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"content": "\u003cp>Harnesha Burks’ financial setback began with a high-risk pregnancy.\u003c/p>\n\u003cp>At the time, she was working as a mail handler for the U.S. Postal Service in \u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a>, and her doctor told her the heavy lifting she was doing at work wasn’t safe for her and the baby she was carrying.\u003c/p>\n\u003cp>The doctor advised her to take time off, but the postal service doesn’t offer paid maternity leave, and she didn’t qualify for state benefits, so she started to fall behind on her monthly bills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It was really, really stressful, really hard,” she said.\u003c/p>\n\u003cp>Burks got help from local churches and public assistance programs to cover food and rent for the apartment she shared with her baby and teenage son in Antioch. But she didn’t always have enough money to pay her gas, electricity and cellphone bills. Eventually, she owed Pacific Gas & Electric $1,700.\u003c/p>\n\u003cp>Her debt caught up to her when, a month after coming from the hospital with her newborn, the power was cut off.\u003c/p>\n\u003cfigure id=\"attachment_12053521\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053521\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks plays with her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I ended up going straight to rock bottom,” she said.\u003c/p>\n\u003cp>Burks is among one in three California parents of young kids who struggle to afford their utility bills, \u003ca href=\"https://rapidsurveyproject.com/article/utility-costs-rise-leaving-california-parents-of-young-children-in-a-tough-spot/\">according to \u003c/a>a statewide survey, which found that when parents have trouble making ends meet, their children’s well-being and development suffer. As \u003ca href=\"https://www.kqed.org/news/12033386/pge-electricity-rates-have-jumped-nearly-70-since-2020\">electricity rates rise sharply\u003c/a> in California, parents told the survey they need to make tough choices between basic needs.\u003c/p>\n\u003cp>“People pay for food and housing first and foremost but utilities are, I think, something that often falls between the cracks because if people can’t pay for basic things like the rent they get evicted, or if they don’t have enough food on their table, it constitutes an emergency,” said Philip Fisher, director of the Stanford Center on Early Childhood, which surveyed as part of its multi-year RAPID project. [aside postID=news_12023805 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/P1100923_qed-1020x680.jpg']Fisher said when researchers followed up with these parents, they reported feeling elevated levels of anxiety, loneliness, depression and stress, and that their children were more fussy or defiant.\u003c/p>\n\u003cp>The parents also filled out \u003ca href=\"https://www.unmc.edu/publichealth/research/multidisciplinary-programs/kidsights/index\">an online survey\u003c/a> that measures the typical development of children under 5 years old. The results showed that when parents face economic hardships, their babies experience emotional distress and developmental delays, which affects their ability to learn in the long term.\u003c/p>\n\u003cp>Previous research has pointed to the impacts that financial strain has on parents and their children. Fisher cited a UC Berkeley study that found that caregivers with low socioeconomic status ran short on money, and they \u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13151\">spoke less to their infants and toddlers at the end of the month\u003c/a>. The “word gap” is a concern for researchers because chatting with babies, even before they can talk, boosts their communication and social skills later on.\u003c/p>\n\u003cp>“If we’re concerned about kids’ education and [their] readiness to attend school, then these economic hardship issues are really at the center of what we’re talking about,” he said.\u003c/p>\n\u003cp>After her power was cut off, Burks said she spent several weeks couch surfing with relatives. Her older son, Bradley, went to her grandparents’ house to be closer to his high school. She felt guilty about being away from him while living out of bags with her baby, Zyon.\u003c/p>\n\u003cfigure id=\"attachment_12053525\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053525\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>“\u003c/strong>We were ripped from our nests,” she said.\u003c/p>\n\u003cp>Family members helped Burks pay the PG&E bill to get the electricity flowing again. She returned home after six weeks to a refrigerator full of spoiled food.\u003c/p>\n\u003cp>“I had to pretty much start over with [restocking] the refrigerator and the freezer … so I had a setback on that,” she said. “It was so hard.”\u003c/p>\n\u003cp>To get out of what she called a financial “black hole,” Burks returned to work. But going back meant working a graveyard shift and leaving Bradley to care for his brother by himself. She felt bad for making Bradley take on a huge responsibility and for leaving Zyon so soon.[aside postID=news_12052609 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-32-BL_qed.jpg']“We didn’t get the bonding time that I felt that we needed. A lot of nights, he had to go to sleep without me,” she said. “I was in an unstable place, but I had to go back to work because who’s going to keep the lights on? Who’s going to take care of me and my kids?”\u003cem> \u003c/em>\u003c/p>\n\u003cp>When she came home, she tried to make up for lost time with Zyon but sacrificed her own sleep. Relief came on the two days Zyon’s dad, with whom she shares custody, took him to his house, but she was still exhausted. Burks began to experience debilitating postpartum depression, which she had never had after giving birth to Bradley.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>I was supposed to be sleeping, cuddling, bonding with my baby. I didn’t have that. So that depression set heavy: I gained a lot of weight, my hair fell out, it was so stressful,” she said.\u003cem> \u003c/em>\u003c/p>\n\u003cp>For a while, she shut out her family members as she slid deeper into her depression, but eventually she turned to a sister who works for the advocacy group Parent Voices for help.\u003c/p>\n\u003cp>Burks applied for CalWORKS, the state welfare program, but was denied cash aid because, although she was on unpaid leave, she was technically employed. Her sister helped her sign up for a monthly discount on her energy bill, and when she fell behind again on her payments, \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance/arrearage-management-plan-amp.html\">PG&E offered to enroll her in its debt forgiveness program\u003c/a> as long as she made on-time payments for 12 consecutive months.\u003c/p>\n\u003cfigure id=\"attachment_12053523\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053523\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The utility giant offers several \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance.html?vnt=billhelp\">financial assistance programs\u003c/a> to help lower-income customers cope with their bills. But almost one in three parents told the RAPID survey team they didn’t apply because they weren’t sure they would qualify, even though they were eligible.\u003c/p>\n\u003cp>Burks said when she first tried to arrange a payment plan with a PG&E representative to prevent losing power, that person didn’t offer financial aid.\u003c/p>\n\u003cp>When we met at her home in late Spring, Burks said she was starting to feel more stable as Bradley prepared to graduate and head to community college. She also planned to enroll Zyon in a local Head Start program.\u003c/p>\n\u003cp>The tot was energetic and chatty after waking up from a nap, but was willing to sit still to watch Ms. Rachel, his favorite YouTube personality, while his mom prepared chicken nuggets for dinner.\u003c/p>\n\u003cp>Burks said even though caregiving has gotten easier now that Zyon is two years old, she thinks he’s still clingy whenever she leaves him for work.\u003c/p>\n\u003cp>“He’s very joyful, but he has his moments. He has these tantrums I’ve never seen before,” Burks said. “It’s probably from my depression and my issues, you know, [kids] pick up what they see.”\u003c/p>\n\u003cp>Burks said she’s come out of postpartum depression, but on certain days, she gets overwhelmed.\u003c/p>\n\u003cp>“I don’t go back into that deep depression, but just that feeling comes over me, like what am I going to do,” she said. “Not knowing if I can pay this bill or not knowing how much food is gonna last this month.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Harnesha Burks’ financial setback began with a high-risk pregnancy.\u003c/p>\n\u003cp>At the time, she was working as a mail handler for the U.S. Postal Service in \u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a>, and her doctor told her the heavy lifting she was doing at work wasn’t safe for her and the baby she was carrying.\u003c/p>\n\u003cp>The doctor advised her to take time off, but the postal service doesn’t offer paid maternity leave, and she didn’t qualify for state benefits, so she started to fall behind on her monthly bills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was really, really stressful, really hard,” she said.\u003c/p>\n\u003cp>Burks got help from local churches and public assistance programs to cover food and rent for the apartment she shared with her baby and teenage son in Antioch. But she didn’t always have enough money to pay her gas, electricity and cellphone bills. Eventually, she owed Pacific Gas & Electric $1,700.\u003c/p>\n\u003cp>Her debt caught up to her when, a month after coming from the hospital with her newborn, the power was cut off.\u003c/p>\n\u003cfigure id=\"attachment_12053521\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053521\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks plays with her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I ended up going straight to rock bottom,” she said.\u003c/p>\n\u003cp>Burks is among one in three California parents of young kids who struggle to afford their utility bills, \u003ca href=\"https://rapidsurveyproject.com/article/utility-costs-rise-leaving-california-parents-of-young-children-in-a-tough-spot/\">according to \u003c/a>a statewide survey, which found that when parents have trouble making ends meet, their children’s well-being and development suffer. As \u003ca href=\"https://www.kqed.org/news/12033386/pge-electricity-rates-have-jumped-nearly-70-since-2020\">electricity rates rise sharply\u003c/a> in California, parents told the survey they need to make tough choices between basic needs.\u003c/p>\n\u003cp>“People pay for food and housing first and foremost but utilities are, I think, something that often falls between the cracks because if people can’t pay for basic things like the rent they get evicted, or if they don’t have enough food on their table, it constitutes an emergency,” said Philip Fisher, director of the Stanford Center on Early Childhood, which surveyed as part of its multi-year RAPID project. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Fisher said when researchers followed up with these parents, they reported feeling elevated levels of anxiety, loneliness, depression and stress, and that their children were more fussy or defiant.\u003c/p>\n\u003cp>The parents also filled out \u003ca href=\"https://www.unmc.edu/publichealth/research/multidisciplinary-programs/kidsights/index\">an online survey\u003c/a> that measures the typical development of children under 5 years old. The results showed that when parents face economic hardships, their babies experience emotional distress and developmental delays, which affects their ability to learn in the long term.\u003c/p>\n\u003cp>Previous research has pointed to the impacts that financial strain has on parents and their children. Fisher cited a UC Berkeley study that found that caregivers with low socioeconomic status ran short on money, and they \u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13151\">spoke less to their infants and toddlers at the end of the month\u003c/a>. The “word gap” is a concern for researchers because chatting with babies, even before they can talk, boosts their communication and social skills later on.\u003c/p>\n\u003cp>“If we’re concerned about kids’ education and [their] readiness to attend school, then these economic hardship issues are really at the center of what we’re talking about,” he said.\u003c/p>\n\u003cp>After her power was cut off, Burks said she spent several weeks couch surfing with relatives. Her older son, Bradley, went to her grandparents’ house to be closer to his high school. She felt guilty about being away from him while living out of bags with her baby, Zyon.\u003c/p>\n\u003cfigure id=\"attachment_12053525\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053525\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>“\u003c/strong>We were ripped from our nests,” she said.\u003c/p>\n\u003cp>Family members helped Burks pay the PG&E bill to get the electricity flowing again. She returned home after six weeks to a refrigerator full of spoiled food.\u003c/p>\n\u003cp>“I had to pretty much start over with [restocking] the refrigerator and the freezer … so I had a setback on that,” she said. “It was so hard.”\u003c/p>\n\u003cp>To get out of what she called a financial “black hole,” Burks returned to work. But going back meant working a graveyard shift and leaving Bradley to care for his brother by himself. She felt bad for making Bradley take on a huge responsibility and for leaving Zyon so soon.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We didn’t get the bonding time that I felt that we needed. A lot of nights, he had to go to sleep without me,” she said. “I was in an unstable place, but I had to go back to work because who’s going to keep the lights on? Who’s going to take care of me and my kids?”\u003cem> \u003c/em>\u003c/p>\n\u003cp>When she came home, she tried to make up for lost time with Zyon but sacrificed her own sleep. Relief came on the two days Zyon’s dad, with whom she shares custody, took him to his house, but she was still exhausted. Burks began to experience debilitating postpartum depression, which she had never had after giving birth to Bradley.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>I was supposed to be sleeping, cuddling, bonding with my baby. I didn’t have that. So that depression set heavy: I gained a lot of weight, my hair fell out, it was so stressful,” she said.\u003cem> \u003c/em>\u003c/p>\n\u003cp>For a while, she shut out her family members as she slid deeper into her depression, but eventually she turned to a sister who works for the advocacy group Parent Voices for help.\u003c/p>\n\u003cp>Burks applied for CalWORKS, the state welfare program, but was denied cash aid because, although she was on unpaid leave, she was technically employed. Her sister helped her sign up for a monthly discount on her energy bill, and when she fell behind again on her payments, \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance/arrearage-management-plan-amp.html\">PG&E offered to enroll her in its debt forgiveness program\u003c/a> as long as she made on-time payments for 12 consecutive months.\u003c/p>\n\u003cfigure id=\"attachment_12053523\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053523\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The utility giant offers several \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance.html?vnt=billhelp\">financial assistance programs\u003c/a> to help lower-income customers cope with their bills. But almost one in three parents told the RAPID survey team they didn’t apply because they weren’t sure they would qualify, even though they were eligible.\u003c/p>\n\u003cp>Burks said when she first tried to arrange a payment plan with a PG&E representative to prevent losing power, that person didn’t offer financial aid.\u003c/p>\n\u003cp>When we met at her home in late Spring, Burks said she was starting to feel more stable as Bradley prepared to graduate and head to community college. She also planned to enroll Zyon in a local Head Start program.\u003c/p>\n\u003cp>The tot was energetic and chatty after waking up from a nap, but was willing to sit still to watch Ms. Rachel, his favorite YouTube personality, while his mom prepared chicken nuggets for dinner.\u003c/p>\n\u003cp>Burks said even though caregiving has gotten easier now that Zyon is two years old, she thinks he’s still clingy whenever she leaves him for work.\u003c/p>\n\u003cp>“He’s very joyful, but he has his moments. He has these tantrums I’ve never seen before,” Burks said. “It’s probably from my depression and my issues, you know, [kids] pick up what they see.”\u003c/p>\n\u003cp>Burks said she’s come out of postpartum depression, but on certain days, she gets overwhelmed.\u003c/p>\n\u003cp>“I don’t go back into that deep depression, but just that feeling comes over me, like what am I going to do,” she said. “Not knowing if I can pay this bill or not knowing how much food is gonna last this month.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Updated at 6:30 p.m.\u003c/em>\u003c/p>\n\u003cp>On its \u003ca href=\"https://www.kqed.org/news/12052399/a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems\">first day of school last week\u003c/a>, the \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> announced that it had fully staffed schools — albeit some with substitute teachers — and was prepared for a year of smooth sailing, focused on the “basics.”\u003c/p>\n\u003cp>But that was far from the scene at Mission Education Center, a campus serving pre-kindergarten through fifth grade for newly arrived Spanish-speaking immigrants.\u003c/p>\n\u003cp>“It was just kind of a cacophony of catastrophe that first morning, because as the conversations unfolded throughout the morning, we realized to what extent the school was just severely understaffed,” said Jeremiah Mayfield, whose daughter started transitional kindergarten last week. The school recently expanded to add Spanish-immersion transitional kindergarten classrooms for the district’s youngest students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mayfield and a coalition of 13 other parents wrote in a letter to the district on Wednesday that when they and their 4-year-olds arrived on campus that morning, there was no smiling principal waiting to greet them. That role remains vacant, along with three classroom teaching positions and multiple paraeducator jobs.\u003c/p>\n\u003cp>“We are writing to raise urgent concerns about the unsafe and unacceptable conditions at Mission Education Center,” the letter reads. “We love SFUSD. We believe in public education. We trusted the system — and the system failed us and our children.”\u003c/p>\n\u003cp>SFUSD said in a message to families Monday afternoon that it had offered the principal and pre-kindergarten teacher roles to candidates, and extended offers for instructional aide positions to three other people. It said it was still looking for two TK teachers.\u003c/p>\n\u003cp>“Please know that we see and understand these challenges, and we are truly grateful for your patience and partnership during this time,” the message, which the district shared with KQED, reads. “We are fully committed to providing the very best care and quality education to each of the 76 students enrolled at MEC.”\u003c/p>\n\u003cfigure id=\"attachment_12053561\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053561\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Mission Education Center, a bilingual elementary school in the San Francisco Unified School District, in San Francisco’s Noe Valley neighborhood, on Aug. 25, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the children lined up and were led to their classrooms, the site’s interim principal — who himself has been teaching one of the classes, according to Mayfield — corralled worried parents in the cafeteria.\u003c/p>\n\u003cp>“We don’t have teachers. We don’t have staff. We are scrambling to try to get resources here the rest of the week,” Mayfield recalled the interim leader saying. “It’s going to be pretty chaotic and pretty much adjusting targets every day.”\u003c/p>\n\u003cp>Mayfield said before the school year started, his daughter’s class had been assigned a teacher, a longtime bilingual educator in SFUSD who taught older classes prior to this year. He met her during a back-to-school event the previous week, but on the first day, she wasn’t there.\u003c/p>\n\u003cp>“The parents showed up and we’re being told, ‘[This teacher’s] class line up here,’” Mayfield said. “We’re lined up, and this woman is in the front of the line, and I said, ‘Well, that’s not [our teacher]. I met her on Friday. Who is this?’[aside postID=news_12052579 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses.jpg']“That’s when we found out, oh, this is a substitute,” he continued.\u003c/p>\n\u003cp>Mayfield said the school later told him and other parents that the teacher who was assigned to the classroom didn’t have the necessary early education training, and that they were working all week to “get her credentialed.”\u003c/p>\n\u003cp>In the meantime, his daughter has had three substitutes.\u003c/p>\n\u003cp>“She’s progressively gotten worse and worse about wanting to go in after they line up in the morning — crying, hugging me, saying to me, ‘I don’t know who those people are,’” Mayfield said. “It’s hard to see your kid … you want them to have a great educational experience. You want her to love school. You want her to feel safe at school. And literally she’s showing up every day, and she doesn’t know who’s going to be her teacher.”