turned the car into a podium for what would become a historic rally for free speech.\u003c/p>\n\u003cp>The image of Mario Savio standing atop the car in his blazer and stocking feet (so as not to damage the roof) as he demanded “no arbitrary restrictions of free speech of any kind on this campus” is iconic -- but not just as a media artifact of '60s bravado. Robert Cohen, also a guest on the \u003cem>Forum\u003c/em> program, wrote in \"The Free Speech Movement: Reflections on Berkeley in the 1960s\" that \"what happened at Berkeley was an authentic political invention -- a new and complex mixture of issues, tactics, emotions, and setting that became the prototype for student protest throughout the decade. Nothing quite like it had ever before appeared in America.”\u003c/p>\n\u003cp>The show's guests focused on the movement's legacy after recalling the events of Oct. 1 and its aftermath, leading up to the occupation of Sproul Plaza on Dec. 2, the mass arrest of students on Dec. 3 and UC Berkeley Chancellor Clark Kerr’s speech upholding the university’s right to restrict speech -- culminating in the vote by the Academic Senate on Dec. 8, 1964, finally acceding to student demands and lifting all restrictions on speech. (You can listen to the complete episode \u003ca href=\"http://www.kqed.org/a/forum/R201409231000\">here\u003c/a>. The events are also chronicled on this \u003ca href=\"http://www.pbs.org/pov/berkeleyinthesixties/\">timeline\u003c/a> and in the documentary “\u003ca href=\"http://www.pbs.org/pov/berkeleyinthesixties/\">Berkeley In the Sixties\u003c/a>,” available to stream on Netflix.)\u003c/p>\n\u003cp>\u003cstrong>The Way It Was (And Is)\u003c/strong>\u003c/p>\n\u003cp>It is the connections from that time to the present that resonate, the guests said.\u003c/p>\n\u003cp>“I think it’s a mistake to think that all of this is past and ancient history,” Cohen said, mentioning the Occupy protests that swept the nation’s campuses and cities in 2011 as well as today's movement to stop climate change.\u003c/p>\n\u003cp>According to Goldberg, most people have a distorted idea that the FSM roared into history with thousands of activists at the ready. She recounted sitting at literature tables on Bancroft Way with a handful of other students as people walked by without a glance. “There’s a mythology that somehow we were different and these kids today are not as good as we were. That’s just baloney.”\u003c/p>\n\u003cp>Weinberg agreed. “Young people today are getting a bad rap,” he said. He denounced growing economic inequality, and said huge tuition hikes have made it necessary for students to work all the time to pay off their loans. “I think that’s coming to a head right now.”\u003c/p>\n\u003cp>As recently as 2011, riot police used batons to remove students and Occupy protesters from Sproul Plaza, described in\u003ca href=\"http://www.theatlantic.com/national/archive/2011/11/uc-berkeley-riot-police-use-batons-to-clear-students-from-sproul-plaza/248228/\" target=\"_blank\"> a piece in The Atlantic\u003c/a> as “the ground zero” of the FSM. The Academic Senate later condemned the police actions, and the administration backed down and apologized. Cohen noted the outrage was recognition that the Dec. 8, 1964 resolution, which said the content of speech should not be regulated, is still crucial.\u003c/p>\n\u003cp>Recent comments by UC Berkeley Chancellor Nicholas Dirks might indicate that the debate over free speech issues is far from over. His Sept. 5 email to faculty, staff and students, titled “Civility and Free Speech,” caused an uproar because he seemed to qualify what constituted acceptable speech, writing: \"We can only exercise our right to free speech insofar as we feel safe and respected in doing so, and this in turn requires that people treat each other with civility.”\u003c/p>\n\u003cp>Critics of Dirks’ email noted that civility is a specious criterion for protecting speech; They say that some spoken dissent is by definition going to be considered uncivil by authorities who generally have the power to regulate it, such as the university administration or the government.\u003c/p>\n\u003cp>A few days later Dirks sought to \u003ca href=\"http://newscenter.berkeley.edu/2014/09/12/chancellor-dirks-on-civility/\">clarify his comments\u003c/a>, which he said were not meant in any sense to advocate squelching dissent: “In invoking my hope that commitments to civility and to freedom of speech can complement each other, I did not mean to suggest any constraint on freedom of speech, nor did I mean to compromise in any way our commitment to academic freedom, as defined both by this campus and the American Association of University Professors.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For some, Dirks’ remarks have a distant echo with comments by Robert Gordon Sproul, UC Berkeley president from 1930 to 1958. Cohen, who was a student in the 1950s, wrote in his book that Sproul’s Cold-War era notions that the university should protect students from dangerous ideas \"meant for Sproul ‘freedom within the framework of public good’ and ‘liberty with order.’ ”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_148494\" class=\"wp-caption aligncenter\" style=\"max-width: 637px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/brk00040959b_c.jpg\">\u003cimg class=\"wp-image-148494 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/brk00040959b_c-637x640.jpg\" alt=\"brk00040959b_c\" width=\"637\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-637x640.jpg 637w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-1023x1028.jpg 1023w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c-75x75.jpg 75w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/brk00040959b_c.jpg 1494w\" sizes=\"(max-width: 637px) 100vw, 637px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mario Savio stands on top of police car in front of Sproul Hall on Oct 1. 1964. (Courtesy of UC Berkeley, The Bancroft Library).\u003c/figcaption>\u003c/figure>\n\u003cp>They say that 50 is the new 40, so it’s fitting that the Free Speech Movement, or FSM, is still in great shape.\u003c/p>\n\u003cp>As the Berkeley-born movement marks its golden anniversary on Oct. 1 -- the date in 1964 when students surrounded a police car in Sproul Plaza containing activist Jack Weinberg, who had been arrested for distributing civil rights information on campus -- the university and the community at large are holding commemorative rallies, teach-ins, poetry readings and other events.\u003c/p>\n\u003cp>UC Berkeley has created a website called \u003ca href=\"http://fsm.berkeley.edu/\">FSM50\u003c/a> with the tagline: “Activism is in our DNA.” A \u003ca href=\"http://www.dailycal.org/2014/09/15/fsm/\">new play about the era\u003c/a> debuts at Berkeley Repertory Theatre this weekend with music co-written by Daniel Savio, the son of Mario Savio, one of the most significant activists of the FSM generation.\u003c/p>\n\u003cp>Three veterans of the Free Speech Movement spoke with Michael Krasny on \u003cem>Forum\u003c/em> Tuesday about their participation in this formative era: Jack Weinberg, now an environmental activist; Lynnd Hollander Savio, Mario Savio’s widow; and Jackie Goldberg, a former California assemblywoman who spoke to the crowd from atop a police car on Oct. 1.\u003c/p>\n\u003cp>The conversation, however, didn’t linger too long over the past.