\u003c/p>\n\u003cp>Mission Education Center has operated for years as a small pre-kindergarten through fifth-grade campus meant to serve as a transitional school for newly arrived immigrant students, helping them get up to speed with the district’s grade-level learning standards and move into general education classrooms.\u003c/p>\n\u003cp>SFUSD announced \u003ca href=\"https://www.ppssf.org/news/the-sfusd-transitional-kindergarten-program-is-opening-six-new-sites-in-2022-2023\">it would introduce\u003c/a> Spanish immersion TK at MEC for the 2022–23 school year, and last year, the site had \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrgrdlevels.aspx?cds=38684786089585&agglevel=School&year=2024-25&ro=y\">47 TK students\u003c/a>, according to state data. Mayfield explained the site as almost containing two separate schools.\u003c/p>\n\u003cfigure id=\"attachment_12051869\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12051869\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The early education expansion appears to be where most of MEC’s staffing issues are.\u003c/p>\n\u003cp>As of Friday, two of the three TK classes and the pre-kindergarten didn’t have permanent teachers, according to parents. All but one paraeducator position across those classrooms — since state staffing rules say each group of 20 TKers should have two supervising adults — were still vacant.\u003c/p>\n\u003cp>While Mayfield said he and other parents were assured that a principal had been hired in June and was being onboarded over the summer, the interim principal said last week that the position hadn’t been filled.\u003c/p>\n\u003cp>The letter from concerned parents to the district said that on the first day, one paraeducator floated between three rooms. By Wednesday, the district had sent in central office employees as support, Mayfield said.[aside postID=news_12052609 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-32-BL_qed.jpg']The letter also said that on the first day, parents anxiously lingering around the school until midmorning saw one child go to the bathroom alone, while others were left in the halls. They say they had to step in to lead early morning circle time for a group of TK kids. Substitute staff sent to teach the Spanish immersion classes, which include some children who only speak Spanish fluently, don’t have the necessary language skills, according to multiple parents.\u003c/p>\n\u003cp>“These conditions are unsafe, inequitable, and a violation of the state’s expectations for early education,” the parents wrote in their letter. “On-site staff have been transparent and honest about these challenges to us and are doing their best — and for this, we are grateful, we applaud them — but this clearly needs immediate support from the district.”\u003c/p>\n\u003cp>Lucia Gonzalezz Ippolito’s daughter, who started TK last week, had been in a Spanish Immersion preschool for the last two years. She said that the program was great, and her daughter could have continued there for one more year before enrolling in kindergarten, but she felt pressure to put her in TK at SFUSD so she would have a better chance of getting one of the district’s competitive Spanish immersion spots.\u003c/p>\n\u003cp>“If I want her in a Spanish immersion program, I have to stay in MEC,” Gonzalez Ippolito said. “If you go to a regular TK or if you stay in preschool, then you’ll probably be like number 50 on the wait list.”\u003c/p>\n\u003cp>Since she took the helm as superintendent last year, Maria Su has said that one of her goals is to expand the district’s TK offerings, first \u003ca href=\"https://www.kqed.org/news/12052609/as-transitional-kindergarten-opens-to-all-4-year-olds-sf-parents-compete-for-seats\">adding 16 classrooms this year\u003c/a>, and looking at potential locations for more early education programs in the future to meet enrollment demands. This fall, an influx of applications to the grade level, which California now guarantees access to for all students, \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">boosted the district’s struggling enrollment\u003c/a>.\u003c/p>\n\u003cp>But, “if you’re going to focus and make this an early education hub and have multiple classes of TKs there, you need to give it the attention that it deserves,” Mayfield said.\u003c/p>\n\u003cp>After the parents’ letter, a follow-up message on Friday morning, and more individual emails asking district leaders for information throughout the week, Mayfield said parents finally got a response from SFUSD’s assistant superintendent of early education late Friday morning.\u003c/p>\n\u003cp>“We are working closely with HR to address the staffing needs at MEC, and by end of day Monday, we will be able to share additional updates regarding staffing plans and next steps,” Christie Herrera wrote in the message shared with KQED.\u003c/p>\n\u003cp>While parents wait to see what those updates will be, Mayfield said it feels like too little, too late.\u003c/p>\n\u003cp>“If this is the way that the district acts and carries itself and works with parents, then I understand why parents don’t trust the district,” he told KQED. “I understand why the district has the reputation that they do for being very mismanaged and chaotic and disorganized and probably wasteful. It just feels like the district is there to try to protect the district, and nobody’s thinking about the kids.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated at 6:30 p.m.\u003c/em>\u003c/p>\n\u003cp>On its \u003ca href=\"https://www.kqed.org/news/12052399/a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems\">first day of school last week\u003c/a>, the \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> announced that it had fully staffed schools — albeit some with substitute teachers — and was prepared for a year of smooth sailing, focused on the “basics.”\u003c/p>\n\u003cp>But that was far from the scene at Mission Education Center, a campus serving pre-kindergarten through fifth grade for newly arrived Spanish-speaking immigrants.\u003c/p>\n\u003cp>“It was just kind of a cacophony of catastrophe that first morning, because as the conversations unfolded throughout the morning, we realized to what extent the school was just severely understaffed,” said Jeremiah Mayfield, whose daughter started transitional kindergarten last week. The school recently expanded to add Spanish-immersion transitional kindergarten classrooms for the district’s youngest students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mayfield and a coalition of 13 other parents wrote in a letter to the district on Wednesday that when they and their 4-year-olds arrived on campus that morning, there was no smiling principal waiting to greet them. That role remains vacant, along with three classroom teaching positions and multiple paraeducator jobs.\u003c/p>\n\u003cp>“We are writing to raise urgent concerns about the unsafe and unacceptable conditions at Mission Education Center,” the letter reads. “We love SFUSD. We believe in public education. We trusted the system — and the system failed us and our children.”\u003c/p>\n\u003cp>SFUSD said in a message to families Monday afternoon that it had offered the principal and pre-kindergarten teacher roles to candidates, and extended offers for instructional aide positions to three other people. It said it was still looking for two TK teachers.\u003c/p>\n\u003cp>“Please know that we see and understand these challenges, and we are truly grateful for your patience and partnership during this time,” the message, which the district shared with KQED, reads. “We are fully committed to providing the very best care and quality education to each of the 76 students enrolled at MEC.”\u003c/p>\n\u003cfigure id=\"attachment_12053561\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053561\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Mission Education Center, a bilingual elementary school in the San Francisco Unified School District, in San Francisco’s Noe Valley neighborhood, on Aug. 25, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the children lined up and were led to their classrooms, the site’s interim principal — who himself has been teaching one of the classes, according to Mayfield — corralled worried parents in the cafeteria.\u003c/p>\n\u003cp>“We don’t have teachers. We don’t have staff. We are scrambling to try to get resources here the rest of the week,” Mayfield recalled the interim leader saying. “It’s going to be pretty chaotic and pretty much adjusting targets every day.”\u003c/p>\n\u003cp>Mayfield said before the school year started, his daughter’s class had been assigned a teacher, a longtime bilingual educator in SFUSD who taught older classes prior to this year. He met her during a back-to-school event the previous week, but on the first day, she wasn’t there.\u003c/p>\n\u003cp>“The parents showed up and we’re being told, ‘[This teacher’s] class line up here,’” Mayfield said. “We’re lined up, and this woman is in the front of the line, and I said, ‘Well, that’s not [our teacher]. I met her on Friday. Who is this?’\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“That’s when we found out, oh, this is a substitute,” he continued.\u003c/p>\n\u003cp>Mayfield said the school later told him and other parents that the teacher who was assigned to the classroom didn’t have the necessary early education training, and that they were working all week to “get her credentialed.”\u003c/p>\n\u003cp>In the meantime, his daughter has had three substitutes.\u003c/p>\n\u003cp>“She’s progressively gotten worse and worse about wanting to go in after they line up in the morning — crying, hugging me, saying to me, ‘I don’t know who those people are,’” Mayfield said. “It’s hard to see your kid … you want them to have a great educational experience. You want her to love school. You want her to feel safe at school. And literally she’s showing up every day, and she doesn’t know who’s going to be her teacher.”\u003c/p>\n\u003cp>Mission Education Center has operated for years as a small pre-kindergarten through fifth-grade campus meant to serve as a transitional school for newly arrived immigrant students, helping them get up to speed with the district’s grade-level learning standards and move into general education classrooms.\u003c/p>\n\u003cp>SFUSD announced \u003ca href=\"https://www.ppssf.org/news/the-sfusd-transitional-kindergarten-program-is-opening-six-new-sites-in-2022-2023\">it would introduce\u003c/a> Spanish immersion TK at MEC for the 2022–23 school year, and last year, the site had \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrgrdlevels.aspx?cds=38684786089585&agglevel=School&year=2024-25&ro=y\">47 TK students\u003c/a>, according to state data. Mayfield explained the site as almost containing two separate schools.\u003c/p>\n\u003cfigure id=\"attachment_12051869\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12051869\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The early education expansion appears to be where most of MEC’s staffing issues are.\u003c/p>\n\u003cp>As of Friday, two of the three TK classes and the pre-kindergarten didn’t have permanent teachers, according to parents. All but one paraeducator position across those classrooms — since state staffing rules say each group of 20 TKers should have two supervising adults — were still vacant.\u003c/p>\n\u003cp>While Mayfield said he and other parents were assured that a principal had been hired in June and was being onboarded over the summer, the interim principal said last week that the position hadn’t been filled.\u003c/p>\n\u003cp>The letter from concerned parents to the district said that on the first day, one paraeducator floated between three rooms. By Wednesday, the district had sent in central office employees as support, Mayfield said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The letter also said that on the first day, parents anxiously lingering around the school until midmorning saw one child go to the bathroom alone, while others were left in the halls. They say they had to step in to lead early morning circle time for a group of TK kids. Substitute staff sent to teach the Spanish immersion classes, which include some children who only speak Spanish fluently, don’t have the necessary language skills, according to multiple parents.\u003c/p>\n\u003cp>“These conditions are unsafe, inequitable, and a violation of the state’s expectations for early education,” the parents wrote in their letter. “On-site staff have been transparent and honest about these challenges to us and are doing their best — and for this, we are grateful, we applaud them — but this clearly needs immediate support from the district.”\u003c/p>\n\u003cp>Lucia Gonzalezz Ippolito’s daughter, who started TK last week, had been in a Spanish Immersion preschool for the last two years. She said that the program was great, and her daughter could have continued there for one more year before enrolling in kindergarten, but she felt pressure to put her in TK at SFUSD so she would have a better chance of getting one of the district’s competitive Spanish immersion spots.\u003c/p>\n\u003cp>“If I want her in a Spanish immersion program, I have to stay in MEC,” Gonzalez Ippolito said. “If you go to a regular TK or if you stay in preschool, then you’ll probably be like number 50 on the wait list.”\u003c/p>\n\u003cp>Since she took the helm as superintendent last year, Maria Su has said that one of her goals is to expand the district’s TK offerings, first \u003ca href=\"https://www.kqed.org/news/12052609/as-transitional-kindergarten-opens-to-all-4-year-olds-sf-parents-compete-for-seats\">adding 16 classrooms this year\u003c/a>, and looking at potential locations for more early education programs in the future to meet enrollment demands. This fall, an influx of applications to the grade level, which California now guarantees access to for all students, \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">boosted the district’s struggling enrollment\u003c/a>.\u003c/p>\n\u003cp>But, “if you’re going to focus and make this an early education hub and have multiple classes of TKs there, you need to give it the attention that it deserves,” Mayfield said.\u003c/p>\n\u003cp>After the parents’ letter, a follow-up message on Friday morning, and more individual emails asking district leaders for information throughout the week, Mayfield said parents finally got a response from SFUSD’s assistant superintendent of early education late Friday morning.\u003c/p>\n\u003cp>“We are working closely with HR to address the staffing needs at MEC, and by end of day Monday, we will be able to share additional updates regarding staffing plans and next steps,” Christie Herrera wrote in the message shared with KQED.\u003c/p>\n\u003cp>While parents wait to see what those updates will be, Mayfield said it feels like too little, too late.\u003c/p>\n\u003cp>“If this is the way that the district acts and carries itself and works with parents, then I understand why parents don’t trust the district,” he told KQED. “I understand why the district has the reputation that they do for being very mismanaged and chaotic and disorganized and probably wasteful. It just feels like the district is there to try to protect the district, and nobody’s thinking about the kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "que-es-kinder-de-transicion-tk-california",
"title": "¿Qué es el kínder de transición o \"TK\" en las escuelas de California?",
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"headTitle": "¿Qué es el kínder de transición o “TK” en las escuelas de California? | KQED",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">\u003cem>Read in English\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Este año, todos los niños de 4 años de edad en California pueden entrar a la escuela, ya que el estado requiere que cada distrito escolar ofrezcan lo que se conoce en inglés como “transitional kindergarten” o “TK”. En español, este programa educativo también se conoce como “kínder de transición” o “jardín de infancia transicional”.\u003c/p>\n\u003cp>Según \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-transitional-kindergarten-awareness-research-stanford\">una encuesta realizada por el Centro sobre la primera infancia de la universidad de Stanford\u003c/a>, son pocos los padres que conocen lo que es el kínder de transición y saben que puede ser una opción para su familia.\u003c/p>\n\u003cp>A continuación, respondemos algunas preguntas frecuentes sobre este nuevo grado en \u003ca href=\"https://www.kqed.org/news/11989465/california-teacher-shortage-hinders-transitional-kindergarten-and-bilingual-education-goals\">el sistema de escuelas públicas de California\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué es el kínder de transición?\u003c/strong>\u003c/h2>\n\u003cp>El kínder de transición \u003ca href=\"https://www.kqed.org/forum/2010101906814/can-californias-universal-transitional-kindergarten-plan-make-the-grade\">forma parte del ambicioso plan de California\u003c/a> para crear el programa de educación infantil gratuita más grande del país. Según funcionarios del estado, el TK es la primera parte de un programa de kínder que dura dos años para preparar a los niños para las exigencias de la escuela primaria.\u003c/p>\n\u003cp>Todo esto comenzó en 2012, cuando algunos distritos escolares formaron el TK para atender a niños que no aún no tenían la edad mínima para entrar al kínder regular.\u003c/p>\n\u003cfigure id=\"attachment_12052581\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">La maestra Erika Vargas supervisa a los alumnos durante el recreo en una clase de transición bilingüe de preescolar en la escuela primaria Global Family Elementary School de Oakland, el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>En 2021, comenzaron a aceptar a más niños de 4 años ampliando cada año los límites de edad. A partir de este año escolar, todos los distritos escolares deben ofrecer acceso universal al TK. También deben limitar el tamaño de las aulas a un adulto por cada diez alumnos.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si mi hijo cumple los requisitos para acceder al TK?\u003c/strong>\u003c/h2>\n\u003cp>Pueden inscribirse los alumnos que cumplan 4 años antes del 1 de septiembre del año escolar.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003ch2>\u003cstrong>¿Qué aprenden los niños en el TK?\u003c/strong>\u003c/h2>\n\u003cp>El TK es un programa basado en el aprendizaje a través del juego, en el que los niños aprenden jugando e interactuando entre ellos. Se espera que las escuelas se ajusten al marco estatal, el \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">Preschool/Transitional Kindergarten Learning Foundations\u003c/a> (Fundamentos del aprendizaje en preescolar y kínder de transición), a la hora de establecer el plan de estudios del TK.\u003c/p>\n\u003cp>El documento establece los conocimientos y habilidades que los niños de 3 a 5 años de edad pueden adquirir, como concentrar su attention y colaborar con los demás, si se les brinda los beneficios de una educación temprana de alta calidad.[aside label='Más en español' tag='kqed-en-espanol']Erika Vargas, maestra de kínder de transición en la escuela primaria Global Family de Oakland, afirma que un año en TK ofrece a los niños un “periodo de gracia” para aprender las rutinas y expectativas de la escuela y desarrollar las habilidades necesarias para el kínder.\u003c/p>\n\u003cp>“Nuestro objetivo es exponerlos a la literatura, desarrollar ese amor por los libros, la lectura, la escritura y el dibujo”, explica. “En el ámbito social, queremos que aprendan a hacer amigos y a resolver conflictos”.\u003c/p>\n\u003cp>Los niños también comienzan con habilidades básicas, tales como aprender el alfabeto y los números, pero el enfoque se centra más en el desarrollo socioemocional, según Tanya Harris, directora de educación primaria del distrito escolar unificado de Alameda.\u003c/p>\n\u003ch2>\u003cstrong>¿En qué se diferencia TK de otros tipos de preescolar?\u003c/strong>\u003c/h2>\n\u003cp>TK es la única opción escolar gratuita para todos los niños de 4 años en California. Otros dos programas preescolares financiados con fondos públicos, \u003ca href=\"https://headstart.gov/es\">Head Start\u003c/a> y el \u003ca href=\"https://www.ccrcca.org/es/headstart/programs/california-state-preschool-program-ages-3-5/\">Programa preescolar del estado de California\u003c/a> (CSPP por sus siglas en inglés), dan prioridad a los alumnos en función de determinados criterios, como los ingresos y la situación familiar.\u003c/p>\n\u003cp>Los centros preescolares privados son empresas o organizaciones sin ánimo de lucro que deben cumplir con la normativa local en materia de salud, seguridad y zonificación. Ellos establecen su propio plan de estudios.\u003c/p>\n\u003ch2>\u003cstrong>¿Por qué California quiere ofrecer el TK a todos los niños?\u003c/strong>\u003c/h2>\n\u003cp>El gobernador Gavin Newsom sostiene que el objetivo de hacer universal el TK es que “todos los niños de 4 años de California puedan, a partir de ahora, comenzar su trayectoria escolar por el buen camino, preparándolos para el éxito en el futuro”.\u003c/p>\n\u003cfigure id=\"attachment_12052583\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gina Viggiano enseña a sus alumnos de kínder de transicion en la escuela Holbrook Language Academy en Concord, el 20 de mayo, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Los expertos también afirman que el TK permite a los alumnos incorporarse antes al sistema educativo K-12, de modo que pueden acostumbrarse a la escuela y sentirse cómodos en el aula, mientras que los padres se benefician de un año adicional de cuidado y educación gratuita para sus hijos.\u003c/p>\n\u003ch2>\u003cstrong>¿Mi hijo tiene que asistir al TK?