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On \u003cem>Forum,\u003c/em> Weinberg recounted how he and other young activists in fall 1964 had reached a boiling point over the university administration’s ban on political speech and campus activism. Weinberg defied the ban and set up a table to distribute civil rights literature. He soon found himself under arrest and hauled into a police car. Students, realizing what happened, surrounded the police car. Weinberg spent 33 hours inside as activists turned the car into a podium for what would become a historic rally for free speech.\u003c/p>\n\u003cp>The image of Mario Savio standing atop the car in his blazer and stocking feet (so as not to damage the roof) as he demanded “no arbitrary restrictions of free speech of any kind on this campus” is iconic -- but not just as a media artifact of '60s bravado. Robert Cohen, also a guest on the \u003cem>Forum\u003c/em> program, wrote in \"The Free Speech Movement: Reflections on Berkeley in the 1960s\" that \"what happened at Berkeley was an authentic political invention -- a new and complex mixture of issues, tactics, emotions, and setting that became the prototype for student protest throughout the decade. Nothing quite like it had ever before appeared in America.”\u003c/p>\n\u003cp>The show's guests focused on the movement's legacy after recalling the events of Oct. 1 and its aftermath, leading up to the occupation of Sproul Plaza on Dec. 2, the mass arrest of students on Dec. 3 and UC Berkeley Chancellor Clark Kerr’s speech upholding the university’s right to restrict speech -- culminating in the vote by the Academic Senate on Dec. 8, 1964, finally acceding to student demands and lifting all restrictions on speech. (You can listen to the complete episode \u003ca href=\"http://www.kqed.org/a/forum/R201409231000\">here\u003c/a>. The events are also chronicled on this \u003ca href=\"http://www.pbs.org/pov/berkeleyinthesixties/\">timeline\u003c/a> and in the documentary “\u003ca href=\"http://www.pbs.org/pov/berkeleyinthesixties/\">Berkeley In the Sixties\u003c/a>,” available to stream on Netflix.)\u003c/p>\n\u003cp>\u003cstrong>The Way It Was (And Is)\u003c/strong>\u003c/p>\n\u003cp>It is the connections from that time to the present that resonate, the guests said.\u003c/p>\n\u003cp>“I think it’s a mistake to think that all of this is past and ancient history,” Cohen said, mentioning the Occupy protests that swept the nation’s campuses and cities in 2011 as well as today's movement to stop climate change.\u003c/p>\n\u003cp>According to Goldberg, most people have a distorted idea that the FSM roared into history with thousands of activists at the ready. She recounted sitting at literature tables on Bancroft Way with a handful of other students as people walked by without a glance. “There’s a mythology that somehow we were different and these kids today are not as good as we were. That’s just baloney.”\u003c/p>\n\u003cp>Weinberg agreed. “Young people today are getting a bad rap,” he said. He denounced growing economic inequality, and said huge tuition hikes have made it necessary for students to work all the time to pay off their loans. “I think that’s coming to a head right now.”\u003c/p>\n\u003cp>As recently as 2011, riot police used batons to remove students and Occupy protesters from Sproul Plaza, described in\u003ca href=\"http://www.theatlantic.com/national/archive/2011/11/uc-berkeley-riot-police-use-batons-to-clear-students-from-sproul-plaza/248228/\" target=\"_blank\"> a piece in The Atlantic\u003c/a> as “the ground zero” of the FSM. The Academic Senate later condemned the police actions, and the administration backed down and apologized. Cohen noted the outrage was recognition that the Dec. 8, 1964 resolution, which said the content of speech should not be regulated, is still crucial.\u003c/p>\n\u003cp>Recent comments by UC Berkeley Chancellor Nicholas Dirks might indicate that the debate over free speech issues is far from over. His Sept. 5 email to faculty, staff and students, titled “Civility and Free Speech,” caused an uproar because he seemed to qualify what constituted acceptable speech, writing: \"We can only exercise our right to free speech insofar as we feel safe and respected in doing so, and this in turn requires that people treat each other with civility.”\u003c/p>\n\u003cp>Critics of Dirks’ email noted that civility is a specious criterion for protecting speech; They say that some spoken dissent is by definition going to be considered uncivil by authorities who generally have the power to regulate it, such as the university administration or the government.\u003c/p>\n\u003cp>A few days later Dirks sought to \u003ca href=\"http://newscenter.berkeley.edu/2014/09/12/chancellor-dirks-on-civility/\">clarify his comments\u003c/a>, which he said were not meant in any sense to advocate squelching dissent: “In invoking my hope that commitments to civility and to freedom of speech can complement each other, I did not mean to suggest any constraint on freedom of speech, nor did I mean to compromise in any way our commitment to academic freedom, as defined both by this campus and the American Association of University Professors.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "University of California Creates Venture Capital Fund",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcr/2014/09/2014-09-24d-tcr.mp3\u003c/p>\n\u003cp>The University of California has announced it will create a new investment fund, \u003ca href=\"http://www.universityofcalifornia.edu/press-room/university-california-proposes-creation-new-venture-fund-invest-uc-innovation\" target=\"_blank\">UC Ventures\u003c/a>. The venture capital entity will have $250 million of university money to invest in UC startups. This investment model is unprecedented for UC, and it is raising some questions.\u003c/p>\n\u003cp>First, the goal of this new fund is to make money, according to UC Office of the President representative Dianne Klein. The University of California does need cash. Even with tuition increases and cut backs, the UC Office of the President predicts a \u003ca href=\"http://regents.universityofcalifornia.edu/regmeet/nov13/f6attach.pdf\" target=\"_blank\">budget shortfall\u003c/a> of around $350 million by 2016.\u003c/p>\n\u003cp>Klein says the investment strategy is about more than money.\u003c/p>\n\u003cp>“We also hope that the fund will enrich the entrepreneurial culture of the university, it will continue to support basic research, and that it'll also enhance our technology commercialization,” Klein said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Faculty like Joe Kiskis are concerned with the new investment strategy. He is a physics professor and representative of the UC Faculty Association.\u003c/p>\n\u003cp>“I feel like what's at stake is the mission of the university,\" Kiskis said. \"Is it going to be primarily to serve the people of California, or is it going to shift to be more like a private university and try to fund itself via schemes like this?”\u003c/p>\n\u003cp>Kiskis is referring to venture funds at private universities like Harvard and Stanford. He worries about conflicts of interest -- that professors will prioritize startups over teaching and push graduate students to work on products instead of basic research.\u003c/p>\n\u003cp>He says this is why UC used to have guidelines to prevent just this kind of investment. But UC President Janet Napolitano \u003ca href=\"http://ww2.kqed.org/news/2014/08/27/janet-napolitano-hopes-uc-can-cash-in-on-companies-not-just-research/\" target=\"_blank\">rescinded those guidelines\u003c/a> earlier this year. Still, guidelines or not, Klein says the UC system intends to move forward responsibly.\u003c/p>\n\u003cp>“As far as conflicts of interest go, there will be very strict guidelines that are put in place. I don't have a guideline to read to you yet because it's far too early,” Klein said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new fund is technically independent even though UC will supply it with money and appoint an independent body of advisers. The fund is tentatively set to begin investing in January of 2016.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcr/2014/09/2014-09-24d-tcr.mp3\u003c/p>\n\u003cp>The University of California has announced it will create a new investment fund, \u003ca href=\"http://www.universityofcalifornia.edu/press-room/university-california-proposes-creation-new-venture-fund-invest-uc-innovation\" target=\"_blank\">UC Ventures\u003c/a>. The venture capital entity will have $250 million of university money to invest in UC startups. This investment model is unprecedented for UC, and it is raising some questions.\u003c/p>\n\u003cp>First, the goal of this new fund is to make money, according to UC Office of the President representative Dianne Klein. The University of California does need cash. Even with tuition increases and cut backs, the UC Office of the President predicts a \u003ca href=\"http://regents.universityofcalifornia.edu/regmeet/nov13/f6attach.pdf\" target=\"_blank\">budget shortfall\u003c/a> of around $350 million by 2016.\u003c/p>\n\u003cp>Klein says the investment strategy is about more than money.\u003c/p>\n\u003cp>“We also hope that the fund will enrich the entrepreneurial culture of the university, it will continue to support basic research, and that it'll also enhance our technology commercialization,” Klein said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Faculty like Joe Kiskis are concerned with the new investment strategy. He is a physics professor and representative of the UC Faculty Association.\u003c/p>\n\u003cp>“I feel like what's at stake is the mission of the university,\" Kiskis said. \"Is it going to be primarily to serve the people of California, or is it going to shift to be more like a private university and try to fund itself via schemes like this?”\u003c/p>\n\u003cp>Kiskis is referring to venture funds at private universities like Harvard and Stanford. He worries about conflicts of interest -- that professors will prioritize startups over teaching and push graduate students to work on products instead of basic research.\u003c/p>\n\u003cp>He says this is why UC used to have guidelines to prevent just this kind of investment. But UC President Janet Napolitano \u003ca href=\"http://ww2.kqed.org/news/2014/08/27/janet-napolitano-hopes-uc-can-cash-in-on-companies-not-just-research/\" target=\"_blank\">rescinded those guidelines\u003c/a> earlier this year. Still, guidelines or not, Klein says the UC system intends to move forward responsibly.\u003c/p>\n\u003cp>“As far as conflicts of interest go, there will be very strict guidelines that are put in place. I don't have a guideline to read to you yet because it's far too early,” Klein said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The new fund is technically independent even though UC will supply it with money and appoint an independent body of advisers. The fund is tentatively set to begin investing in January of 2016.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19b-tcrmag.mp3\u003c/p>\n\u003cp>If there is one thing middle schoolers definitely do not want to talk about with adults, it is sex. You probably remember the awkwardness of middle school sex ed -- the overhead projections or sterile-looking charts. Sex education has come a long way in California, but middle school sex ed hasn’t necessarily kept up with the pressures or the technology of the digital age.\u003c/p>\n\u003cp>Kaity Cunnington is a seventh-grader in the Bay Area. She says it is not always easy to get answers to the kinds of questions she is starting to have. For instance, she wanted to know more about menstruation and cramps. So, like many kids today, she started looking for answers online. In other words: Googling it.\u003c/p>\n\u003cp>“Google is my friend,” she says. But the information she gets online is not always what she is looking for.\u003c/p>\n\u003cp>Out of curiosity, Kaity once looked up what “popping a cherry” meant. And what she found online was not helpful, she says. Actually, it was kind of gross.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Even if you only follow Disney blogs, you still get porn on Tumblr a lot.” \u003ccite>Kaity Cunnington, seventh-grader\u003c/cite>\u003c/aside>\n\u003cp>It is not hard to find gross on the Internet. Often it is just a click away. A \u003ca href=\"http://aspe.hhs.gov/hsp/11/adolescentsexualactivity/newmedialitrev/index.shtml\" target=\"_blank\">U.S. Department of Health and Human Services white paper\u003c/a> says most children will see porn by the time they are 18 -- maybe on purpose, by accident or while looking for information about sex.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Digital media are everywhere and hard to control. In fifth grade, Kaity saw a sexually explicit video on the photo-sharing app, \u003ca href=\"https://help.instagram.com/646840095358740/\" target=\"_blank\">Instagram\u003c/a>. And she has seen porn pop up on \u003ca href=\"https://www.tumblr.com/policy/en/community\" target=\"_blank\">Tumblr\u003c/a>.\u003c/p>\n\u003cp>“Even if you only follow Disney blogs,” she says, “you still get porn on Tumblr a lot.”\u003c/p>\n\u003cp>Not only are some of the things she discovers shocking, she says, they're confusing.\u003c/p>\n\u003cp>“It's kind of scary,” she says, “because you'll be like, what is this? And then you're like, oh, and then you realize it is not what it is. And it's like you think that something is way different.”\u003c/p>\n\u003cp>While kids are increasingly seeking information about sex and encountering it online, teaching materials in sex-ed classes are often outdated. Linda Wilhelm plays a movie from 1992 to her seventh-grade class every year at Valley View Middle School in a Bay Area suburb. In order to make the picture clear on her old TV, she has to give it a whack. Wilhelm says it is hard for the kids to take this seriously.\u003c/p>\n\u003cp>Wilhelm has few materials at her disposal. Beside the video, she has a chart with some obsolete contraception information and a textbook showing the rudiments of the reproductive system. Wilhelm says, “It's basically what I call ‘the plumbing.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Sex ed is not on most standardized tests, so it is not prioritized. Plus, there’s always the chance fresh materials will cause an uproar.\u003c/aside>\n\u003cp>Each school district in California approves its own curriculum content. Wilhelm says her sex-ed materials have not been updated in years.\u003c/p>\n\u003cp>“What's really kind of alarming,” Wilhelm says, “is that even though all the social media is changing, our content, our district-approved curriculum hasn't changed at all.”\u003c/p>\n\u003cp>The district says it would like to modernize materials, but that takes time and money. Right now, the focus is on implementing the Common Core, new statewide education requirements.