\u003c/strong>\u003c/h2>\n\u003cp>No. El TK y el kínder son opcionales en California. Los niños no están obligados a matricularse en la escuela hasta el primer grado (en inglés conocido como “first grade”).\u003c/p>\n\u003ch2>\u003cstrong>¿Cuándo debo empezar a buscar opciones de kínder de transición para mi hijo?\u003c/strong>\u003c/h2>\n\u003cp>Muchos distritos escolares comienzan la inscripción en enero para el otoño y pueden dar prioridad a la asignación de plazas en la escuela a quienes se inscriban antes. Además, las escuelas suelen organizar visitas y sesiones informativas en primavera.\u003c/p>\n\u003cp>Pero no espere que su distrito escolar local se ponga en contacto con usted para recordarle que inscriba a su hijo. Muchos padres nos han dicho que se enteran del TK a través de otros padres y que ellos mismos buscan opciones y plazos.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si espero hasta el último momento para inscribir a mi hijo al TK?\u003c/strong>\u003c/h2>\n\u003cp>Los niños pueden inscribirse en la escuela en cualquier momento, pero eso puede limitar sus opciones en cuanto a la escuela o el programa en el que puede inscribirse su hijo. Algunas escuelas pueden llenarse, lo que significa que tendrá que buscar otras opciones.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si el kínder de transición es la mejor opción para mi hija o hijo?\u003c/strong>\u003c/h2>\n\u003cp>Dado que el TK puede no cubrir todas las horas de cuidado infantil que los padres necesitan para adaptarse a su horario de trabajo, las familias deben considerar si pueden cumplir con este compromiso y si su hijo puede adaptarse a ir a un servicio de cuidado después de la escuela (o “after school program”).\u003c/p>\n\u003cfigure id=\"attachment_12052584\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Pilar Zermeño, una educadora multilingüe de primera infancia, se sienta con alumnos de kínder de transición durante la merienda en la Escuela comunitaria internacional de Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Algunas familias prefieren mantener a sus hijos en un programa que les proporcione cuidado durante todo el día, según Kym Johnson, directora ejecutiva de Bananas, una agencia que orienta a los padres sobre las opciones de cuidado infantil en el condado de Alameda.\u003c/p>\n\u003cp>Por otro lado, algunos padres quieren que sus hijos entren en un entorno escolar. “Los niños de cuatro años se encuentran en diferentes etapas y niveles de independencia”, afirma Johnson. “Creemos que las familias saben lo que es mejor para sus hijos”.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo buscar en un programa de TK?\u003c/strong>\u003c/h2>\n\u003cp>Un aula TK de alta calidad debe tener un amplio espacio para actividades basadas en el juego, según Hanna Melnick, asesora sénior de políticas del Learning Policy Institute con sede en Palo Alto.\u003c/p>\n\u003cp>“Se debe ver en el aula actividades de alfabetización, matemáticas y ciencias que estén cuidadosamente planificadas”, dijo Melnick. “Y se quiere estar seguro de que el plan de estudios y las evaluaciones tengan en cuenta las necesidades del niño en su totalidad: sus necesidades socioemocionales, su desarrollo físico y lo que se considera un desarrollo académico más tradicional en matemáticas y lectura”.\u003c/p>\n\u003cp>Dale Farran, investigador en educación infantil y profesor emérito de la universidad de Vanderbilt, afirma que los padres deben buscar oportunidades de aprendizaje en el aula que vayan más allá de la enseñanza básica.\u003c/p>\n\u003cp>“Necesitan estar activos, necesitan explorar, necesitan interactuar entre ellos y con el profesor, y necesitan un entorno que facilite todo eso”, afirma Farran.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo preguntar a la escuela sobre su programa de TK?\u003c/strong>\u003c/h2>\n\u003cul>\n\u003cli>¿Qué tipo de actividades al aire libre realizan los niños y qué ofrecen esos espacios?\u003c/li>\n\u003cli>¿Cómo se incorpora el juego en el plan de estudios?\\\u003c/li>\n\u003cli>¿Hay baños junto al aula?\u003c/li>\n\u003cli>Si no es así, ¿hay un baño dentro del aula? ¿Dónde están los baños más cercanos y cómo llegan los niños hasta ellos?\u003c/li>\n\u003cli>¿Dónde comerán el almuerzo y la merienda? ¿Será en el aula o en la cafetería?\u003c/li>\n\u003cli>¿Hay algún programa adicional especial para los alumnos de TK, por ejemplo, inmersión dual?\u003c/li>\n\u003cli>¿Qué tipo de servicio de guardería hay después del horario escolar?\u003c/li>\n\u003cli>¿Puedo visitar el aula?\u003c/li>\n\u003cli>¿Puedo hablar con el director y los profesores?\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cstrong>¿Cuáles son los retos más comunes a los que se enfrentan los padres?\u003c/strong>\u003c/h2>\n\u003cp>Para muchos padres, el mayor reto es llevar y recoger a sus hijos, dependiendo de sus horarios de trabajo. Otro gran reto es encontrar servicios de cuidado antes y después de la escuela, ya que los horarios del TK varían en duración, desde tres hasta cinco horas al día.\u003c/p>\n\u003cp>El estado ha proporcionado fondos a las escuelas para que añadan servicios de cuidado después de la escuela y clases de enriquecimiento en arte, STEM (ciencia, tecnología, ingeniería y matemáticas) o deportes, pero la disponibilidad varía de una escuela a otra. Algunos programas cobran cuotas, mientras que otros son gratuitos.\u003c/p>\n\u003ch2>\u003cstrong>¿Hay algo más que deba considerar?\u003c/strong>\u003c/h2>\n\u003cp>La siesta y el aprender a ir al baño. Algunos niños de 4 años todavía duermen la siesta por la tarde, lo cual no forma parte de la mayoría de los programas del TK. Si eso es un problema, tal vez puede cambiar la rutina de su hija o hijo para que la siesta ocurra después de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_12052585\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052585\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Alumnos de preescolar juegan al aire libre durante el recreo en la Escuela Comunitaria Internacional de Oakland el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Otra cuestión que preocupa a algunos padres es si sus hijos están preparados para ir al baño solos. Marji D. Calbeck, directora de apoyo a la educación primaria del distrito escolar unificado de Mount Diablo, recomienda a los padres que hablen con los profesores al comienzo del curso escolar sobre cualquier preocupación que tengan e incluso que preparen a sus hijos ropa de repuesto por si tienen algún accidente. Los accidentes al ir al baño ocurren en la escuela, afirma, y señala que es algo para lo que los educadores deben estar preparados.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si mi hijo no está listo para el TK? ¿Qué otras opciones tengo?\u003c/strong>\u003c/h2>\n\u003cp>California ofrece varios programas de educación infantil financiados con fondos públicos para ayudar a satisfacer las diversas necesidades de cuidado infantil de las familias.\u003c/p>\n\u003cp>En el marco de la iniciativa estatal \u003ca href=\"https://cauniversalprek.org/\">Universal Pre-Kindergarten\u003c/a> (o UPK pos sus siglas en inglés), las familias que cumplen los requisitos de ingresos pueden inscribirse en los programas federales Head Start, el Programa preescolar del estado de California o programas de aprendizaje temprano subvencionados, como el “cuidado infantil familiar” en el hogar o los centros preescolares privados.\u003c/p>\n\u003cp>El Programa preescolar del estado de California ofrece opciones de medio día y día completo para niños de 2 a 4 años. \u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2306.asp\">Haga clic aquí\u003c/a> para averiguar si cumple los requisitos de ingresos para inscribir a su hijo en este servicio.\u003c/p>\n\u003ch2>\u003cstrong>¿Dónde puedo encontrar más información?\u003c/strong>\u003c/h2>\n\u003cp>El estado ha creado un \u003ca href=\"https://cauniversalprek.org/families/\">sitio web con información sobre UPK\u003c/a>. Para encontrar un programa en su área, comience por su distrito escolar local. También puede explorar foros o grupos de padres en las redes sociales.\u003c/p>\n\u003cp>Los padres también pueden buscar servicios de cuidado infantil que se adapten a sus necesidades específicas a través de \u003ca href=\"http://mychildcareplan.org/\">MyChildCarePlan.org\u003c/a>, una herramienta de búsqueda respaldada por la red de agencias de recursos y referencias de California.\u003c/p>\n\u003cp>Si tiene alguna pregunta que no hayamos incluido, no dude en ponerse en contacto con nosotros, \u003ca href=\"http://daisynguyen@kqed.org\">Daisy Nguyen\u003c/a> o \u003ca href=\"http://eyu@laist.com\">Elly Yu\u003c/a>, y haremos todo lo posible por encontrar una respuesta.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y esa traducción fue editada por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">\u003cem>Read in English\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Este año, todos los niños de 4 años de edad en California pueden entrar a la escuela, ya que el estado requiere que cada distrito escolar ofrezcan lo que se conoce en inglés como “transitional kindergarten” o “TK”. En español, este programa educativo también se conoce como “kínder de transición” o “jardín de infancia transicional”.\u003c/p>\n\u003cp>Según \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-transitional-kindergarten-awareness-research-stanford\">una encuesta realizada por el Centro sobre la primera infancia de la universidad de Stanford\u003c/a>, son pocos los padres que conocen lo que es el kínder de transición y saben que puede ser una opción para su familia.\u003c/p>\n\u003cp>A continuación, respondemos algunas preguntas frecuentes sobre este nuevo grado en \u003ca href=\"https://www.kqed.org/news/11989465/california-teacher-shortage-hinders-transitional-kindergarten-and-bilingual-education-goals\">el sistema de escuelas públicas de California\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué es el kínder de transición?\u003c/strong>\u003c/h2>\n\u003cp>El kínder de transición \u003ca href=\"https://www.kqed.org/forum/2010101906814/can-californias-universal-transitional-kindergarten-plan-make-the-grade\">forma parte del ambicioso plan de California\u003c/a> para crear el programa de educación infantil gratuita más grande del país. Según funcionarios del estado, el TK es la primera parte de un programa de kínder que dura dos años para preparar a los niños para las exigencias de la escuela primaria.\u003c/p>\n\u003cp>Todo esto comenzó en 2012, cuando algunos distritos escolares formaron el TK para atender a niños que no aún no tenían la edad mínima para entrar al kínder regular.\u003c/p>\n\u003cfigure id=\"attachment_12052581\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">La maestra Erika Vargas supervisa a los alumnos durante el recreo en una clase de transición bilingüe de preescolar en la escuela primaria Global Family Elementary School de Oakland, el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>En 2021, comenzaron a aceptar a más niños de 4 años ampliando cada año los límites de edad. A partir de este año escolar, todos los distritos escolares deben ofrecer acceso universal al TK. También deben limitar el tamaño de las aulas a un adulto por cada diez alumnos.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si mi hijo cumple los requisitos para acceder al TK?\u003c/strong>\u003c/h2>\n\u003cp>Pueden inscribirse los alumnos que cumplan 4 años antes del 1 de septiembre del año escolar.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>¿Qué aprenden los niños en el TK?\u003c/strong>\u003c/h2>\n\u003cp>El TK es un programa basado en el aprendizaje a través del juego, en el que los niños aprenden jugando e interactuando entre ellos. Se espera que las escuelas se ajusten al marco estatal, el \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">Preschool/Transitional Kindergarten Learning Foundations\u003c/a> (Fundamentos del aprendizaje en preescolar y kínder de transición), a la hora de establecer el plan de estudios del TK.\u003c/p>\n\u003cp>El documento establece los conocimientos y habilidades que los niños de 3 a 5 años de edad pueden adquirir, como concentrar su attention y colaborar con los demás, si se les brinda los beneficios de una educación temprana de alta calidad.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Erika Vargas, maestra de kínder de transición en la escuela primaria Global Family de Oakland, afirma que un año en TK ofrece a los niños un “periodo de gracia” para aprender las rutinas y expectativas de la escuela y desarrollar las habilidades necesarias para el kínder.\u003c/p>\n\u003cp>“Nuestro objetivo es exponerlos a la literatura, desarrollar ese amor por los libros, la lectura, la escritura y el dibujo”, explica. “En el ámbito social, queremos que aprendan a hacer amigos y a resolver conflictos”.\u003c/p>\n\u003cp>Los niños también comienzan con habilidades básicas, tales como aprender el alfabeto y los números, pero el enfoque se centra más en el desarrollo socioemocional, según Tanya Harris, directora de educación primaria del distrito escolar unificado de Alameda.\u003c/p>\n\u003ch2>\u003cstrong>¿En qué se diferencia TK de otros tipos de preescolar?\u003c/strong>\u003c/h2>\n\u003cp>TK es la única opción escolar gratuita para todos los niños de 4 años en California. Otros dos programas preescolares financiados con fondos públicos, \u003ca href=\"https://headstart.gov/es\">Head Start\u003c/a> y el \u003ca href=\"https://www.ccrcca.org/es/headstart/programs/california-state-preschool-program-ages-3-5/\">Programa preescolar del estado de California\u003c/a> (CSPP por sus siglas en inglés), dan prioridad a los alumnos en función de determinados criterios, como los ingresos y la situación familiar.\u003c/p>\n\u003cp>Los centros preescolares privados son empresas o organizaciones sin ánimo de lucro que deben cumplir con la normativa local en materia de salud, seguridad y zonificación. Ellos establecen su propio plan de estudios.\u003c/p>\n\u003ch2>\u003cstrong>¿Por qué California quiere ofrecer el TK a todos los niños?\u003c/strong>\u003c/h2>\n\u003cp>El gobernador Gavin Newsom sostiene que el objetivo de hacer universal el TK es que “todos los niños de 4 años de California puedan, a partir de ahora, comenzar su trayectoria escolar por el buen camino, preparándolos para el éxito en el futuro”.\u003c/p>\n\u003cfigure id=\"attachment_12052583\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gina Viggiano enseña a sus alumnos de kínder de transicion en la escuela Holbrook Language Academy en Concord, el 20 de mayo, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Los expertos también afirman que el TK permite a los alumnos incorporarse antes al sistema educativo K-12, de modo que pueden acostumbrarse a la escuela y sentirse cómodos en el aula, mientras que los padres se benefician de un año adicional de cuidado y educación gratuita para sus hijos.\u003c/p>\n\u003ch2>\u003cstrong>¿Mi hijo tiene que asistir al TK?\u003c/strong>\u003c/h2>\n\u003cp>No. El TK y el kínder son opcionales en California. Los niños no están obligados a matricularse en la escuela hasta el primer grado (en inglés conocido como “first grade”).\u003c/p>\n\u003ch2>\u003cstrong>¿Cuándo debo empezar a buscar opciones de kínder de transición para mi hijo?\u003c/strong>\u003c/h2>\n\u003cp>Muchos distritos escolares comienzan la inscripción en enero para el otoño y pueden dar prioridad a la asignación de plazas en la escuela a quienes se inscriban antes. Además, las escuelas suelen organizar visitas y sesiones informativas en primavera.\u003c/p>\n\u003cp>Pero no espere que su distrito escolar local se ponga en contacto con usted para recordarle que inscriba a su hijo. Muchos padres nos han dicho que se enteran del TK a través de otros padres y que ellos mismos buscan opciones y plazos.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si espero hasta el último momento para inscribir a mi hijo al TK?\u003c/strong>\u003c/h2>\n\u003cp>Los niños pueden inscribirse en la escuela en cualquier momento, pero eso puede limitar sus opciones en cuanto a la escuela o el programa en el que puede inscribirse su hijo. Algunas escuelas pueden llenarse, lo que significa que tendrá que buscar otras opciones.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si el kínder de transición es la mejor opción para mi hija o hijo?\u003c/strong>\u003c/h2>\n\u003cp>Dado que el TK puede no cubrir todas las horas de cuidado infantil que los padres necesitan para adaptarse a su horario de trabajo, las familias deben considerar si pueden cumplir con este compromiso y si su hijo puede adaptarse a ir a un servicio de cuidado después de la escuela (o “after school program”).\u003c/p>\n\u003cfigure id=\"attachment_12052584\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Pilar Zermeño, una educadora multilingüe de primera infancia, se sienta con alumnos de kínder de transición durante la merienda en la Escuela comunitaria internacional de Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Algunas familias prefieren mantener a sus hijos en un programa que les proporcione cuidado durante todo el día, según Kym Johnson, directora ejecutiva de Bananas, una agencia que orienta a los padres sobre las opciones de cuidado infantil en el condado de Alameda.\u003c/p>\n\u003cp>Por otro lado, algunos padres quieren que sus hijos entren en un entorno escolar. “Los niños de cuatro años se encuentran en diferentes etapas y niveles de independencia”, afirma Johnson. “Creemos que las familias saben lo que es mejor para sus hijos”.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo buscar en un programa de TK?\u003c/strong>\u003c/h2>\n\u003cp>Un aula TK de alta calidad debe tener un amplio espacio para actividades basadas en el juego, según Hanna Melnick, asesora sénior de políticas del Learning Policy Institute con sede en Palo Alto.\u003c/p>\n\u003cp>“Se debe ver en el aula actividades de alfabetización, matemáticas y ciencias que estén cuidadosamente planificadas”, dijo Melnick. “Y se quiere estar seguro de que el plan de estudios y las evaluaciones tengan en cuenta las necesidades del niño en su totalidad: sus necesidades socioemocionales, su desarrollo físico y lo que se considera un desarrollo académico más tradicional en matemáticas y lectura”.\u003c/p>\n\u003cp>Dale Farran, investigador en educación infantil y profesor emérito de la universidad de Vanderbilt, afirma que los padres deben buscar oportunidades de aprendizaje en el aula que vayan más allá de la enseñanza básica.\u003c/p>\n\u003cp>“Necesitan estar activos, necesitan explorar, necesitan interactuar entre ellos y con el profesor, y necesitan un entorno que facilite todo eso”, afirma Farran.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo preguntar a la escuela sobre su programa de TK?\u003c/strong>\u003c/h2>\n\u003cul>\n\u003cli>¿Qué tipo de actividades al aire libre realizan los niños y qué ofrecen esos espacios?\u003c/li>\n\u003cli>¿Cómo se incorpora el juego en el plan de estudios?\\\u003c/li>\n\u003cli>¿Hay baños junto al aula?\u003c/li>\n\u003cli>Si no es así, ¿hay un baño dentro del aula? ¿Dónde están los baños más cercanos y cómo llegan los niños hasta ellos?\u003c/li>\n\u003cli>¿Dónde comerán el almuerzo y la merienda? ¿Será en el aula o en la cafetería?\u003c/li>\n\u003cli>¿Hay algún programa adicional especial para los alumnos de TK, por ejemplo, inmersión dual?\u003c/li>\n\u003cli>¿Qué tipo de servicio de guardería hay después del horario escolar?\u003c/li>\n\u003cli>¿Puedo visitar el aula?\u003c/li>\n\u003cli>¿Puedo hablar con el director y los profesores?\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cstrong>¿Cuáles son los retos más comunes a los que se enfrentan los padres?\u003c/strong>\u003c/h2>\n\u003cp>Para muchos padres, el mayor reto es llevar y recoger a sus hijos, dependiendo de sus horarios de trabajo. Otro gran reto es encontrar servicios de cuidado antes y después de la escuela, ya que los horarios del TK varían en duración, desde tres hasta cinco horas al día.\u003c/p>\n\u003cp>El estado ha proporcionado fondos a las escuelas para que añadan servicios de cuidado después de la escuela y clases de enriquecimiento en arte, STEM (ciencia, tecnología, ingeniería y matemáticas) o deportes, pero la disponibilidad varía de una escuela a otra. Algunos programas cobran cuotas, mientras que otros son gratuitos.\u003c/p>\n\u003ch2>\u003cstrong>¿Hay algo más que deba considerar?\u003c/strong>\u003c/h2>\n\u003cp>La siesta y el aprender a ir al baño. Algunos niños de 4 años todavía duermen la siesta por la tarde, lo cual no forma parte de la mayoría de los programas del TK. Si eso es un problema, tal vez puede cambiar la rutina de su hija o hijo para que la siesta ocurra después de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_12052585\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052585\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Alumnos de preescolar juegan al aire libre durante el recreo en la Escuela Comunitaria Internacional de Oakland el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Otra cuestión que preocupa a algunos padres es si sus hijos están preparados para ir al baño solos. Marji D. Calbeck, directora de apoyo a la educación primaria del distrito escolar unificado de Mount Diablo, recomienda a los padres que hablen con los profesores al comienzo del curso escolar sobre cualquier preocupación que tengan e incluso que preparen a sus hijos ropa de repuesto por si tienen algún accidente. Los accidentes al ir al baño ocurren en la escuela, afirma, y señala que es algo para lo que los educadores deben estar preparados.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si mi hijo no está listo para el TK? ¿Qué otras opciones tengo?\u003c/strong>\u003c/h2>\n\u003cp>California ofrece varios programas de educación infantil financiados con fondos públicos para ayudar a satisfacer las diversas necesidades de cuidado infantil de las familias.\u003c/p>\n\u003cp>En el marco de la iniciativa estatal \u003ca href=\"https://cauniversalprek.org/\">Universal Pre-Kindergarten\u003c/a> (o UPK pos sus siglas en inglés), las familias que cumplen los requisitos de ingresos pueden inscribirse en los programas federales Head Start, el Programa preescolar del estado de California o programas de aprendizaje temprano subvencionados, como el “cuidado infantil familiar” en el hogar o los centros preescolares privados.\u003c/p>\n\u003cp>El Programa preescolar del estado de California ofrece opciones de medio día y día completo para niños de 2 a 4 años. \u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2306.asp\">Haga clic aquí\u003c/a> para averiguar si cumple los requisitos de ingresos para inscribir a su hijo en este servicio.\u003c/p>\n\u003ch2>\u003cstrong>¿Dónde puedo encontrar más información?\u003c/strong>\u003c/h2>\n\u003cp>El estado ha creado un \u003ca href=\"https://cauniversalprek.org/families/\">sitio web con información sobre UPK\u003c/a>. Para encontrar un programa en su área, comience por su distrito escolar local. También puede explorar foros o grupos de padres en las redes sociales.\u003c/p>\n\u003cp>Los padres también pueden buscar servicios de cuidado infantil que se adapten a sus necesidades específicas a través de \u003ca href=\"http://mychildcareplan.org/\">MyChildCarePlan.org\u003c/a>, una herramienta de búsqueda respaldada por la red de agencias de recursos y referencias de California.\u003c/p>\n\u003cp>Si tiene alguna pregunta que no hayamos incluido, no dude en ponerse en contacto con nosotros, \u003ca href=\"http://daisynguyen@kqed.org\">Daisy Nguyen\u003c/a> o \u003ca href=\"http://eyu@laist.com\">Elly Yu\u003c/a>, y haremos todo lo posible por encontrar una respuesta.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y esa traducción fue editada por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The \u003ca href=\"https://www.kqed.org/news/12052399/a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems\">first day of school was in full swing\u003c/a> in San Francisco on Monday morning — packed buses squeezed down neighborhood streets, parents walked hand in hand with kids loaded down by new backpacks, and music and excited chatter poured out of the schoolyard at Sanchez Elementary in the Mission District.\u003c/p>\n\u003cp>Fourth-grader Leilani stood by the school’s front door, eager to begin all of the learning in store in math class this year, while third-graders Miles and Miguel reunited on the play yard, their moms hoping they’d run out the first-day jitters before the morning bell rang.\u003c/p>\n\u003cp>“Get it all out before class,” they yelled to the boys as they sped across the turf-covered blacktop.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These kids have all been in the same cohort together going all the way through, so they’re really excited to be back with their friends,” said Miles’ mom, Lindsey Husband. “We have a really strong community here, and our principal really holds things together. Everyone that works at Sanchez is just so great. We’re lucky to be a part of it.”\u003c/p>\n\u003cp>From the familiar greetings that teachers and Principal Ann Marin — joined by Superintendent Maria Su and Mayor Daniel Lurie — gave nearly 300 transitional kindergarten through fifth grade students streaming onto the well-loved campus, it didn’t look like much had changed within the \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> since this time last year.\u003c/p>\n\u003cfigure id=\"attachment_12052661\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052661\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s how Su seems to want it. On the heels of \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">major budget concerns\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership changes\u003c/a>, and as a new set of unpredictable challenges from the federal government loomed, she assured students and parents that their school would be safe and stable this year.\u003c/p>\n\u003cp>“Over the last several months, your principal, your teachers, your social worker, your counselor have all been working to make sure that we start the school year great,” she told the families gathered for a morning meeting just after 8 a.m. “We come together to make sure that we continue on the wonderful thing that we already started last year.”[aside postID=news_12052399 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/241023-SFUSDSuperintendent-12-BL_qed-1.jpg']While the energy was high, SFUSD is emerging from a challenging few years since the COVID-19 pandemic. Funding shortfalls, declining enrollment, and strife between educators and leadership have plagued the district.\u003c/p>\n\u003cp>Last fall, then-Superintendent Matt Wayne resigned after a poorly executed attempt to close schools, and in the spring, the district cut 400 staff positions to balance a $114 million budget deficit.\u003c/p>\n\u003cp>After related \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">employee buyouts\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">layoffs\u003c/a>, there won’t be quite as many adults on campuses this fall, but Su told reporters that there will be more permanent classroom teachers on Monday than there have been on the first day in recent years.\u003c/p>\n\u003cp>Nearly 95% of district classrooms have a permanent, certificated teacher, leaving just about 50 with substitutes. Last year, nearly 100 classrooms were without permanent educators, and in 2023, it was more than 140.\u003c/p>\n\u003cp>Su also said kinks in the district’s \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">new payroll system\u003c/a> were under control after more than 100 educators reported struggles to get proper payment since it launched last month.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052663\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for threats from outside the district, including growing fears among the large immigrant community in SFUSD that federal enforcement officers could target schools, Su said she is collaborating with city and state leaders to protect campuses.\u003c/p>\n\u003cp>“SFUSD is a sanctuary district that is within a sanctuary city, that is within a sanctuary state,” she said. “We also have policies and procedures in place that will protect our students once they are inside our school building. [We will] continue to work with all of our community partners, like our Rapid Response Network, like the city-funded S.F. legal services community.”\u003c/p>\n\u003cp>Lurie told those gathered at Sanchez Elementary that his top priority for city schools was keeping students and their parents safe.\u003c/p>\n\u003cp>“We as your city leaders have your back,” he said. “We’re going to look out for you; we’re going to protect you and keep you safe. Focus on your reading and your math and your writing, and get stronger and better each and every day.”\u003c/p>\n\u003cfigure id=\"attachment_12052660\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052660\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All focus was on families and encouraging them to buy into their school communities this year.\u003c/p>\n\u003cp>The district launched a new campaign, “Be Here,” to decrease absenteeism on campuses, is expanding transitional kindergarten classes, and is eyeing an expansion of its Mandarin immersion program in the next two years.\u003c/p>\n\u003cp>In addition to building up some families’ tenuous relationships with the district after a rocky few years, the efforts could also help shore up much-needed funding.\u003c/p>\n\u003cp>Despite last year’s budget cuts, SFUSD still has a tough financial road ahead due to\u003ca href=\"https://www.kqed.org/news/12027218/how-trumps-drastic-k-12-plans-will-and-wont-change-california-schools\"> federal threats\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11989857/how-will-californias-budget-deficit-impact-schools\">state budget constraints\u003c/a> and a new\u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\"> campaign to open a charter school\u003c/a> in the city, which could siphon more money away.\u003c/p>\n\u003cp>“The right thing to do [is] when we center our students in all the decisions that we make,” Su said. “And that is what I commit to continuing to do.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.kqed.org/news/12052399/a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems\">first day of school was in full swing\u003c/a> in San Francisco on Monday morning — packed buses squeezed down neighborhood streets, parents walked hand in hand with kids loaded down by new backpacks, and music and excited chatter poured out of the schoolyard at Sanchez Elementary in the Mission District.\u003c/p>\n\u003cp>Fourth-grader Leilani stood by the school’s front door, eager to begin all of the learning in store in math class this year, while third-graders Miles and Miguel reunited on the play yard, their moms hoping they’d run out the first-day jitters before the morning bell rang.\u003c/p>\n\u003cp>“Get it all out before class,” they yelled to the boys as they sped across the turf-covered blacktop.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These kids have all been in the same cohort together going all the way through, so they’re really excited to be back with their friends,” said Miles’ mom, Lindsey Husband. “We have a really strong community here, and our principal really holds things together. Everyone that works at Sanchez is just so great. We’re lucky to be a part of it.”\u003c/p>\n\u003cp>From the familiar greetings that teachers and Principal Ann Marin — joined by Superintendent Maria Su and Mayor Daniel Lurie — gave nearly 300 transitional kindergarten through fifth grade students streaming onto the well-loved campus, it didn’t look like much had changed within the \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> since this time last year.\u003c/p>\n\u003cfigure id=\"attachment_12052661\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052661\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s how Su seems to want it. On the heels of \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">major budget concerns\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership changes\u003c/a>, and as a new set of unpredictable challenges from the federal government loomed, she assured students and parents that their school would be safe and stable this year.\u003c/p>\n\u003cp>“Over the last several months, your principal, your teachers, your social worker, your counselor have all been working to make sure that we start the school year great,” she told the families gathered for a morning meeting just after 8 a.m. “We come together to make sure that we continue on the wonderful thing that we already started last year.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>While the energy was high, SFUSD is emerging from a challenging few years since the COVID-19 pandemic. Funding shortfalls, declining enrollment, and strife between educators and leadership have plagued the district.\u003c/p>\n\u003cp>Last fall, then-Superintendent Matt Wayne resigned after a poorly executed attempt to close schools, and in the spring, the district cut 400 staff positions to balance a $114 million budget deficit.\u003c/p>\n\u003cp>After related \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">employee buyouts\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">layoffs\u003c/a>, there won’t be quite as many adults on campuses this fall, but Su told reporters that there will be more permanent classroom teachers on Monday than there have been on the first day in recent years.\u003c/p>\n\u003cp>Nearly 95% of district classrooms have a permanent, certificated teacher, leaving just about 50 with substitutes. Last year, nearly 100 classrooms were without permanent educators, and in 2023, it was more than 140.\u003c/p>\n\u003cp>Su also said kinks in the district’s \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">new payroll system\u003c/a> were under control after more than 100 educators reported struggles to get proper payment since it launched last month.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052663\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for threats from outside the district, including growing fears among the large immigrant community in SFUSD that federal enforcement officers could target schools, Su said she is collaborating with city and state leaders to protect campuses.\u003c/p>\n\u003cp>“SFUSD is a sanctuary district that is within a sanctuary city, that is within a sanctuary state,” she said. “We also have policies and procedures in place that will protect our students once they are inside our school building. [We will] continue to work with all of our community partners, like our Rapid Response Network, like the city-funded S.F. legal services community.”\u003c/p>\n\u003cp>Lurie told those gathered at Sanchez Elementary that his top priority for city schools was keeping students and their parents safe.\u003c/p>\n\u003cp>“We as your city leaders have your back,” he said. “We’re going to look out for you; we’re going to protect you and keep you safe. Focus on your reading and your math and your writing, and get stronger and better each and every day.”\u003c/p>\n\u003cfigure id=\"attachment_12052660\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052660\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All focus was on families and encouraging them to buy into their school communities this year.\u003c/p>\n\u003cp>The district launched a new campaign, “Be Here,” to decrease absenteeism on campuses, is expanding transitional kindergarten classes, and is eyeing an expansion of its Mandarin immersion program in the next two years.\u003c/p>\n\u003cp>In addition to building up some families’ tenuous relationships with the district after a rocky few years, the efforts could also help shore up much-needed funding.\u003c/p>\n\u003cp>Despite last year’s budget cuts, SFUSD still has a tough financial road ahead due to\u003ca href=\"https://www.kqed.org/news/12027218/how-trumps-drastic-k-12-plans-will-and-wont-change-california-schools\"> federal threats\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11989857/how-will-californias-budget-deficit-impact-schools\">state budget constraints\u003c/a> and a new\u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\"> campaign to open a charter school\u003c/a> in the city, which could siphon more money away.\u003c/p>\n\u003cp>“The right thing to do [is] when we center our students in all the decisions that we make,” Su said. “And that is what I commit to continuing to do.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "As Transitional Kindergarten Opens to All 4-Year-Olds, SF Parents Compete for Seats",
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"headTitle": "As Transitional Kindergarten Opens to All 4-Year-Olds, SF Parents Compete for Seats | KQED",
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"content": "\u003cp>When Atticus Floc heard that \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> was allowing universal access to transitional kindergarten starting this school year, he enrolled his son in the San Francisco Unified School District.\u003c/p>\n\u003cp>Under new rules, any child in California who turns 4 by Sept. 1 is guaranteed a seat in a TK classroom. With a late August birthday, Floc said his little boy, Ryden, just barely made the cutoff, but he was ready.\u003c/p>\n\u003cp>“TK would be great because it’s like a head start on everything. Me and my wife both felt this would be wonderful for our son to have,” Floc said, adding that Ryden would benefit most from socializing with kids his age.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the couple was dismayed to discover that the district’s complex student assignment system — known locally as “the lottery” — placed Ryden in a school across town instead of the one mere blocks from where they live in the Sunset District.\u003c/p>\n\u003cp>Now placed on long waitlists for several nearby schools, they’re wondering whether to keep Ryden home for another year under his grandparents’ care and miss out on TK.\u003c/p>\n\u003cp>“I don’t understand why it has to be like this. It’s so crazy,” he said.\u003c/p>\n\u003cfigure id=\"attachment_12052485\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052485\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victor and Karina Buendia, along with their son Fabian, 3, pick up their daughter Galilea, 5, after a transitional kindergarten class at Holbrook Language Academy in Concord on May 20, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The competition, especially for a seat in a language immersion school or a school in a wealthy neighborhood, points to strong demand for TK in San Francisco. This year, SFUSD is opening 16 new transitional kindergarten classrooms to accommodate the incoming class.\u003c/p>\n\u003cp>While it’s too early to provide final enrollment data for 2025–26, the district reported in March that it received \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">the largest number of applications in more than a decade\u003c/a>, and the biggest surge in applications was for TK.\u003c/p>\n\u003cp>While a recent\u003ca href=\"https://rapidsurveyproject.com/article/interest-in-using-transitional-kindergarten-is-linked-with-california-parents-awareness-of-the-program/\"> statewide survey found that fewer parents of young kids know about TK\u003c/a> than they did just a few years ago, experts say San Francisco parents are more aware of it because the city has been offering free or low-cost preschool for children since 2004. Four-year-olds in the city participate in preschool at a higher rate than their peers in other parts of the state.[aside postID=news_11989955 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-07-BL-KQED-1020x680.jpg']\u003cstrong>“\u003c/strong>With the price of rent shooting through the sky, working families need those options,” said Henry Wong, principal of Dr. William Cobb Elementary School in Lower Pacific Heights, which has one TK classroom this year.\u003c/p>\n\u003cp>“A TK program is really wonderful in the sense [that] we’re preparing our kids for school, they’re gaining that foundation of being in a classroom and being around other children, which is very useful,” he said.\u003c/p>\n\u003cp>The district said 61% of students who applied for TK will be assigned to their first-choice school. After the main round of school assignments, the district uses waitlists to manage school enrollment, leaving many parents holding out for better options.\u003c/p>\n\u003cp>Floc said the enrollment office told him Ryden stood a better chance of getting into his neighborhood school for kindergarten than for TK, where there was only enough room for 20 students this year.\u003c/p>\n\u003cp>The district said that \u003ca href=\"https://www.kqed.org/news/11989615/california-struggles-with-classroom-space-for-transitional-kindergarten\">due to strict state standards\u003c/a> for TK that require adequate space to play indoors and outdoors, and a bathroom nearby for 4-year-olds, some schools don’t have the necessary facilities. That’s why some get assigned to a school outside of their neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_12052481\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052481\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque prepares her transitional kindergarten classroom for the first day of school at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As Floc and his wife consider their options, he said his top priority is ensuring his son experiences continuity.\u003c/p>\n\u003cp>“We don’t want to put our son in that position where he’s on the other side of town making friends, and then having to sever those friendships,” Floc said. “We’d rather have him start fresh, knowing that he’s going to stay in one school, and he’s going to make friends and that they’re going to be lasting friendships.”\u003c/p>\n\u003cp>The school district has long promised to \u003ca href=\"https://www.sfusd.edu/schools/enroll/student-assignment-policy/student-assignment-changes\">overhaul the current student assignment \u003c/a>system, which was intended to create racial and socioeconomic diversity at each school but hasn’t achieved that goal. The district said it will allow families to choose a school within their designated zone, but hasn’t said when it will introduce the new system.\u003c/p>\n\u003cp>It’s also \u003ca href=\"https://docs.google.com/presentation/d/1e1gbAcdJErRUKIeJ9-nP8GdZ5METxrvWo8ONivgz5Oc/edit?slide=id.g1fa15ff0a8_0_140#slide=id.g1fa15ff0a8_0_140\">proposing to create a “feeder system”\u003c/a> starting in the next school year, in which TK students who are grouped in the same classroom at a site with appropriate facilities for 4-year-olds would automatically move up to kindergarten at their neighborhood elementary school together.\u003c/p>\n\u003cfigure id=\"attachment_12052480\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052480\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque’s transitional kindergarten classroom at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think we’re moving in that direction where we want our families to be within walking distance of their schools or closer, you know, so that they’re not traveling across the city on multiple buses to get there,” Wong said.\u003c/p>\n\u003cp>Besides the TK classroom, Cobb includes a separate wing for a part-day state preschool program for children under 4. Wong said having the program at the same school site helps ease the transition when young learners move to the next grade level, and allows parents to build their community.