\u003c/p>\n\u003cp>Old materials can predate contemporary issues like online relationships, Internet pornography and the pressures of social media.\u003c/p>\n\u003cp>\"We try to teach online safety, but not necessarily how it relates to sexuality, and all the sexting and all that,\" Wilhelm says. \"It's not part of the curriculum.”\u003c/p>\n\u003cp>She gives kids resources to check out after class, things like\u003ca href=\"http://kidshealth.org/\" target=\"_blank\"> kidshealth.org\u003c/a>. It is a website with information on puberty and sexuality.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/\" target=\"_blank\">California Department of Education\u003c/a> says there are state funds to help provide current, medically accurate information. Schools can also check out new resources — websites like \u003ca href=\"http://goaskalice.columbia.edu/\" target=\"_blank\">Go Ask Alice!\u003c/a> and \u003ca href=\"http://sexetc.org/\" target=\"_blank\">Sex, Etcetera\u003c/a>; as well as services where teens can text questions and get answers.\u003c/p>\n\u003cp>Monica Rodriguez says these digital tools are not in widespread use. She heads the \u003ca href=\"http://www.siecus.org/\" target=\"_blank\">Sexuality Information and Education Council of the United States\u003c/a>. It is an advocacy group for sex education. She says schools “are still focused on very traditional materials -- paper and pencils and textbooks, while young people are living their lives digitally.”\u003c/p>\n\u003cp>Rodriguez says part of the problem is that sex ed is not on most standardized tests, so it is not prioritized. Plus, there's always the chance fresh materials will cause an uproar. At a high school in Fremont, for example, parents petitioned to \u003ca href=\"http://www.sfgate.com/education/article/Sex-ed-textbook-shelved-by-Fremont-school-board-5687817.php#photo-6688435\" target=\"_blank\">remove a new textbook\u003c/a>. It covered topics like online dating, sexual fetishes and hooking up.\u003c/p>\n\u003cp>Most parents support teaching up-to-date, comprehensive sex education, Rodriguez says. But the worry about potential conflicts makes districts hesitate to update sex-ed curriculum.\u003c/p>\n\u003cp>“Teachers or districts fear that it's going to cause controversy,” she says, “so they just kind of put it off and put it off.”\u003c/p>\n\u003cp>Middle schooler Kaity Cunnington says she is lucky. She can talk to her parents about this stuff. Even so, she says she would like to have a safe place online to go for some answers. It would be less awkward than asking her parents or her teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kaity will have more sex-ed classes in high school. She hopes the videos there are not as corny as the gem from Linda Wilhelm's class.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19b-tcrmag.mp3\u003c/p>\n\u003cp>If there is one thing middle schoolers definitely do not want to talk about with adults, it is sex. You probably remember the awkwardness of middle school sex ed -- the overhead projections or sterile-looking charts. Sex education has come a long way in California, but middle school sex ed hasn’t necessarily kept up with the pressures or the technology of the digital age.\u003c/p>\n\u003cp>Kaity Cunnington is a seventh-grader in the Bay Area. She says it is not always easy to get answers to the kinds of questions she is starting to have. For instance, she wanted to know more about menstruation and cramps. So, like many kids today, she started looking for answers online. In other words: Googling it.\u003c/p>\n\u003cp>“Google is my friend,” she says. But the information she gets online is not always what she is looking for.\u003c/p>\n\u003cp>Out of curiosity, Kaity once looked up what “popping a cherry” meant. And what she found online was not helpful, she says. Actually, it was kind of gross.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Even if you only follow Disney blogs, you still get porn on Tumblr a lot.” \u003ccite>Kaity Cunnington, seventh-grader\u003c/cite>\u003c/aside>\n\u003cp>It is not hard to find gross on the Internet. Often it is just a click away. A \u003ca href=\"http://aspe.hhs.gov/hsp/11/adolescentsexualactivity/newmedialitrev/index.shtml\" target=\"_blank\">U.S. Department of Health and Human Services white paper\u003c/a> says most children will see porn by the time they are 18 -- maybe on purpose, by accident or while looking for information about sex.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Digital media are everywhere and hard to control. In fifth grade, Kaity saw a sexually explicit video on the photo-sharing app, \u003ca href=\"https://help.instagram.com/646840095358740/\" target=\"_blank\">Instagram\u003c/a>. And she has seen porn pop up on \u003ca href=\"https://www.tumblr.com/policy/en/community\" target=\"_blank\">Tumblr\u003c/a>.\u003c/p>\n\u003cp>“Even if you only follow Disney blogs,” she says, “you still get porn on Tumblr a lot.”\u003c/p>\n\u003cp>Not only are some of the things she discovers shocking, she says, they're confusing.\u003c/p>\n\u003cp>“It's kind of scary,” she says, “because you'll be like, what is this? And then you're like, oh, and then you realize it is not what it is. And it's like you think that something is way different.”\u003c/p>\n\u003cp>While kids are increasingly seeking information about sex and encountering it online, teaching materials in sex-ed classes are often outdated. Linda Wilhelm plays a movie from 1992 to her seventh-grade class every year at Valley View Middle School in a Bay Area suburb. In order to make the picture clear on her old TV, she has to give it a whack. Wilhelm says it is hard for the kids to take this seriously.\u003c/p>\n\u003cp>Wilhelm has few materials at her disposal. Beside the video, she has a chart with some obsolete contraception information and a textbook showing the rudiments of the reproductive system. Wilhelm says, “It's basically what I call ‘the plumbing.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Sex ed is not on most standardized tests, so it is not prioritized. Plus, there’s always the chance fresh materials will cause an uproar.\u003c/aside>\n\u003cp>Each school district in California approves its own curriculum content. Wilhelm says her sex-ed materials have not been updated in years.\u003c/p>\n\u003cp>“What's really kind of alarming,” Wilhelm says, “is that even though all the social media is changing, our content, our district-approved curriculum hasn't changed at all.”\u003c/p>\n\u003cp>The district says it would like to modernize materials, but that takes time and money. Right now, the focus is on implementing the Common Core, new statewide education requirements.\u003c/p>\n\u003cp>Old materials can predate contemporary issues like online relationships, Internet pornography and the pressures of social media.\u003c/p>\n\u003cp>\"We try to teach online safety, but not necessarily how it relates to sexuality, and all the sexting and all that,\" Wilhelm says. \"It's not part of the curriculum.”\u003c/p>\n\u003cp>She gives kids resources to check out after class, things like\u003ca href=\"http://kidshealth.org/\" target=\"_blank\"> kidshealth.org\u003c/a>. It is a website with information on puberty and sexuality.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/\" target=\"_blank\">California Department of Education\u003c/a> says there are state funds to help provide current, medically accurate information. Schools can also check out new resources — websites like \u003ca href=\"http://goaskalice.columbia.edu/\" target=\"_blank\">Go Ask Alice!\u003c/a> and \u003ca href=\"http://sexetc.org/\" target=\"_blank\">Sex, Etcetera\u003c/a>; as well as services where teens can text questions and get answers.\u003c/p>\n\u003cp>Monica Rodriguez says these digital tools are not in widespread use. She heads the \u003ca href=\"http://www.siecus.org/\" target=\"_blank\">Sexuality Information and Education Council of the United States\u003c/a>. It is an advocacy group for sex education. She says schools “are still focused on very traditional materials -- paper and pencils and textbooks, while young people are living their lives digitally.”\u003c/p>\n\u003cp>Rodriguez says part of the problem is that sex ed is not on most standardized tests, so it is not prioritized. Plus, there's always the chance fresh materials will cause an uproar. At a high school in Fremont, for example, parents petitioned to \u003ca href=\"http://www.sfgate.com/education/article/Sex-ed-textbook-shelved-by-Fremont-school-board-5687817.php#photo-6688435\" target=\"_blank\">remove a new textbook\u003c/a>. It covered topics like online dating, sexual fetishes and hooking up.\u003c/p>\n\u003cp>Most parents support teaching up-to-date, comprehensive sex education, Rodriguez says. But the worry about potential conflicts makes districts hesitate to update sex-ed curriculum.\u003c/p>\n\u003cp>“Teachers or districts fear that it's going to cause controversy,” she says, “so they just kind of put it off and put it off.”\u003c/p>\n\u003cp>Middle schooler Kaity Cunnington says she is lucky. She can talk to her parents about this stuff. Even so, she says she would like to have a safe place online to go for some answers. It would be less awkward than asking her parents or her teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kaity will have more sex-ed classes in high school. She hopes the videos there are not as corny as the gem from Linda Wilhelm's class.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Channeling Youthful Energy Into an American Art Form",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19d-tcrmag.mp3\u003c/p>\n\u003cfigure id=\"attachment_10341858\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble.jpg\">\u003cimg class=\"wp-image-10341858 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg\" alt=\"Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble.jpg 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Jim Page feels the anxiety in the beat of his heart, but he tells himself that all that adrenaline rushing through his body is really just excitement.\u003c/p>\n\u003cp>And he is excited (OK, he concedes, he’s nervous, too) as he calls to kids and parents outside a band room at Alta Vista Middle School in Fresno to come in and sit down. It’s the first rehearsal night of the year for a program he started three years ago: the \u003ca href=\"http://milestonesjazz.org\" target=\"_blank\">Milestones Youth Jazz Workshop\u003c/a>.\u003c/p>\n\u003cp>“It occurred to me that so many kids didn’t have access to jazz education and performance programs,” he says. “It just didn’t seem fair.”\u003c/p>\n\u003cp>Fifty kids from middle and high schools in and around Fresno signed up this year to play in ensembles that meet once a week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“About half the schools where kids come from don’t have jazz programs. So, for them, Milestones is it,” says Page. “Jazz builds a kid’s confidence. If you can stand up in front of an audience full of people and play a solo, what else in life is going to bring you down?”\u003c/p>\n\u003cp>Jazz educators direct the program’s five ensembles. Mandolinist and violinist \u003ca href=\"http://www.evascowmusic.com\" target=\"_blank\">Eva Scow\u003c/a> works with an intermediate group of seventh-, eighth- and ninth-graders. Jazz is stimulating for them, she says. “It’s like learning how to speak another language. They’re all pretty competent on their instruments already. I don’t have to teach them how to play, so we can get right into improvisation and finding their own voice in this style.”\u003c/p>\n\u003cp>In fact, she begins the class with that very idea. “Our goal in Milestones is to teach you how to play jazz, but also to teach you how to play together, right?” Scow says to her group of eager students. “So playing in a jazz band, you’re going to come across a lot of different things that maybe aren’t going to be on paper or maybe you’re not going to be comfortable with or used to.”\u003c/p>\n\u003cp>Seventh-grader Leo Parrigilli says he likes being able to experiment with notes. “When you improvise, that’s where the creativeness comes in and even when you’re reading music, you can add little dynamics. You can do trills or maybe do a note that’s maybe a slightly bit higher, and it just makes it sound awesome with the rest of the group.”\u003c/p>\n\u003cp>Leo says he’s learned so many things through Milestones. “Like how to fix my ambusher, how to play my notes better and have a better airstream,” he says.\u003c/p>\n\u003cp>Scow plays a tune over the speaker and asks the class where samba originated. “Rio,” someone yells out. “Yes!” she replies. “Oh, my goodness! First try. Brazil. So this is a Brazilian rhythm,” she says and asks for a bossa nova beat. The drummer begins, followed by the bass player.\u003c/p>\n\u003cp>Scow asks someone to demonstrate the melody and eighth-grader Daeshavon Ricks raises her hand. She plays saxophone and says she loves Charlie Parker and John Coltrane.\u003c/p>\n\u003cp>Daeshavon says there isn’t a jazz program at her school, but when she heard a Milestones group play she immediately loved the sound.\u003c/p>\n\u003cp>“I had never heard of jazz. And the way that they played, it just really touched my heart,” she says. “What I like about jazz is that you can improvise and be yourself when you play.”\u003c/p>\n\u003cp>Daeshavon says she got a scholarship to join Milestones. “I live with my mom. She’s a single parent, and wouldn’t be able to afford it with four other kids,” she says. She’s quick to note her family loves to come hear her play.\u003c/p>\n\u003cp>Milestones operates under the nonprofit \u003ca href=\"http://www.jazzfresno.org/index.php/home/contacts/25-uncategorised/24-jim-page\" target=\"_blank\">Jazz Fresno\u003c/a> and has an open access policy. It doesn’t turn away any kid who really wants to participate, Page says. The project runs on grants and donations; the students help with fundraisers to bring in extra money.\u003c/p>\n\u003cp>\"This program, really it’s all about partnerships,” Page says. “We started out with the schools. Last summer, we provided scholarships to go to our summer program. And in return, two school districts are providing facilities for us for our school-year program at no cost.”\u003c/p>\n\u003cp>Classically trained violinist Scout Whitaker, 14, says she just started playing with Milestones this year. “I’ve never played jazz before,” she says. “There’s a form that you follow, but it’s much more relaxed. It brings more improvisation that really doesn’t happen in classical music, but it’s such an important musical quality.”\u003c/p>\n\u003cp>Still playing the Brazilian rhythm, Scow turns to Scout and asks, “My sight reader over here. Are you feeling comfortable with it? I bet you could play that, right? You wanna try? Are you feeling it?”