\u003c/p>\n\u003cp>“That continuity is very powerful in the sense that it’s good for the families and it’s good for this school,” he said. “You understand how schools work. You get to know the staff. We understand the needs of the family.”\u003c/p>\n\u003cp>The school’s new TK teacher, Joselyn Manigque, taught in the preschool classroom at Cobb last year. That means some of the incoming transitional kindergarteners will see a familiar face when they start on Monday.\u003c/p>\n\u003cp>“They’re excited,” Manigque said. “They know me, and I know them and where they’re at developmentally.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Atticus Floc heard that \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> was allowing universal access to transitional kindergarten starting this school year, he enrolled his son in the San Francisco Unified School District.\u003c/p>\n\u003cp>Under new rules, any child in California who turns 4 by Sept. 1 is guaranteed a seat in a TK classroom. With a late August birthday, Floc said his little boy, Ryden, just barely made the cutoff, but he was ready.\u003c/p>\n\u003cp>“TK would be great because it’s like a head start on everything. Me and my wife both felt this would be wonderful for our son to have,” Floc said, adding that Ryden would benefit most from socializing with kids his age.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the couple was dismayed to discover that the district’s complex student assignment system — known locally as “the lottery” — placed Ryden in a school across town instead of the one mere blocks from where they live in the Sunset District.\u003c/p>\n\u003cp>Now placed on long waitlists for several nearby schools, they’re wondering whether to keep Ryden home for another year under his grandparents’ care and miss out on TK.\u003c/p>\n\u003cp>“I don’t understand why it has to be like this. It’s so crazy,” he said.\u003c/p>\n\u003cfigure id=\"attachment_12052485\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052485\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victor and Karina Buendia, along with their son Fabian, 3, pick up their daughter Galilea, 5, after a transitional kindergarten class at Holbrook Language Academy in Concord on May 20, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The competition, especially for a seat in a language immersion school or a school in a wealthy neighborhood, points to strong demand for TK in San Francisco. This year, SFUSD is opening 16 new transitional kindergarten classrooms to accommodate the incoming class.\u003c/p>\n\u003cp>While it’s too early to provide final enrollment data for 2025–26, the district reported in March that it received \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">the largest number of applications in more than a decade\u003c/a>, and the biggest surge in applications was for TK.\u003c/p>\n\u003cp>While a recent\u003ca href=\"https://rapidsurveyproject.com/article/interest-in-using-transitional-kindergarten-is-linked-with-california-parents-awareness-of-the-program/\"> statewide survey found that fewer parents of young kids know about TK\u003c/a> than they did just a few years ago, experts say San Francisco parents are more aware of it because the city has been offering free or low-cost preschool for children since 2004. Four-year-olds in the city participate in preschool at a higher rate than their peers in other parts of the state.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cstrong>“\u003c/strong>With the price of rent shooting through the sky, working families need those options,” said Henry Wong, principal of Dr. William Cobb Elementary School in Lower Pacific Heights, which has one TK classroom this year.\u003c/p>\n\u003cp>“A TK program is really wonderful in the sense [that] we’re preparing our kids for school, they’re gaining that foundation of being in a classroom and being around other children, which is very useful,” he said.\u003c/p>\n\u003cp>The district said 61% of students who applied for TK will be assigned to their first-choice school. After the main round of school assignments, the district uses waitlists to manage school enrollment, leaving many parents holding out for better options.\u003c/p>\n\u003cp>Floc said the enrollment office told him Ryden stood a better chance of getting into his neighborhood school for kindergarten than for TK, where there was only enough room for 20 students this year.\u003c/p>\n\u003cp>The district said that \u003ca href=\"https://www.kqed.org/news/11989615/california-struggles-with-classroom-space-for-transitional-kindergarten\">due to strict state standards\u003c/a> for TK that require adequate space to play indoors and outdoors, and a bathroom nearby for 4-year-olds, some schools don’t have the necessary facilities. That’s why some get assigned to a school outside of their neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_12052481\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052481\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque prepares her transitional kindergarten classroom for the first day of school at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As Floc and his wife consider their options, he said his top priority is ensuring his son experiences continuity.\u003c/p>\n\u003cp>“We don’t want to put our son in that position where he’s on the other side of town making friends, and then having to sever those friendships,” Floc said. “We’d rather have him start fresh, knowing that he’s going to stay in one school, and he’s going to make friends and that they’re going to be lasting friendships.”\u003c/p>\n\u003cp>The school district has long promised to \u003ca href=\"https://www.sfusd.edu/schools/enroll/student-assignment-policy/student-assignment-changes\">overhaul the current student assignment \u003c/a>system, which was intended to create racial and socioeconomic diversity at each school but hasn’t achieved that goal. The district said it will allow families to choose a school within their designated zone, but hasn’t said when it will introduce the new system.\u003c/p>\n\u003cp>It’s also \u003ca href=\"https://docs.google.com/presentation/d/1e1gbAcdJErRUKIeJ9-nP8GdZ5METxrvWo8ONivgz5Oc/edit?slide=id.g1fa15ff0a8_0_140#slide=id.g1fa15ff0a8_0_140\">proposing to create a “feeder system”\u003c/a> starting in the next school year, in which TK students who are grouped in the same classroom at a site with appropriate facilities for 4-year-olds would automatically move up to kindergarten at their neighborhood elementary school together.\u003c/p>\n\u003cfigure id=\"attachment_12052480\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052480\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque’s transitional kindergarten classroom at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think we’re moving in that direction where we want our families to be within walking distance of their schools or closer, you know, so that they’re not traveling across the city on multiple buses to get there,” Wong said.\u003c/p>\n\u003cp>Besides the TK classroom, Cobb includes a separate wing for a part-day state preschool program for children under 4. Wong said having the program at the same school site helps ease the transition when young learners move to the next grade level, and allows parents to build their community.\u003c/p>\n\u003cp>“That continuity is very powerful in the sense that it’s good for the families and it’s good for this school,” he said. “You understand how schools work. You get to know the staff. We understand the needs of the family.”\u003c/p>\n\u003cp>The school’s new TK teacher, Joselyn Manigque, taught in the preschool classroom at Cobb last year. That means some of the incoming transitional kindergarteners will see a familiar face when they start on Monday.\u003c/p>\n\u003cp>“They’re excited,” Manigque said. “They know me, and I know them and where they’re at developmentally.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Class is back in session for \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a>, and the new school year promises lots of change for the nearly 50,000 students and thousands more staffers headed back to campuses.\u003c/p>\n\u003cp>While a \u003ca href=\"https://www.kqed.org/news/12008405/these-san-francisco-schools-could-close-list-isnt-final\">list of closing schools\u003c/a> is no longer looming overhead, and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership feels more stable \u003c/a>without the \u003ca href=\"https://www.kqed.org/news/12005932/sf-mayor-sends-team-to-address-crisis-at-school-district-but-dont-call-it-a-takeover\">flurry of major city elections\u003c/a>, SFUSD is teed up for plenty of changes and growing pains.\u003c/p>\n\u003cp>Here’s what we’re watching heading into the fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Slimmed down staffing\u003c/h2>\n\u003cp>To close a record-high budget deficit projected for the 2025–26 school year, SFUSD last spring \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">laid off 109 members of its staff\u003c/a> and offered \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">early retirement packages\u003c/a> to another 345 who agreed to leave their positions in June.\u003c/p>\n\u003cp>San Francisco’s school board \u003ca href=\"https://www.kqed.org/news/12028317/sf-schools-brace-hundreds-layoffs-including-teachers-librarians-counselors\">approved much higher layoff projections\u003c/a> in March, totalling more than 500 across school sites and the district’s administrative office, but was able to\u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\"> rescind most preliminary pink slips\u003c/a> thanks to high participation in the voluntary buyout.\u003c/p>\n\u003cfigure id=\"attachment_12046126\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046126\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though the final layoff numbers ended up being relatively low, especially for student-facing positions, campuses are going to have noticeably fewer staff members this fall.\u003c/p>\n\u003cp>The district eliminated 400 positions in schools and across its administration, shifting many educators working in specialized roles, like curriculum development or reading support, into classroom positions vacated by buyout recipients.[aside postID=news_12044768 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-07-BL_qed.jpg']Schools will operate this fall according to a new bare-bones staffing model, which guarantees a principal, classroom teachers, a clerk and custodial staff.\u003c/p>\n\u003cp>Other professionals, however, who families have grown accustomed to having around — like additional teachers who help keep class sizes small, or support English language learners — will only work in schools that have discretionary budgets available.\u003c/p>\n\u003cp>SFUSD has publicly shared a supplementary staffing guide explaining how those roles could be filled, but how much funding individual schools have, and what they’re using it for, will start coming into view in the first few weeks of the year.\u003c/p>\n\u003cp>It also remains to be seen how many classes will start the year without a permanent teacher.\u003c/p>\n\u003cp>The district did not provide data on how many teacher vacancies it had on Friday, but in May, principals indicated that they were falling behind in \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">trying to fill the positions\u003c/a> of those retiring or leaving the district.\u003c/p>\n\u003ch2>Curriculum changes\u003c/h2>\n\u003cp>The district is also introducing some pretty significant curriculum changes — both planned and unplanned.\u003c/p>\n\u003cp>This week, kindergarten through eighth-grade math classes will begin using new lesson plans focused on problem-based learning and real-world applications. Both Imagine Learning and Amplify Desmos Math lessons were piloted in some SFUSD elementary and middle schools, respectively, last year.\u003c/p>\n\u003cfigure id=\"attachment_12008414\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg\" alt=\"\" width=\"2000\" height=\"1336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1920x1283.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students from the San Francisco Unified School District return to their buses after a field trip in San Francisco, California, on Sept. 13, 2012. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new curriculum will cost the district a total of $11.6 million — to fund new textbooks, digital licenses and professional development over the next five years in elementary grades and one year in middle school classes, according to SFUSD’s adoption \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DEYNRV60952B/%24file/K-8%20Math%20Curriculum%20Adoption%20-%20Mar.%202025.pdf\">documents\u003c/a>.\u003c/p>\n\u003cp>While the district has been working toward acquiring new math materials for multiple years, it also decided to make a last-minute change to another course curriculum: ninth-grade ethnic studies.\u003c/p>\n\u003cp>After parents and a \u003ca href=\"https://defendinged.org/map/\">national education organization\u003c/a> with a record of efforts to \u003ca href=\"https://web.archive.org/web/20250521190020/https:/www.bostonglobe.com/2022/11/14/metro/right-leaning-nonprofit-increasingly-targets-massachusetts-teaching-gender-race-sex-education/\">curtail education\u003c/a> about gender, race and sexual orientation in public schools expressed \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">concerns with SFUSD’s longstanding Ethnic Studies curriculum\u003c/a>, Superintendent Maria Su decided to swap it out for a more regulated curriculum used by other districts across the state.\u003c/p>\n\u003cp>She told school leaders and families in June that SFUSD would\u003ca href=\"https://www.kqed.org/news/12046580/sf-school-district-wont-cancel-ethnic-studies-but-pauses-its-homegrown-curriculum\"> pause instruction of its homegrown curriculum\u003c/a>, developed by educators over more than 15 years, to audit course materials. Throughout the 2025–26 school year, she said the district will work on a more regulated internal curriculum to bring to the school board for approval ahead of fall 2026.\u003c/p>\n\u003ch2>Payroll problems persist\u003c/h2>\n\u003cp>As teachers returned to classrooms last week, some dealt with what has become a fairly typical point of tension in recent years: \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">getting paid\u003c/a>.\u003c/p>\n\u003cp>After two years and more than $30 million trying to make a payroll system operated by EMPower work, the district ditched it last year, shelling out even more money to purchase new software from companies Frontline and Red Rover to manage paychecks and employee benefits.[aside postID=news_12051862 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg']That program launched in July, but in its first few weeks, some educators are already experiencing familiar issues.\u003c/p>\n\u003cp>United Educators of San Francisco said some of its members’ dues haven’t been properly deducted from their summer paychecks, while other employees have reported being paid at the wrong rate or missing money for clocked vacation and sick days.\u003c/p>\n\u003cp>The district said that kinks are expected, and some of the issues are byproducts of the EMPower system, since a lot of data had to be transferred over from that software.\u003c/p>\n\u003cp>Marin Trujillo, SFUSD’s head of staff, assured board members last week that, unlike issues that arose in EMPower, he’s confident the district can identify and fix the root causes quickly.\u003c/p>\n\u003ch2>Declining enrollment and … a new school?\u003c/h2>\n\u003cp>While many of the problems SFUSD has been dealing with for years — long-term enrollment decline, funding shortfalls and teacher retention — persist, Su looks to be betting on new programs to draw in more students and resources.\u003c/p>\n\u003cp>SFUSD saw an uptick in interest for this fall, thanks to \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">expanding transitional kindergarten\u003c/a> offerings. Total applications were up 10%, led by families looking to enroll their 4-year-olds in district schools.\u003c/p>\n\u003cfigure id=\"attachment_12046127\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Su and San Francisco’s Board of Education President Phil Kim have both left the door open to the possibility of school closures in the coming years, Su said in the spring that she’s most interested in transforming SFUSD sites for more TK classes and \u003ca href=\"https://www.kqed.org/news/12044978/sfusd-pays-millions-for-special-ed-this-change-could-save-money-and-help-families\">expanded special education \u003c/a>offerings.\u003c/p>\n\u003cp>One such site might also become the home of a new kindergarten through eighth-grade \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">Mandarin immersion school\u003c/a> announced in July.[aside postID=news_12048313 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/SanFranciscoK8SchoolGetty.jpg']Su previously said the move follows years of growing interest in a new dual language program. Currently, SFUSD only has 66 seats across two kindergarten Mandarin immersion programs, more than half of which are reserved for Mandarin speakers.\u003c/p>\n\u003cp>But the announcement this summer also came as support grew for a parent-led effort to launch a charter school offering a similar program.\u003c/p>\n\u003cp>In June, leaders of the proposed Dragon Gate Academy, also a K–8 Mandarin immersion school, submitted a petition to the city’s school board asking for a charter to open next fall.\u003c/p>\n\u003cp>Last week, district staff urged the board to reject the proposal, citing educational and legal issues, and saying SFUSD “is not positioned to absorb the financial impact of the charter school.”\u003c/p>\n\u003cp>School districts have been generally wary of new charters, which can hurt their enrollment and siphon their per-pupil funding. The board will vote on the proposal Aug. 26.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Class is back in session for \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a>, and the new school year promises lots of change for the nearly 50,000 students and thousands more staffers headed back to campuses.\u003c/p>\n\u003cp>While a \u003ca href=\"https://www.kqed.org/news/12008405/these-san-francisco-schools-could-close-list-isnt-final\">list of closing schools\u003c/a> is no longer looming overhead, and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership feels more stable \u003c/a>without the \u003ca href=\"https://www.kqed.org/news/12005932/sf-mayor-sends-team-to-address-crisis-at-school-district-but-dont-call-it-a-takeover\">flurry of major city elections\u003c/a>, SFUSD is teed up for plenty of changes and growing pains.\u003c/p>\n\u003cp>Here’s what we’re watching heading into the fall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Slimmed down staffing\u003c/h2>\n\u003cp>To close a record-high budget deficit projected for the 2025–26 school year, SFUSD last spring \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">laid off 109 members of its staff\u003c/a> and offered \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">early retirement packages\u003c/a> to another 345 who agreed to leave their positions in June.\u003c/p>\n\u003cp>San Francisco’s school board \u003ca href=\"https://www.kqed.org/news/12028317/sf-schools-brace-hundreds-layoffs-including-teachers-librarians-counselors\">approved much higher layoff projections\u003c/a> in March, totalling more than 500 across school sites and the district’s administrative office, but was able to\u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\"> rescind most preliminary pink slips\u003c/a> thanks to high participation in the voluntary buyout.\u003c/p>\n\u003cfigure id=\"attachment_12046126\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046126\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though the final layoff numbers ended up being relatively low, especially for student-facing positions, campuses are going to have noticeably fewer staff members this fall.\u003c/p>\n\u003cp>The district eliminated 400 positions in schools and across its administration, shifting many educators working in specialized roles, like curriculum development or reading support, into classroom positions vacated by buyout recipients.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schools will operate this fall according to a new bare-bones staffing model, which guarantees a principal, classroom teachers, a clerk and custodial staff.\u003c/p>\n\u003cp>Other professionals, however, who families have grown accustomed to having around — like additional teachers who help keep class sizes small, or support English language learners — will only work in schools that have discretionary budgets available.\u003c/p>\n\u003cp>SFUSD has publicly shared a supplementary staffing guide explaining how those roles could be filled, but how much funding individual schools have, and what they’re using it for, will start coming into view in the first few weeks of the year.\u003c/p>\n\u003cp>It also remains to be seen how many classes will start the year without a permanent teacher.\u003c/p>\n\u003cp>The district did not provide data on how many teacher vacancies it had on Friday, but in May, principals indicated that they were falling behind in \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">trying to fill the positions\u003c/a> of those retiring or leaving the district.\u003c/p>\n\u003ch2>Curriculum changes\u003c/h2>\n\u003cp>The district is also introducing some pretty significant curriculum changes — both planned and unplanned.\u003c/p>\n\u003cp>This week, kindergarten through eighth-grade math classes will begin using new lesson plans focused on problem-based learning and real-world applications. Both Imagine Learning and Amplify Desmos Math lessons were piloted in some SFUSD elementary and middle schools, respectively, last year.\u003c/p>\n\u003cfigure id=\"attachment_12008414\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg\" alt=\"\" width=\"2000\" height=\"1336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1920x1283.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students from the San Francisco Unified School District return to their buses after a field trip in San Francisco, California, on Sept. 13, 2012. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new curriculum will cost the district a total of $11.6 million — to fund new textbooks, digital licenses and professional development over the next five years in elementary grades and one year in middle school classes, according to SFUSD’s adoption \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DEYNRV60952B/%24file/K-8%20Math%20Curriculum%20Adoption%20-%20Mar.%202025.pdf\">documents\u003c/a>.\u003c/p>\n\u003cp>While the district has been working toward acquiring new math materials for multiple years, it also decided to make a last-minute change to another course curriculum: ninth-grade ethnic studies.\u003c/p>\n\u003cp>After parents and a \u003ca href=\"https://defendinged.org/map/\">national education organization\u003c/a> with a record of efforts to \u003ca href=\"https://web.archive.org/web/20250521190020/https:/www.bostonglobe.com/2022/11/14/metro/right-leaning-nonprofit-increasingly-targets-massachusetts-teaching-gender-race-sex-education/\">curtail education\u003c/a> about gender, race and sexual orientation in public schools expressed \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">concerns with SFUSD’s longstanding Ethnic Studies curriculum\u003c/a>, Superintendent Maria Su decided to swap it out for a more regulated curriculum used by other districts across the state.\u003c/p>\n\u003cp>She told school leaders and families in June that SFUSD would\u003ca href=\"https://www.kqed.org/news/12046580/sf-school-district-wont-cancel-ethnic-studies-but-pauses-its-homegrown-curriculum\"> pause instruction of its homegrown curriculum\u003c/a>, developed by educators over more than 15 years, to audit course materials. Throughout the 2025–26 school year, she said the district will work on a more regulated internal curriculum to bring to the school board for approval ahead of fall 2026.\u003c/p>\n\u003ch2>Payroll problems persist\u003c/h2>\n\u003cp>As teachers returned to classrooms last week, some dealt with what has become a fairly typical point of tension in recent years: \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">getting paid\u003c/a>.\u003c/p>\n\u003cp>After two years and more than $30 million trying to make a payroll system operated by EMPower work, the district ditched it last year, shelling out even more money to purchase new software from companies Frontline and Red Rover to manage paychecks and employee benefits.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That program launched in July, but in its first few weeks, some educators are already experiencing familiar issues.\u003c/p>\n\u003cp>United Educators of San Francisco said some of its members’ dues haven’t been properly deducted from their summer paychecks, while other employees have reported being paid at the wrong rate or missing money for clocked vacation and sick days.\u003c/p>\n\u003cp>The district said that kinks are expected, and some of the issues are byproducts of the EMPower system, since a lot of data had to be transferred over from that software.\u003c/p>\n\u003cp>Marin Trujillo, SFUSD’s head of staff, assured board members last week that, unlike issues that arose in EMPower, he’s confident the district can identify and fix the root causes quickly.\u003c/p>\n\u003ch2>Declining enrollment and … a new school?\u003c/h2>\n\u003cp>While many of the problems SFUSD has been dealing with for years — long-term enrollment decline, funding shortfalls and teacher retention — persist, Su looks to be betting on new programs to draw in more students and resources.\u003c/p>\n\u003cp>SFUSD saw an uptick in interest for this fall, thanks to \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">expanding transitional kindergarten\u003c/a> offerings. Total applications were up 10%, led by families looking to enroll their 4-year-olds in district schools.\u003c/p>\n\u003cfigure id=\"attachment_12046127\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Su and San Francisco’s Board of Education President Phil Kim have both left the door open to the possibility of school closures in the coming years, Su said in the spring that she’s most interested in transforming SFUSD sites for more TK classes and \u003ca href=\"https://www.kqed.org/news/12044978/sfusd-pays-millions-for-special-ed-this-change-could-save-money-and-help-families\">expanded special education \u003c/a>offerings.\u003c/p>\n\u003cp>One such site might also become the home of a new kindergarten through eighth-grade \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">Mandarin immersion school\u003c/a> announced in July.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Su previously said the move follows years of growing interest in a new dual language program. Currently, SFUSD only has 66 seats across two kindergarten Mandarin immersion programs, more than half of which are reserved for Mandarin speakers.\u003c/p>\n\u003cp>But the announcement this summer also came as support grew for a parent-led effort to launch a charter school offering a similar program.\u003c/p>\n\u003cp>In June, leaders of the proposed Dragon Gate Academy, also a K–8 Mandarin immersion school, submitted a petition to the city’s school board asking for a charter to open next fall.\u003c/p>\n\u003cp>Last week, district staff urged the board to reject the proposal, citing educational and legal issues, and saying SFUSD “is not positioned to absorb the financial impact of the charter school.”\u003c/p>\n\u003cp>School districts have been generally wary of new charters, which can hurt their enrollment and siphon their per-pupil funding. The board will vote on the proposal Aug. 26.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "california-invested-millions-pushing-these-careers-for-women-the-results-are-disappointing",
"title": "California invested millions pushing these careers for women. The results are disappointing",
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"headTitle": "California invested millions pushing these careers for women. The results are disappointing | KQED",
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"content": "\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Ten years ago, it seemed everyone was talking about women in science.\u003c/p>\n\u003cp>As the economy improved in the years after the Great Recession, women were slower to return to the workforce, causing alarm, especially in vital fields like computing. State and federal leaders turned their attention to women in science, technology, engineering and math, known by the acronym STEM.\u003c/p>\n\u003cp>Over the next few years, they poured millions of dollars into increasing the number of women pursuing STEM degrees. But the rate of women who attain those degrees has hardly improved, according to an analysis of colleges’ data by the Public Policy Institute of California on behalf of CalMatters.\u003c/p>\n\u003cp>“The unfortunate news is that the numbers haven’t changed much at all,” said Hans Johnson, a senior fellow at the institute who conducted the analysis of California’s four-year colleges using data from the 2009-10 school year and comparing it to the most recent numbers, from 2022-23. The share of women who received a bachelor’s degree increased from roughly 19% to about 25% in engineering and from nearly 16% to about 23% in computer science. In math and statistics, the percentage of women who graduate with a degree has gone down in the last five years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s not nothing, but at this pace it would take a very long time to reach parity,” Johnson said.\u003c/p>\n\u003cp>Girls are also underrepresented in certain high school classes, such as \u003ca href=\"https://code.org/en-US/computer-science-advanced-placement-data\">AP computer science\u003c/a>, and while women make up about 42% of California’s workforce, they comprise just a quarter of those working in STEM careers, according to a \u003ca href=\"https://www.msmu.edu/media/website/learning-amp-research-communities/center-for-the-advancement-of-women/MSMU_RSWG_2025_FNL.pdf\">study\u003c/a> by Mount Saint Mary’s University. Fewer women were working in math careers in 2023 than in the five or 10 years before that, the study found.\u003c/p>\n\u003cp>“It’s a cultural phenomenon, not a biological phenomenon,” said Mayya Tokman, a professor of applied mathematics at UC Merced. She said underrepresentation is a result of perceptions about women, the quality of their education, and a lack of role models in a given field.\u003c/p>\n\u003cp>Science and technology spurs innovation and economic growth while promoting national security, and these jobs are often lucrative and stable. Gender parity is critical, especially as U.S. science and technology industries struggle to find qualified workers, said Sue Rosser, provost emerita at San Francisco State and a longtime advocate for women in science. “We need more people in STEM. More people means immigrants, women, people of color as well as white men. There’s no point in excluding anyone.”\u003c/p>\n\u003cfigure id=\"attachment_12052538\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052538\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn, 20, a UC Berkeley undergraduate student, points to a poster she presented summarizing her mathematics research in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the last eight months, the federal government has made \u003ca href=\"https://calmatters.org/education/2025/03/university-of-california/\">extensive cuts\u003c/a> to scientific research at California’s universities, affecting work on \u003ca href=\"https://calmatters.org/education/higher-education/2025/04/health-research/\">dementia\u003c/a>, vaccines, women’s issues and on health problems affecting the LGBTQ+ community. The administration also ended programs that\u003ca href=\"https://calmatters.org/education/higher-education/2025/05/nih-science-research-california/\"> support undergraduate students\u003c/a> in science. In June a federal judge ruled that the administration needs to\u003ca href=\"https://calmatters.org/education/higher-education/2025/06/health-research-california/\"> restore some of those grants\u003c/a>, but a Supreme Court decision could reverse that ruling.\u003c/p>\n\u003cp>More recently, the administration halted hundreds of grants to UCLA — representing hundreds of millions in research funding — in response to a U.S. Justice Department investigation into allegations of \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/ucla/\">antisemitism\u003c/a>. Now the Trump administration is asking for a $1 billion settlement in return for the grants. A California district judge ruled on Tuesday that at least some of those grants need to\u003ca href=\"https://calmatters.org/education/2025/08/trump-ucla-research-grants/\"> be restored\u003c/a>.\u003c/p>\n\u003ch2>‘The cultural conversation has changed’\u003c/h2>\n\u003cp>In the past five years, attention has shifted away from women in science. Nonprofit leaders and researchers across the state say that many lawmakers and philanthropists turned away from women in STEM during the COVID-19 pandemic and focused more on racial justice following the police killing of George Floyd.\u003c/p>\n\u003cdiv id=\"datawrapper-vis-wO6k7\" style=\"min-height: 742px\">\n\u003cp>Since 1995, women have been outpacing men in college, and women are now much more likely to attain \u003ca href=\"https://www.pewresearch.org/short-reads/2024/11/18/us-women-are-outpacing-men-in-college-completion-including-in-every-major-racial-and-ethnic-group/\">a bachelor’s degree\u003c/a>. The unemployment rate for men\u003ca href=\"https://www.ppic.org/blog/who-is-unemployed-in-california-today/\"> is higher,\u003c/a> too, and men without college degrees are \u003ca href=\"https://www.ppic.org/blog/improving-californias-labor-market-for-men-without-four-year-degrees/\">opting out\u003c/a> of the labor force at unprecedented rates.On July 30 Gov. Gavin Newsom issued an executive order saying the state needs to do more to address the “growing crisis of connection and opportunity for \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2025/07/2025-7-30.Men-and-Boys-Workgroup-EO.FINAL-signed.pdf\">men and boys\u003c/a>.” It’s not a “zero-sum” game, he wrote: the state can, and should, support everyone. But some state investments for women’s education are lagging.\u003c/p>\n\u003cfigure id=\"attachment_12000027\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000027\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom is sending letters to every school district in California, calling on them to restrict smartphone use in classrooms. \u003ccite>(Derrick Tuskan/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2018, the Legislature agreed to put $10 million each year into a new initiative, the California Education Learning Laboratory, to “close equity and achievement gaps,” including the underrepresentation of girls and women in science and technology. But two years later, the state imposed large-scale cuts to the initiative due to the pandemic. As the state faced more fiscal challenges in 2024, lawmakers cut its budget to about half its former size.\u003c/p>\n\u003cp>This year, Newsom proposed cutting the Education Learning Laboratory altogether. After negotiations with the Legislature, Newsom agreed to fund the initiative through next year, at which point it’s set to close unless new funding is secured.\u003c/p>\n\u003cp>“While I think women are faring better in college generally, I would be skeptical that we can say ‘mission accomplished’ in terms of achieving parity for women in STEM undergraduate degrees,” said Lark Park, the director of the Education Learning Laboratory, which uses public money to provide grants to schools and nonprofits. “I think we’ve just gotten distracted and the cultural conversation has changed.”\u003c/p>\n\u003cp>Private and corporate foundations fund numerous nonprofit organizations that support girls and women in STEM, but grant recipients say some money has moved toward other, more popular topics or less controversial ones. “Funders focus on trends and they’re very trendy in how they give,” said Dawn Brown, president of the EmpowHer Institute, which offers education programs to girls and women across Los Angeles County.\u003c/p>\n\u003cfigure id=\"attachment_11963870\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11963870\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg\" alt=\"Young people walk outdoors in front of a large ornate tower.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students walk across the UC Berkeley campus on Aug. 17, 2023. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of her programs provides a free, five-week summer camp to girls, including a trip to Catalina Island, where they learn about environmental science and climate change. Since Trump took office, some corporate funders have pulled back support for the organization’s programs, which may be perceived as supporting “DEI,” she said. “The words ‘women,’ ‘girls,’ ‘climate change’ — those are banned words.”\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">Supporting women in math\u003c/span>\u003c/p>\n\u003cp>When Chloe Lynn, a rising junior at UC Berkeley and a double major in applied math and management science, started taking higher-level courses, she noticed a trend in her math classes: fewer women. “I’ll be one of three girls in a 30, 40-person class,” she said during an interview at the university’s division of equity and inclusion.\u003c/p>\n\u003cp>UC Berkeley has a center dedicated to promoting diversity in STEM, known as Cal NERDS, which features cozy study spots, a high-tech makerspace and various multi-purpose meeting rooms. The center receives much of its funding from the state but has a few grants from the federal government, some of which are currently on hold.[aside postID=news_12048432 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/EducationChatGPT.jpg']\u003c/p>\n\u003cp>On a Thursday last month, Lynn was one of 10 students who came to present their summer research in one of the multi-purpose rooms. More than half of the presenters were women or non-binary, and the rest were part of other underrepresented groups in STEM, including Hispanic, Black and LGBTQ+ students. She stood in front of a large poster, waiting for people to stop by and ask about her work.\u003c/p>\n\u003cp>“Say you’re at an auction, and say there’s \u003cem>n\u003c/em> bidders and \u003cem>k\u003c/em> identical items,” she said as another student approached. Over the next two hours, fellow mathematicians, classmates, friends and family stopped by, listening as she explained her formula for allocating resources in an optimal way. Some understood her work and asked questions about her variables, formulas or 3-D models. The rest nodded in admiration.\u003c/p>\n\u003cp>By the end of the event, many students had abandoned their own posters in order to learn about their friends’ research. In her free time, as the vice president of UC Berkeley’s undergraduate math association, Lynn has been trying to build this kind of community among other female math majors by organizing events where students can meet each other. Her end goal is graduate school, either in applied math or industrial engineering. Women are also \u003ca href=\"https://www.pewresearch.org/social-trends/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/#:~:text=But%20they%20accounted%20for%2053,these%20fields%20as%20of%202018.\">underrepresented\u003c/a> in those graduate programs.\u003c/p>\n\u003cp>“Creating an inclusive and uplifting community is so important for anyone that’s underrepresented,” she said after finishing her presentation.\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">How STEM helps people\u003c/span>\u003c/p>\n\u003cp>The lack of women in STEM has nothing to do with their abilities. In fact, women who major in STEM at California State University campuses are more likely than men to graduate, according to \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryOverview?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">data\u003c/a> from the college system, and in biology, women are overrepresented. Over 64% of biology bachelor’s degrees awarded in California during the 2022-23 school year went to women, according to the analysis from the Public Policy Institute of California.\u003c/p>\n\u003cfigure id=\"attachment_12052545\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052545\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn at her home in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brown said some female alumni of EmpowHer have said that college advisers push biology over other science, engineering or math courses, claiming that it’s “easier.” Better advising could create more parity, she said.\u003c/p>\n\u003cp>Rosser, who trained as a zoologist before becoming a college administrator, said women’s shift toward biology was a slow process, beginning in the 1970s. “Women are particularly attracted to STEM when they can see its usefulness, particularly to help people,” she said. Biology is often “an entryway to the health care professions,” she added, many of which are predominately female. She recommends that professors promote the application of their research as a way to increase the percentage of women in these fields.\u003c/p>\n\u003cp>In her studies at UC Berkeley, Lynn said she’s struggled with the relevance of her research. “There’s a lot going on in the world right now and I feel called to help,” she said. “Even though I did theory research this summer, I’ve been thinking about ways to apply this theory to real-world applications I care about.” In particular, she wants her research to help her community in the Bay Area, where she grew up.\u003c/p>\n\u003cp>“Say you’re an architect and you’re in charge of reinforcing San Francisco’s concrete structures in the event of an earthquake,” she said. “You want to minimize cost in San Francisco, and that’s going to help you choose which building you’re going to reinforce.”\u003c/p>\n\u003cp>It’s just another resource allocation problem, she said, so it could be solved with a similar formula.\u003c/p>\n\u003cp>“It does hit close to home,” she said. In fact, the UC Berkeley campus lies on a fault line.\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/chatbots/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n",