\u003c/p>\n\u003cp>Scout picks up her violin and, by the end of tune, everyone in the room is clapping for her solo.\u003c/p>\n\u003cp>“I feel like it’s truly music because it’s emotions that you’re trying to portray. It’s not emotions that were written down for you,” Scout says. “It’s improv. You make it up as you go, it’s what you feel.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Leo puts it another way. “Jazz is just so fun!” he says.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19d-tcrmag.mp3\u003c/p>\n\u003cfigure id=\"attachment_10341858\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble.jpg\">\u003cimg class=\"wp-image-10341858 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg\" alt=\"Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2014/09/JazzEnsemble.jpg 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ensemble director Eva Scow teaches seventh-, eighth- and ninth-graders how to improvise and play jazz. She's one of several musicians teaching for the Milestones Youth Jazz Workshop. (Alice Daniel/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Jim Page feels the anxiety in the beat of his heart, but he tells himself that all that adrenaline rushing through his body is really just excitement.\u003c/p>\n\u003cp>And he is excited (OK, he concedes, he’s nervous, too) as he calls to kids and parents outside a band room at Alta Vista Middle School in Fresno to come in and sit down. It’s the first rehearsal night of the year for a program he started three years ago: the \u003ca href=\"http://milestonesjazz.org\" target=\"_blank\">Milestones Youth Jazz Workshop\u003c/a>.\u003c/p>\n\u003cp>“It occurred to me that so many kids didn’t have access to jazz education and performance programs,” he says. “It just didn’t seem fair.”\u003c/p>\n\u003cp>Fifty kids from middle and high schools in and around Fresno signed up this year to play in ensembles that meet once a week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“About half the schools where kids come from don’t have jazz programs. So, for them, Milestones is it,” says Page. “Jazz builds a kid’s confidence. If you can stand up in front of an audience full of people and play a solo, what else in life is going to bring you down?”\u003c/p>\n\u003cp>Jazz educators direct the program’s five ensembles. Mandolinist and violinist \u003ca href=\"http://www.evascowmusic.com\" target=\"_blank\">Eva Scow\u003c/a> works with an intermediate group of seventh-, eighth- and ninth-graders. Jazz is stimulating for them, she says. “It’s like learning how to speak another language. They’re all pretty competent on their instruments already. I don’t have to teach them how to play, so we can get right into improvisation and finding their own voice in this style.”\u003c/p>\n\u003cp>In fact, she begins the class with that very idea. “Our goal in Milestones is to teach you how to play jazz, but also to teach you how to play together, right?” Scow says to her group of eager students. “So playing in a jazz band, you’re going to come across a lot of different things that maybe aren’t going to be on paper or maybe you’re not going to be comfortable with or used to.”\u003c/p>\n\u003cp>Seventh-grader Leo Parrigilli says he likes being able to experiment with notes. “When you improvise, that’s where the creativeness comes in and even when you’re reading music, you can add little dynamics. You can do trills or maybe do a note that’s maybe a slightly bit higher, and it just makes it sound awesome with the rest of the group.”\u003c/p>\n\u003cp>Leo says he’s learned so many things through Milestones. “Like how to fix my ambusher, how to play my notes better and have a better airstream,” he says.\u003c/p>\n\u003cp>Scow plays a tune over the speaker and asks the class where samba originated. “Rio,” someone yells out. “Yes!” she replies. “Oh, my goodness! First try. Brazil. So this is a Brazilian rhythm,” she says and asks for a bossa nova beat. The drummer begins, followed by the bass player.\u003c/p>\n\u003cp>Scow asks someone to demonstrate the melody and eighth-grader Daeshavon Ricks raises her hand. She plays saxophone and says she loves Charlie Parker and John Coltrane.\u003c/p>\n\u003cp>Daeshavon says there isn’t a jazz program at her school, but when she heard a Milestones group play she immediately loved the sound.\u003c/p>\n\u003cp>“I had never heard of jazz. And the way that they played, it just really touched my heart,” she says. “What I like about jazz is that you can improvise and be yourself when you play.”\u003c/p>\n\u003cp>Daeshavon says she got a scholarship to join Milestones. “I live with my mom. She’s a single parent, and wouldn’t be able to afford it with four other kids,” she says. She’s quick to note her family loves to come hear her play.\u003c/p>\n\u003cp>Milestones operates under the nonprofit \u003ca href=\"http://www.jazzfresno.org/index.php/home/contacts/25-uncategorised/24-jim-page\" target=\"_blank\">Jazz Fresno\u003c/a> and has an open access policy. It doesn’t turn away any kid who really wants to participate, Page says. The project runs on grants and donations; the students help with fundraisers to bring in extra money.\u003c/p>\n\u003cp>\"This program, really it’s all about partnerships,” Page says. “We started out with the schools. Last summer, we provided scholarships to go to our summer program. And in return, two school districts are providing facilities for us for our school-year program at no cost.”\u003c/p>\n\u003cp>Classically trained violinist Scout Whitaker, 14, says she just started playing with Milestones this year. “I’ve never played jazz before,” she says. “There’s a form that you follow, but it’s much more relaxed. It brings more improvisation that really doesn’t happen in classical music, but it’s such an important musical quality.”\u003c/p>\n\u003cp>Still playing the Brazilian rhythm, Scow turns to Scout and asks, “My sight reader over here. Are you feeling comfortable with it? I bet you could play that, right? You wanna try? Are you feeling it?”\u003c/p>\n\u003cp>Scout picks up her violin and, by the end of tune, everyone in the room is clapping for her solo.\u003c/p>\n\u003cp>“I feel like it’s truly music because it’s emotions that you’re trying to portray. It’s not emotions that were written down for you,” Scout says. “It’s improv. You make it up as you go, it’s what you feel.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Leo puts it another way. “Jazz is just so fun!” he says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Navigating Social Media in Middle School a Big Challenge for Parents, Too",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19c-tcrmag.mp3\u003c/p>\n\u003cp>Fourteen-year-old Eli Mundy of San Francisco was brought to our attention by his cousin, Guy Marzorati, a producer for \u003cem>The California Report.\u003c/em> Guy says Eli's a monster on \u003ca href=\"http://instagram.com/#\" target=\"_blank\">Instagram\u003c/a>.\u003c/p>\n\u003cp>\"You could say that, I guess, yeah,\" acknowledges the bright, confident eighth-grader, who's wearing a 49ers jersey when I interview him at his dining room table with his mom, Alberta Neilson.\u003c/p>\n\u003cp>Eli has 750 followers. He follows about 1,000 people. His passion is photography, especially photos of sport shoes, which he collects.