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"description": "This story was originally published by CalMatters. Sign up for their newsletters. Ten years ago, it seemed everyone was talking about women in science. As the economy improved in the years after the Great Recession, women were slower to return to the workforce, causing alarm, especially in vital fields like computing. State and federal leaders",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Ten years ago, it seemed everyone was talking about women in science.\u003c/p>\n\u003cp>As the economy improved in the years after the Great Recession, women were slower to return to the workforce, causing alarm, especially in vital fields like computing. State and federal leaders turned their attention to women in science, technology, engineering and math, known by the acronym STEM.\u003c/p>\n\u003cp>Over the next few years, they poured millions of dollars into increasing the number of women pursuing STEM degrees. But the rate of women who attain those degrees has hardly improved, according to an analysis of colleges’ data by the Public Policy Institute of California on behalf of CalMatters.\u003c/p>\n\u003cp>“The unfortunate news is that the numbers haven’t changed much at all,” said Hans Johnson, a senior fellow at the institute who conducted the analysis of California’s four-year colleges using data from the 2009-10 school year and comparing it to the most recent numbers, from 2022-23. The share of women who received a bachelor’s degree increased from roughly 19% to about 25% in engineering and from nearly 16% to about 23% in computer science. In math and statistics, the percentage of women who graduate with a degree has gone down in the last five years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not nothing, but at this pace it would take a very long time to reach parity,” Johnson said.\u003c/p>\n\u003cp>Girls are also underrepresented in certain high school classes, such as \u003ca href=\"https://code.org/en-US/computer-science-advanced-placement-data\">AP computer science\u003c/a>, and while women make up about 42% of California’s workforce, they comprise just a quarter of those working in STEM careers, according to a \u003ca href=\"https://www.msmu.edu/media/website/learning-amp-research-communities/center-for-the-advancement-of-women/MSMU_RSWG_2025_FNL.pdf\">study\u003c/a> by Mount Saint Mary’s University. Fewer women were working in math careers in 2023 than in the five or 10 years before that, the study found.\u003c/p>\n\u003cp>“It’s a cultural phenomenon, not a biological phenomenon,” said Mayya Tokman, a professor of applied mathematics at UC Merced. She said underrepresentation is a result of perceptions about women, the quality of their education, and a lack of role models in a given field.\u003c/p>\n\u003cp>Science and technology spurs innovation and economic growth while promoting national security, and these jobs are often lucrative and stable. Gender parity is critical, especially as U.S. science and technology industries struggle to find qualified workers, said Sue Rosser, provost emerita at San Francisco State and a longtime advocate for women in science. “We need more people in STEM. More people means immigrants, women, people of color as well as white men. There’s no point in excluding anyone.”\u003c/p>\n\u003cfigure id=\"attachment_12052538\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052538\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn, 20, a UC Berkeley undergraduate student, points to a poster she presented summarizing her mathematics research in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the last eight months, the federal government has made \u003ca href=\"https://calmatters.org/education/2025/03/university-of-california/\">extensive cuts\u003c/a> to scientific research at California’s universities, affecting work on \u003ca href=\"https://calmatters.org/education/higher-education/2025/04/health-research/\">dementia\u003c/a>, vaccines, women’s issues and on health problems affecting the LGBTQ+ community. The administration also ended programs that\u003ca href=\"https://calmatters.org/education/higher-education/2025/05/nih-science-research-california/\"> support undergraduate students\u003c/a> in science. In June a federal judge ruled that the administration needs to\u003ca href=\"https://calmatters.org/education/higher-education/2025/06/health-research-california/\"> restore some of those grants\u003c/a>, but a Supreme Court decision could reverse that ruling.\u003c/p>\n\u003cp>More recently, the administration halted hundreds of grants to UCLA — representing hundreds of millions in research funding — in response to a U.S. Justice Department investigation into allegations of \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/ucla/\">antisemitism\u003c/a>. Now the Trump administration is asking for a $1 billion settlement in return for the grants. A California district judge ruled on Tuesday that at least some of those grants need to\u003ca href=\"https://calmatters.org/education/2025/08/trump-ucla-research-grants/\"> be restored\u003c/a>.\u003c/p>\n\u003ch2>‘The cultural conversation has changed’\u003c/h2>\n\u003cp>In the past five years, attention has shifted away from women in science. Nonprofit leaders and researchers across the state say that many lawmakers and philanthropists turned away from women in STEM during the COVID-19 pandemic and focused more on racial justice following the police killing of George Floyd.\u003c/p>\n\u003cdiv id=\"datawrapper-vis-wO6k7\" style=\"min-height: 742px\">\n\u003cp>Since 1995, women have been outpacing men in college, and women are now much more likely to attain \u003ca href=\"https://www.pewresearch.org/short-reads/2024/11/18/us-women-are-outpacing-men-in-college-completion-including-in-every-major-racial-and-ethnic-group/\">a bachelor’s degree\u003c/a>. The unemployment rate for men\u003ca href=\"https://www.ppic.org/blog/who-is-unemployed-in-california-today/\"> is higher,\u003c/a> too, and men without college degrees are \u003ca href=\"https://www.ppic.org/blog/improving-californias-labor-market-for-men-without-four-year-degrees/\">opting out\u003c/a> of the labor force at unprecedented rates.On July 30 Gov. Gavin Newsom issued an executive order saying the state needs to do more to address the “growing crisis of connection and opportunity for \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2025/07/2025-7-30.Men-and-Boys-Workgroup-EO.FINAL-signed.pdf\">men and boys\u003c/a>.” It’s not a “zero-sum” game, he wrote: the state can, and should, support everyone. But some state investments for women’s education are lagging.\u003c/p>\n\u003cfigure id=\"attachment_12000027\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000027\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom is sending letters to every school district in California, calling on them to restrict smartphone use in classrooms. \u003ccite>(Derrick Tuskan/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2018, the Legislature agreed to put $10 million each year into a new initiative, the California Education Learning Laboratory, to “close equity and achievement gaps,” including the underrepresentation of girls and women in science and technology. But two years later, the state imposed large-scale cuts to the initiative due to the pandemic. As the state faced more fiscal challenges in 2024, lawmakers cut its budget to about half its former size.\u003c/p>\n\u003cp>This year, Newsom proposed cutting the Education Learning Laboratory altogether. After negotiations with the Legislature, Newsom agreed to fund the initiative through next year, at which point it’s set to close unless new funding is secured.\u003c/p>\n\u003cp>“While I think women are faring better in college generally, I would be skeptical that we can say ‘mission accomplished’ in terms of achieving parity for women in STEM undergraduate degrees,” said Lark Park, the director of the Education Learning Laboratory, which uses public money to provide grants to schools and nonprofits. “I think we’ve just gotten distracted and the cultural conversation has changed.”\u003c/p>\n\u003cp>Private and corporate foundations fund numerous nonprofit organizations that support girls and women in STEM, but grant recipients say some money has moved toward other, more popular topics or less controversial ones. “Funders focus on trends and they’re very trendy in how they give,” said Dawn Brown, president of the EmpowHer Institute, which offers education programs to girls and women across Los Angeles County.\u003c/p>\n\u003cfigure id=\"attachment_11963870\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11963870\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg\" alt=\"Young people walk outdoors in front of a large ornate tower.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students walk across the UC Berkeley campus on Aug. 17, 2023. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of her programs provides a free, five-week summer camp to girls, including a trip to Catalina Island, where they learn about environmental science and climate change. Since Trump took office, some corporate funders have pulled back support for the organization’s programs, which may be perceived as supporting “DEI,” she said. “The words ‘women,’ ‘girls,’ ‘climate change’ — those are banned words.”\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">Supporting women in math\u003c/span>\u003c/p>\n\u003cp>When Chloe Lynn, a rising junior at UC Berkeley and a double major in applied math and management science, started taking higher-level courses, she noticed a trend in her math classes: fewer women. “I’ll be one of three girls in a 30, 40-person class,” she said during an interview at the university’s division of equity and inclusion.\u003c/p>\n\u003cp>UC Berkeley has a center dedicated to promoting diversity in STEM, known as Cal NERDS, which features cozy study spots, a high-tech makerspace and various multi-purpose meeting rooms. The center receives much of its funding from the state but has a few grants from the federal government, some of which are currently on hold.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On a Thursday last month, Lynn was one of 10 students who came to present their summer research in one of the multi-purpose rooms. More than half of the presenters were women or non-binary, and the rest were part of other underrepresented groups in STEM, including Hispanic, Black and LGBTQ+ students. She stood in front of a large poster, waiting for people to stop by and ask about her work.\u003c/p>\n\u003cp>“Say you’re at an auction, and say there’s \u003cem>n\u003c/em> bidders and \u003cem>k\u003c/em> identical items,” she said as another student approached. Over the next two hours, fellow mathematicians, classmates, friends and family stopped by, listening as she explained her formula for allocating resources in an optimal way. Some understood her work and asked questions about her variables, formulas or 3-D models. The rest nodded in admiration.\u003c/p>\n\u003cp>By the end of the event, many students had abandoned their own posters in order to learn about their friends’ research. In her free time, as the vice president of UC Berkeley’s undergraduate math association, Lynn has been trying to build this kind of community among other female math majors by organizing events where students can meet each other. Her end goal is graduate school, either in applied math or industrial engineering. Women are also \u003ca href=\"https://www.pewresearch.org/social-trends/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/#:~:text=But%20they%20accounted%20for%2053,these%20fields%20as%20of%202018.\">underrepresented\u003c/a> in those graduate programs.\u003c/p>\n\u003cp>“Creating an inclusive and uplifting community is so important for anyone that’s underrepresented,” she said after finishing her presentation.\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">How STEM helps people\u003c/span>\u003c/p>\n\u003cp>The lack of women in STEM has nothing to do with their abilities. In fact, women who major in STEM at California State University campuses are more likely than men to graduate, according to \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryOverview?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">data\u003c/a> from the college system, and in biology, women are overrepresented. Over 64% of biology bachelor’s degrees awarded in California during the 2022-23 school year went to women, according to the analysis from the Public Policy Institute of California.\u003c/p>\n\u003cfigure id=\"attachment_12052545\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052545\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn at her home in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brown said some female alumni of EmpowHer have said that college advisers push biology over other science, engineering or math courses, claiming that it’s “easier.” Better advising could create more parity, she said.\u003c/p>\n\u003cp>Rosser, who trained as a zoologist before becoming a college administrator, said women’s shift toward biology was a slow process, beginning in the 1970s. “Women are particularly attracted to STEM when they can see its usefulness, particularly to help people,” she said. Biology is often “an entryway to the health care professions,” she added, many of which are predominately female. She recommends that professors promote the application of their research as a way to increase the percentage of women in these fields.\u003c/p>\n\u003cp>In her studies at UC Berkeley, Lynn said she’s struggled with the relevance of her research. “There’s a lot going on in the world right now and I feel called to help,” she said. “Even though I did theory research this summer, I’ve been thinking about ways to apply this theory to real-world applications I care about.” In particular, she wants her research to help her community in the Bay Area, where she grew up.\u003c/p>\n\u003cp>“Say you’re an architect and you’re in charge of reinforcing San Francisco’s concrete structures in the event of an earthquake,” she said. “You want to minimize cost in San Francisco, and that’s going to help you choose which building you’re going to reinforce.”\u003c/p>\n\u003cp>It’s just another resource allocation problem, she said, so it could be solved with a similar formula.\u003c/p>\n\u003cp>“It does hit close to home,” she said. In fact, the UC Berkeley campus lies on a fault line.\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/chatbots/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "California Banned Legacy Admissions at Private Schools. Stanford Is Sticking With It",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a> will continue to use legacy and donor status in its admissions process by opting out of the state’s Cal Grant financial aid program, a move that would allow it to skirt a statewide ban on legacy admissions.\u003c/p>\n\u003cp>The announcement comes just a few weeks before \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1780\">Assembly Bill 1780\u003c/a>, which was signed into law last year, takes effect Sept. 1. The law \u003ca href=\"https://calmatters.org/education/higher-education/2024/10/college-admissions-2/\">prohibits legacy or donor-driven preferences\u003c/a> in admissions at any university “that receives, or benefits from, state-funded student financial assistance or that enrolls students who receive state-funded student financial assistance,” including private institutions like Stanford.\u003c/p>\n\u003cp>Colleges that receive state funding and continue to give legacy preference risk an increased burden of reporting requirements to the state government, as well as being publicly listed as noncompliant on the California Department of Justice’s website.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By withdrawing from Cal Grant, the state-funded financial aid program that provides millions of dollars a year to support hundreds of its students, Stanford will be able to continue those admissions practices without being subject to the law.\u003c/p>\n\u003cp>In a statement posted \u003ca href=\"https://news.stanford.edu/stories/2025/07/admissions-criteria-application-period\">online\u003c/a> July 29, university officials said Stanford will use university scholarship funding instead of state financial assistance programs, including Cal Grant.\u003c/p>\n\u003cp>A spokesperson for Stanford told KQED that the university will continue to evaluate how legacy status is considered in its admissions process.\u003c/p>\n\u003cfigure id=\"attachment_12052037\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052037\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity.jpg\" alt=\"\" width=\"2000\" height=\"1513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity-160x121.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity-1536x1162.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">One of the entrances to the Main Quad on the Stanford University campus on April 9, 2019. \u003ccite>(Rachael Myrow/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Assemblymember Phil Ting, who introduced AB 1780, has said he was inspired to target legacy admissions by the \u003ca href=\"https://www.kqed.org/arts/13887290/lies-money-and-cheating-the-deeper-story-of-the-college-admissions-scandal\">Varsity Blues scandal\u003c/a>, in which wealthy parents paid bribes to get their children into elite schools, including Stanford, USC, UC Berkeley and UCLA through side doors.\u003c/p>\n\u003cp>Student organizers, meanwhile, have also taken aim at university admissions policies that they say favor the children of wealthy and influential parents.\u003c/p>\n\u003cp>Ryan Cieslikowski, a Stanford alum who benefited from financial aid for students from less privileged backgrounds, said his experience there led him to \u003ca href=\"https://www.joinclassaction.us/\">Class Action\u003c/a>, a nationwide nonprofit of students, alumni and faculty members who advocate for tackling classism and inequality within higher education.[aside postID=news_12050989 hero='https://ww2.kqed.org/app/uploads/sites/10/2019/03/GettyImages-1135386368-1020x679.jpg']Now a lead organizer for the nonprofit, he said his research showed schools like Stanford accept “more students from the top 1% of the income distribution than the entire bottom 50%.”\u003c/p>\n\u003cp>His fellow Stanford organizers traveled to Sacramento three times to testify before the state Legislature when AB 1780 was still in the process of becoming law.\u003c/p>\n\u003cp>“These are the various students whose children stand to benefit from legacy admissions in the future,” Cieslikowski said. “Even the people who stand to benefit from it disproportionately don’t think that their institution should practice it.”\u003c/p>\n\u003cp>He said that while the Trump administration is “exploiting America’s mistrust” of elite education for political purposes, universities should be striving to demonstrate that they serve the public interest, but “Stanford’s decision to continue legacy and donor preference does the exact opposite of that.”\u003c/p>\n\u003cp>The university’s legacy admissions statement was posted just two days before it announced sweeping \u003ca href=\"https://www.kqed.org/news/12050989/stanford-university-lays-off-363-employees-citing-trump-cuts\">layoffs\u003c/a> of over 350 employees and a $140 million budget cut.\u003c/p>\n\u003cfigure id=\"attachment_11956028\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11956028\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED.jpg\" alt=\"An ornate sandstone-colored building with a series of arches sitting on a brick plaza.\" width=\"2000\" height=\"1320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-800x528.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-1020x673.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-1536x1014.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-1920x1267.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The arches of the Main Quadrangle buildings on the campus of Stanford University in Palo Alto on Oct. 2, 2021. \u003ccite>(David Madison/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Stanford has decided that accepting the disproportionately privileged children of Stanford alumni and Stanford donors is more important than taking free money from the state of California in order to provide financial aid for their low-income students,” Cieslikowski said. “Especially in the face of massive layoffs.”\u003c/p>\n\u003cp>The Stanford spokesperson did not respond to a follow-up question seeking to specify whether the decision to substitute university funding for Cal Grant was a factor or point of discussion in the budget cut.\u003c/p>\n\u003cp>Cieslikowski referenced Leland Stanford’s quote upon founding the institution in 1885: that “The children of California shall be our children.”\u003c/p>\n\u003cp>“By clinging to legacy preference, the university is sending the exact opposite message,” he said. “Saying that the children of wealthy alumni and donors come first, they shall be our children.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a> will continue to use legacy and donor status in its admissions process by opting out of the state’s Cal Grant financial aid program, a move that would allow it to skirt a statewide ban on legacy admissions.\u003c/p>\n\u003cp>The announcement comes just a few weeks before \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1780\">Assembly Bill 1780\u003c/a>, which was signed into law last year, takes effect Sept. 1. The law \u003ca href=\"https://calmatters.org/education/higher-education/2024/10/college-admissions-2/\">prohibits legacy or donor-driven preferences\u003c/a> in admissions at any university “that receives, or benefits from, state-funded student financial assistance or that enrolls students who receive state-funded student financial assistance,” including private institutions like Stanford.\u003c/p>\n\u003cp>Colleges that receive state funding and continue to give legacy preference risk an increased burden of reporting requirements to the state government, as well as being publicly listed as noncompliant on the California Department of Justice’s website.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By withdrawing from Cal Grant, the state-funded financial aid program that provides millions of dollars a year to support hundreds of its students, Stanford will be able to continue those admissions practices without being subject to the law.