\u003c/p>\n\u003cp>\"Like, if you went through my feed,\" Eli says, \"it would be shoes, shoes, shoes, like, a friend, and then more shoes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Neither parent follows his private feed, but a cool aunt of his does. Eli got his first phone in fifth grade and a smartphone at the end of sixth grade. Has he ever made a mistake?\u003c/p>\n\u003caside class=\"pullquote alignright\"> We’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.”\u003ccite>Alberta Neilson\u003c/cite>\u003c/aside>\n\u003cp>\"I don’t honestly know,\" Neilson says. \"I know he’s not perfect, and I feel like I may be making it sound like he is! But I do think he’s really sensible, and I don’t think he ever wants to hurt anybody.\"\u003c/p>\n\u003cp>That, and she's a busy woman. \"I don’t really have time to be responding to all my emails,\" says Neilson. She's on Facebook, but just barely. Follow Eli? \"I feel it would be a complete time sink for me, if I started doing something like that.\"\u003c/p>\n\u003cp>Neilson is an educator, as is her husband. She’s heard of kids misbehaving online, but she's not worried for Eli.\u003c/p>\n\u003cp>\"I really think it boils down to what kind of relationship you have with your kid,\" she says, \"and I think Eli is very responsible. He would worry if he put something out there that he shouldn’t. And we’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.\"\u003c/p>\n\u003cp>But as everybody who has survived middle school knows, even innocent children will witness -- if not be victimized by -- the bad behavior of other children. It happens on the playground. It happens on social media.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=u3u22OYqFGo&w=560&h=315&start=190]\u003c/p>\n\u003cp>This racy video for Iggy Azalea’s “Black Widow,” featuring Rita Ora, includes a none-too-subtle product placement for \u003ca href=\"https://www.wickr.com/\" target=\"_blank\">Wickr\u003c/a>, one of a growing number of apps that allow users to exchange encrypted, self-destructing messages. Experts will tell you the false promise tempts some people to bully others and/or send sexually explicit photos. It's a false promise because the conversation is NOT temporary or anonymous, if someone involved knows how to take a screen shot.\u003c/p>\n\u003cp>Eli says he's seen friends get in trouble with \u003ca href=\"http://ask.fm/\" target=\"_blank\">Ask.fm\u003c/a>, another \"anonymous\" social networking website where users ask other users questions. Some guys, he says, don't realize certain conversations have gotten out of hand and offended people until they get to school the next day and get confronted, in person.\u003c/p>\n\u003cp>Whether you’re a witness to or a victim of digital drama, it can feel like you can’t get away from the yuck. Yalda T. Uhls studies these issues as a senior researcher at UCLA's \u003ca href=\"http://www.cdmc.ucla.edu/Welcome.html\" target=\"_blank\">Children’s Digital Media Center\u003c/a>.\u003c/p>\n\u003cp>\"What’s different today,\" she says, \"is the bullying can follow you home because it’s online. The virtual world is on 24/7, it’s viral and it’s very public.\"\u003c/p>\n\u003cp>In the past, home was a safe haven from the social scene at school.\u003c/p>\n\u003cp>\"You don't really have that anymore,\" Uhls says.\u003c/p>\n\u003cp>She's also the Southern California regional director of \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>, an online nonprofit resource for parents, teachers and other adults interacting with children. She has two research subjects/kids, ages 11 and 14.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have to give me your passwords. I own this thing. If I see behavior I don’t like, I’ll take it away.\"\u003ccite>Yalda T. Uhls, UCLA Children's Digital Media Center Senior Researcher\u003c/cite>\u003c/aside>\n\u003cp>While Uhls says she wouldn't presume for any other parent, she does think kids have good reasons for wanting some sort of device.\u003c/p>\n\u003cp>\"By not allowing them to have a phone, you’re disconnecting them from many of their peers,\" she says, \"and many of their peers have phones and are talking that way. So they’re socializing that way and your child is not in that sphere.\"\u003c/p>\n\u003cp>Most parents who can afford it end up capitulating. According to \u003ca href=\"http://www.nielsen.com/us/en/insights/news/2009/a-pocket-guide-to-social-media-and-kids.html\" target=\"_blank\">Nielsen\u003c/a>, by age 10, roughly half of children in the United States own a mobile phone. By age 11, it's three-fifths, and by age 12, fully three-quarters of all children have their own mobile phone.\u003c/p>\n\u003cp>That said, given what she’s observed professionally, Uhls keeps a tight rein on her kids at home.\u003c/p>\n\u003cp>\"You know, they may seem to know the technology more than you,\" she says. \"But they don’t have the social life experience that, if I say something that way, it’ll be perceived this way, or if I put this photo up, it’ll be perceived that way.\"\u003c/p>\n\u003cp>She gives one example. Her daughter posted a selfie on Instagram that showed her hanging from a pole. \u003c/p>\n\u003cp>\"You couldn't see that this was a fireman's pole in a play gym,\" Uhls recalls, but to adult eyes, it looked as if she were pole dancing. It was an innocent mistake, and a teachable moment. The picture came down.\u003c/p>\n\u003cp>Uhls cautions that parental guidance should happen offline. Just as you would want to be corrected out of the view of your friends, kids are keen to avoid being shamed in front of theirs.\u003c/p>\n\u003cp>\"But Rachael,\" one friend of mine complained when I told him I was reporting this story. \"I'm on the computer all day at work. The last thing I want to do when I come home is get on the computer and read my daughter's feed!\"\u003c/p>\n\u003cp>Uhls sympathizes with oversubscribed, sleep-deprived parents who don’t want to follow their children online -- and don't want to keep learning new apps and social media platforms to keep up. But she puts it this way: You wouldn’t let go of a squirmy toddler’s hand in a parking lot. You shouldn’t let go of a 10-year-old’s hand while he learns the rules of engagement online.\u003c/p>\n\u003cp>\"You have to give me your passwords,\" Uhls says. \"I own this thing. If I see behavior I don’t like, I’ll take it away. Until you’re 18, I’m paying for this. And I also have their email on my phone, which has been highly useful.\"\u003c/p>\n\u003cp>But assuming you have laid out ground rules, and that your child is more or less responsible, there comes a time to start easing up.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"If you’re too overprotective,\" Mundy says, \"they’re going to feel like they don’t have any freedom. You should kind of lay back, and if you think something bad is happening, check it out. But, I mean, for the most part, you let them kind of make their own decisions. I think that’s part of growing up.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/09/2014-09-19c-tcrmag.mp3\u003c/p>\n\u003cp>Fourteen-year-old Eli Mundy of San Francisco was brought to our attention by his cousin, Guy Marzorati, a producer for \u003cem>The California Report.\u003c/em> Guy says Eli's a monster on \u003ca href=\"http://instagram.com/#\" target=\"_blank\">Instagram\u003c/a>.\u003c/p>\n\u003cp>\"You could say that, I guess, yeah,\" acknowledges the bright, confident eighth-grader, who's wearing a 49ers jersey when I interview him at his dining room table with his mom, Alberta Neilson.\u003c/p>\n\u003cp>Eli has 750 followers. He follows about 1,000 people. His passion is photography, especially photos of sport shoes, which he collects.\u003c/p>\n\u003cp>\"Like, if you went through my feed,\" Eli says, \"it would be shoes, shoes, shoes, like, a friend, and then more shoes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Neither parent follows his private feed, but a cool aunt of his does. Eli got his first phone in fifth grade and a smartphone at the end of sixth grade. Has he ever made a mistake?\u003c/p>\n\u003caside class=\"pullquote alignright\"> We’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.”\u003ccite>Alberta Neilson\u003c/cite>\u003c/aside>\n\u003cp>\"I don’t honestly know,\" Neilson says. \"I know he’s not perfect, and I feel like I may be making it sound like he is! But I do think he’s really sensible, and I don’t think he ever wants to hurt anybody.\"\u003c/p>\n\u003cp>That, and she's a busy woman. \"I don’t really have time to be responding to all my emails,\" says Neilson. She's on Facebook, but just barely. Follow Eli? \"I feel it would be a complete time sink for me, if I started doing something like that.\"\u003c/p>\n\u003cp>Neilson is an educator, as is her husband. She’s heard of kids misbehaving online, but she's not worried for Eli.\u003c/p>\n\u003cp>\"I really think it boils down to what kind of relationship you have with your kid,\" she says, \"and I think Eli is very responsible. He would worry if he put something out there that he shouldn’t. And we’ve talked a lot about the fact anytime you press send on anything, it’s out there, and you really don’t have any control over it.\"\u003c/p>\n\u003cp>But as everybody who has survived middle school knows, even innocent children will witness -- if not be victimized by -- the bad behavior of other children. It happens on the playground. It happens on social media.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/u3u22OYqFGo'\n title='//www.youtube.com/embed/u3u22OYqFGo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This racy video for Iggy Azalea’s “Black Widow,” featuring Rita Ora, includes a none-too-subtle product placement for \u003ca href=\"https://www.wickr.com/\" target=\"_blank\">Wickr\u003c/a>, one of a growing number of apps that allow users to exchange encrypted, self-destructing messages. Experts will tell you the false promise tempts some people to bully others and/or send sexually explicit photos. It's a false promise because the conversation is NOT temporary or anonymous, if someone involved knows how to take a screen shot.\u003c/p>\n\u003cp>Eli says he's seen friends get in trouble with \u003ca href=\"http://ask.fm/\" target=\"_blank\">Ask.fm\u003c/a>, another \"anonymous\" social networking website where users ask other users questions. Some guys, he says, don't realize certain conversations have gotten out of hand and offended people until they get to school the next day and get confronted, in person.\u003c/p>\n\u003cp>Whether you’re a witness to or a victim of digital drama, it can feel like you can’t get away from the yuck. Yalda T. Uhls studies these issues as a senior researcher at UCLA's \u003ca href=\"http://www.cdmc.ucla.edu/Welcome.html\" target=\"_blank\">Children’s Digital Media Center\u003c/a>.\u003c/p>\n\u003cp>\"What’s different today,\" she says, \"is the bullying can follow you home because it’s online. The virtual world is on 24/7, it’s viral and it’s very public.\"\u003c/p>\n\u003cp>In the past, home was a safe haven from the social scene at school.\u003c/p>\n\u003cp>\"You don't really have that anymore,\" Uhls says.\u003c/p>\n\u003cp>She's also the Southern California regional director of \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>, an online nonprofit resource for parents, teachers and other adults interacting with children. She has two research subjects/kids, ages 11 and 14.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have to give me your passwords. I own this thing. If I see behavior I don’t like, I’ll take it away.\"\u003ccite>Yalda T. Uhls, UCLA Children's Digital Media Center Senior Researcher\u003c/cite>\u003c/aside>\n\u003cp>While Uhls says she wouldn't presume for any other parent, she does think kids have good reasons for wanting some sort of device.\u003c/p>\n\u003cp>\"By not allowing them to have a phone, you’re disconnecting them from many of their peers,\" she says, \"and many of their peers have phones and are talking that way. So they’re socializing that way and your child is not in that sphere.\"\u003c/p>\n\u003cp>Most parents who can afford it end up capitulating. According to \u003ca href=\"http://www.nielsen.com/us/en/insights/news/2009/a-pocket-guide-to-social-media-and-kids.html\" target=\"_blank\">Nielsen\u003c/a>, by age 10, roughly half of children in the United States own a mobile phone. By age 11, it's three-fifths, and by age 12, fully three-quarters of all children have their own mobile phone.\u003c/p>\n\u003cp>That said, given what she’s observed professionally, Uhls keeps a tight rein on her kids at home.\u003c/p>\n\u003cp>\"You know, they may seem to know the technology more than you,\" she says. \"But they don’t have the social life experience that, if I say something that way, it’ll be perceived this way, or if I put this photo up, it’ll be perceived that way.\"\u003c/p>\n\u003cp>She gives one example. Her daughter posted a selfie on Instagram that showed her hanging from a pole. \u003c/p>\n\u003cp>\"You couldn't see that this was a fireman's pole in a play gym,\" Uhls recalls, but to adult eyes, it looked as if she were pole dancing. It was an innocent mistake, and a teachable moment. The picture came down.\u003c/p>\n\u003cp>Uhls cautions that parental guidance should happen offline. Just as you would want to be corrected out of the view of your friends, kids are keen to avoid being shamed in front of theirs.\u003c/p>\n\u003cp>\"But Rachael,\" one friend of mine complained when I told him I was reporting this story. \"I'm on the computer all day at work. The last thing I want to do when I come home is get on the computer and read my daughter's feed!\"\u003c/p>\n\u003cp>Uhls sympathizes with oversubscribed, sleep-deprived parents who don’t want to follow their children online -- and don't want to keep learning new apps and social media platforms to keep up. But she puts it this way: You wouldn’t let go of a squirmy toddler’s hand in a parking lot. You shouldn’t let go of a 10-year-old’s hand while he learns the rules of engagement online.\u003c/p>\n\u003cp>\"You have to give me your passwords,\" Uhls says. \"I own this thing. If I see behavior I don’t like, I’ll take it away. Until you’re 18, I’m paying for this. And I also have their email on my phone, which has been highly useful.\"\u003c/p>\n\u003cp>But assuming you have laid out ground rules, and that your child is more or less responsible, there comes a time to start easing up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"If you’re too overprotective,\" Mundy says, \"they’re going to feel like they don’t have any freedom. You should kind of lay back, and if you think something bad is happening, check it out. But, I mean, for the most part, you let them kind of make their own decisions. I think that’s part of growing up.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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