\u003c/p>\n\u003cp>In a statement posted \u003ca href=\"https://news.stanford.edu/stories/2025/07/admissions-criteria-application-period\">online\u003c/a> July 29, university officials said Stanford will use university scholarship funding instead of state financial assistance programs, including Cal Grant.\u003c/p>\n\u003cp>A spokesperson for Stanford told KQED that the university will continue to evaluate how legacy status is considered in its admissions process.\u003c/p>\n\u003cfigure id=\"attachment_12052037\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052037\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity.jpg\" alt=\"\" width=\"2000\" height=\"1513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity-160x121.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/StanfordUniversity-1536x1162.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">One of the entrances to the Main Quad on the Stanford University campus on April 9, 2019. \u003ccite>(Rachael Myrow/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Assemblymember Phil Ting, who introduced AB 1780, has said he was inspired to target legacy admissions by the \u003ca href=\"https://www.kqed.org/arts/13887290/lies-money-and-cheating-the-deeper-story-of-the-college-admissions-scandal\">Varsity Blues scandal\u003c/a>, in which wealthy parents paid bribes to get their children into elite schools, including Stanford, USC, UC Berkeley and UCLA through side doors.\u003c/p>\n\u003cp>Student organizers, meanwhile, have also taken aim at university admissions policies that they say favor the children of wealthy and influential parents.\u003c/p>\n\u003cp>Ryan Cieslikowski, a Stanford alum who benefited from financial aid for students from less privileged backgrounds, said his experience there led him to \u003ca href=\"https://www.joinclassaction.us/\">Class Action\u003c/a>, a nationwide nonprofit of students, alumni and faculty members who advocate for tackling classism and inequality within higher education.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Now a lead organizer for the nonprofit, he said his research showed schools like Stanford accept “more students from the top 1% of the income distribution than the entire bottom 50%.”\u003c/p>\n\u003cp>His fellow Stanford organizers traveled to Sacramento three times to testify before the state Legislature when AB 1780 was still in the process of becoming law.\u003c/p>\n\u003cp>“These are the various students whose children stand to benefit from legacy admissions in the future,” Cieslikowski said. “Even the people who stand to benefit from it disproportionately don’t think that their institution should practice it.”\u003c/p>\n\u003cp>He said that while the Trump administration is “exploiting America’s mistrust” of elite education for political purposes, universities should be striving to demonstrate that they serve the public interest, but “Stanford’s decision to continue legacy and donor preference does the exact opposite of that.”\u003c/p>\n\u003cp>The university’s legacy admissions statement was posted just two days before it announced sweeping \u003ca href=\"https://www.kqed.org/news/12050989/stanford-university-lays-off-363-employees-citing-trump-cuts\">layoffs\u003c/a> of over 350 employees and a $140 million budget cut.\u003c/p>\n\u003cfigure id=\"attachment_11956028\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11956028\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED.jpg\" alt=\"An ornate sandstone-colored building with a series of arches sitting on a brick plaza.\" width=\"2000\" height=\"1320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-800x528.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-1020x673.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-1536x1014.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230719-STANFORD-GETTY-DM-KQED-1920x1267.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The arches of the Main Quadrangle buildings on the campus of Stanford University in Palo Alto on Oct. 2, 2021. \u003ccite>(David Madison/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Stanford has decided that accepting the disproportionately privileged children of Stanford alumni and Stanford donors is more important than taking free money from the state of California in order to provide financial aid for their low-income students,” Cieslikowski said. “Especially in the face of massive layoffs.”\u003c/p>\n\u003cp>The Stanford spokesperson did not respond to a follow-up question seeking to specify whether the decision to substitute university funding for Cal Grant was a factor or point of discussion in the budget cut.\u003c/p>\n\u003cp>Cieslikowski referenced Leland Stanford’s quote upon founding the institution in 1885: that “The children of California shall be our children.”\u003c/p>\n\u003cp>“By clinging to legacy preference, the university is sending the exact opposite message,” he said. “Saying that the children of wealthy alumni and donors come first, they shall be our children.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>More than 100 \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> public school employees haven’t been properly paid for their summer work, union leaders said as teachers return to their classrooms this week, just over a month after the district rolled out a replacement for its \u003ca href=\"https://www.kqed.org/news/11908196/sfusd-teachers-protest-missed-paychecks-and-payroll-glitches-at-headquarters-overnight\">faulty payroll system\u003c/a> at a cost of tens of millions of dollars.\u003c/p>\n\u003cp>According to the teachers’ union’s state labor complaint filed Monday against the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a>, some members’ paychecks were delayed or missing, their hours were miscalculated or their union dues went undeducted in the first six weeks since the new system launched.\u003c/p>\n\u003cp>“As they processed the first couple of checks for maybe a couple hundred employees who had worked over summer, many of the same excuses started to emerge, which was, ‘We didn’t account for these unique circumstances,’ and all of a sudden, people were not receiving their full pay,” said Frank Lara, the executive vice president of United Educators of San Francisco.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Payroll has been \u003ca href=\"https://www.kqed.org/news/11922273/as-new-school-year-begins-some-s-f-teachers-still-havent-been-paid-what-theyre-owed-sfusd\">a thorn in the district’s side\u003c/a> since 2022, when it implemented the costly EMPower system that left some employees with incorrect paychecks, and others without pay at all.\u003c/p>\n\u003cp>Over two years, the district tried to resolve issues with the buggy software, spending more than $30 million and ultimately angering thousands of educators.\u003c/p>\n\u003cp>In total, Lara estimated that at least 3,000 of the union’s members had issues getting paid through EMPower and filed more than 10,000 issue tickets with district staff.\u003c/p>\n\u003cfigure id=\"attachment_12042992\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12042992\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Frank Lara, executive vice president of United Educators of San Francisco, speaks during a rally outside the Treasure Island Job Corps Center in San Francisco on June 5, 2025, protesting the facility’s upcoming closure, which they say could leave at-risk youth homeless. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the summer, the district rolled out a new system, operated by Frontline and Red Rover, that Superintendent Maria Su assured the school board and district employees would operate more smoothly and reliably. That software cost the \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">cash-strapped district\u003c/a> $20 million more.\u003c/p>\n\u003cp>“After careful deliberation with our teams, I am pleased to announce that we will be able to proceed with the transition to Frontline as scheduled on July 1,” Su told reporters in June. “And we’ve done all the due diligence to make sure we are going to be able to do it and not have the hiccups of last time.”\u003c/p>\n\u003cp>But since July, Lara said about 150 of the union’s 500 or so members who worked over the summer have had payroll issues.[aside postID=news_12048313 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/SanFranciscoK8SchoolGetty.jpg']Some teachers who worked at district-sponsored enrichment programs over the summer didn’t receive pay at all; others never had union dues deducted from their paychecks like they were supposed to.\u003c/p>\n\u003cp>Other employees were paid at the incorrect rate or had their paychecks delayed for weeks, among other issues.\u003c/p>\n\u003cp>“We knew that going into the implementation of Frontline, there were going to be challenges. … with the implementation of any software and program, especially built on top of a system that we know struggled and did not work for our school district,” said Phil Kim, the president of San Francisco’s Board of Education. “The question I think that I’ve been posing to staff and making sure that the superintendent prioritizes is: ‘How fast are we able to resolve these issues?’”\u003c/p>\n\u003cp>So far, the union has been especially disappointed by how the district is handling the problems, Lara said.\u003c/p>\n\u003cp>“When we raised the alarm, we were shocked at how dismissive the staff was in terms of the very real concerns,” he told KQED.\u003c/p>\n\u003cp>“When a problem arises, everybody starts blaming each other. When we talk to the executive director of payroll … they go, ‘That’s probably an HR thing or a labor relations thing.’ So then we go over to the executive director of HR, and they’re like, ‘We raised these concerns a year ago and they didn’t include that into the system,’” he said. “Then who’s managing the system?”\u003c/p>\n\u003cfigure id=\"attachment_12046127\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last week, the union sent a cease and desist letter to district leaders, including Su and Kim, detailing the issues employees had been dealing with since July, and informing the district it would file a state labor complaint if the issues were not resolved.\u003c/p>\n\u003cp>On Monday, UESF sent that complaint to California’s Public Employment Relations Board, writing that after spending a year preparing for the transition to Frontline, “the system cannot actually do the things we need it to do.”\u003c/p>\n\u003cp>“UESF’s expectation is that SFUSD is paying all of our members exactly what they are owed exactly when it is owed, that our member’s benefits are fully and completely available … without delay,” the unfair-practice charge reads.\u003c/p>\n\u003cp>In a statement, the district said it is working quickly to resolve any issues that arise and has created a website for employees with information and a way to report payroll concerns.\u003c/p>\n\u003cp>As teachers return to their classrooms on Tuesday before the first day of school next week, union leaders plan to rally outside the district’s office, urging officials to resolve the issues quickly.\u003c/p>\n\u003cp>“We’re really concerned now that 6,000 of our members are coming back, especially substitute teachers, that this is going to be a problem,” Lara said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 100 \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> public school employees haven’t been properly paid for their summer work, union leaders said as teachers return to their classrooms this week, just over a month after the district rolled out a replacement for its \u003ca href=\"https://www.kqed.org/news/11908196/sfusd-teachers-protest-missed-paychecks-and-payroll-glitches-at-headquarters-overnight\">faulty payroll system\u003c/a> at a cost of tens of millions of dollars.\u003c/p>\n\u003cp>According to the teachers’ union’s state labor complaint filed Monday against the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a>, some members’ paychecks were delayed or missing, their hours were miscalculated or their union dues went undeducted in the first six weeks since the new system launched.\u003c/p>\n\u003cp>“As they processed the first couple of checks for maybe a couple hundred employees who had worked over summer, many of the same excuses started to emerge, which was, ‘We didn’t account for these unique circumstances,’ and all of a sudden, people were not receiving their full pay,” said Frank Lara, the executive vice president of United Educators of San Francisco.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Payroll has been \u003ca href=\"https://www.kqed.org/news/11922273/as-new-school-year-begins-some-s-f-teachers-still-havent-been-paid-what-theyre-owed-sfusd\">a thorn in the district’s side\u003c/a> since 2022, when it implemented the costly EMPower system that left some employees with incorrect paychecks, and others without pay at all.\u003c/p>\n\u003cp>Over two years, the district tried to resolve issues with the buggy software, spending more than $30 million and ultimately angering thousands of educators.\u003c/p>\n\u003cp>In total, Lara estimated that at least 3,000 of the union’s members had issues getting paid through EMPower and filed more than 10,000 issue tickets with district staff.\u003c/p>\n\u003cfigure id=\"attachment_12042992\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12042992\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250605-TREASUREISLANDJOBCORPS-21-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Frank Lara, executive vice president of United Educators of San Francisco, speaks during a rally outside the Treasure Island Job Corps Center in San Francisco on June 5, 2025, protesting the facility’s upcoming closure, which they say could leave at-risk youth homeless. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the summer, the district rolled out a new system, operated by Frontline and Red Rover, that Superintendent Maria Su assured the school board and district employees would operate more smoothly and reliably. That software cost the \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">cash-strapped district\u003c/a> $20 million more.\u003c/p>\n\u003cp>“After careful deliberation with our teams, I am pleased to announce that we will be able to proceed with the transition to Frontline as scheduled on July 1,” Su told reporters in June. “And we’ve done all the due diligence to make sure we are going to be able to do it and not have the hiccups of last time.”\u003c/p>\n\u003cp>But since July, Lara said about 150 of the union’s 500 or so members who worked over the summer have had payroll issues.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Some teachers who worked at district-sponsored enrichment programs over the summer didn’t receive pay at all; others never had union dues deducted from their paychecks like they were supposed to.\u003c/p>\n\u003cp>Other employees were paid at the incorrect rate or had their paychecks delayed for weeks, among other issues.\u003c/p>\n\u003cp>“We knew that going into the implementation of Frontline, there were going to be challenges. … with the implementation of any software and program, especially built on top of a system that we know struggled and did not work for our school district,” said Phil Kim, the president of San Francisco’s Board of Education. “The question I think that I’ve been posing to staff and making sure that the superintendent prioritizes is: ‘How fast are we able to resolve these issues?’”\u003c/p>\n\u003cp>So far, the union has been especially disappointed by how the district is handling the problems, Lara said.\u003c/p>\n\u003cp>“When we raised the alarm, we were shocked at how dismissive the staff was in terms of the very real concerns,” he told KQED.\u003c/p>\n\u003cp>“When a problem arises, everybody starts blaming each other. When we talk to the executive director of payroll … they go, ‘That’s probably an HR thing or a labor relations thing.’ So then we go over to the executive director of HR, and they’re like, ‘We raised these concerns a year ago and they didn’t include that into the system,’” he said. “Then who’s managing the system?”\u003c/p>\n\u003cfigure id=\"attachment_12046127\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last week, the union sent a cease and desist letter to district leaders, including Su and Kim, detailing the issues employees had been dealing with since July, and informing the district it would file a state labor complaint if the issues were not resolved.\u003c/p>\n\u003cp>On Monday, UESF sent that complaint to California’s Public Employment Relations Board, writing that after spending a year preparing for the transition to Frontline, “the system cannot actually do the things we need it to do.”\u003c/p>\n\u003cp>“UESF’s expectation is that SFUSD is paying all of our members exactly what they are owed exactly when it is owed, that our member’s benefits are fully and completely available … without delay,” the unfair-practice charge reads.\u003c/p>\n\u003cp>In a statement, the district said it is working quickly to resolve any issues that arise and has created a website for employees with information and a way to report payroll concerns.\u003c/p>\n\u003cp>As teachers return to their classrooms on Tuesday before the first day of school next week, union leaders plan to rally outside the district’s office, urging officials to resolve the issues quickly.\u003c/p>\n\u003cp>“We’re really concerned now that 6,000 of our members are coming back, especially substitute teachers, that this is going to be a problem,” Lara said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Updated 10 a.m. Tuesday — \u003ca href=\"https://www.kqed.org/news/12052579/que-es-kinder-de-transicion-tk-california\">\u003cstrong>Leer en español\u003c/strong>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>This year, every 4-year-old in California can enter transitional kindergarten at their local school district. But fewer parents know about TK, and that it can be an option for their family, than they did just a few years ago, according to \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-transitional-kindergarten-awareness-research-stanford\">a survey by the Stanford Center on Early Childhood\u003c/a>.\u003c/p>\n\u003cp>Here are some frequently asked questions about this new grade in \u003ca href=\"https://www.kqed.org/news/11989465/california-teacher-shortage-hinders-transitional-kindergarten-and-bilingual-education-goals\">California’s public school system\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>What is transitional kindergarten?\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/forum/2010101906814/can-californias-universal-transitional-kindergarten-plan-make-the-grade\">Transitional kindergarten is part of California’s ambitious plan\u003c/a> to create the nation’s largest free early education program. The state describes TK as the first of a two-year kindergarten program to prepare children for the rigors of elementary school.\u003c/p>\n\u003cp>Starting in 2012, some school districts introduced TK on a limited basis to serve a group of children who narrowly missed the cutoff date to enter kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_11988070\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988070\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut.jpg\" alt=\"A woman teacher leans over and smiles at two young students in a classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Erika Vargas checks in on students during playtime during a bilingual transitional kindergarten class at Global Family Elementary School in Oakland on May 17, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, they began accepting more 4-year-olds by expanding the birthday cutoffs each year. Starting this school year, all school districts are required to offer universal access to TK. They must also limit classroom sizes to one adult for every ten students.\u003c/p>\n\u003ch2>How do I know if my kid is eligible for TK?\u003c/h2>\n\u003cp>Students who will turn 4 by Sept. 1 of the school year can enroll.\u003c/p>\n\u003ch2>What do kids learn in TK?\u003c/h2>\n\u003cp>TK is a play-based program where children learn through play and interaction with each other. Schools are expected to align with the state’s framework, the \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">Preschool/Transitional Kindergarten Learning Foundations\u003c/a>, when they set the curriculum for TK.[aside postID=news_11989789 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-TKParentsDilemma-24-BL_qut-1020x680.jpg']The document lays out the knowledge and skills that 3- to 5-year-old children can acquire, such as focusing attention and collaborating with others, if given the benefits of a high-quality early education.\u003c/p>\n\u003cp>Erika Vargas, a transitional kindergarten teacher at Global Family Elementary School in Oakland, said a year in TK gives children a “grace period” to learn the routines and expectations of being in school and develop the skills necessary for kindergarten.\u003c/p>\n\u003cp>“Our goal is to expose them to literature, to develop that love of books, reading, writing and drawing,” she said. “Socially, we want them to learn how to make friends and resolve conflicts.”\u003c/p>\n\u003cp>Kids also start on basic skills such as learning the alphabet and numbers, but the focus is more on social and emotional development, said Tanya Harris, director of elementary education for the Alameda Unified School District.\u003c/p>\n\u003ch2>How is TK different from other types of preschool?\u003c/h2>\n\u003cp>TK is the only free school option for all 4-year-olds in California. Two other publicly funded preschool programs — Head Start and the California State Preschool Program — prioritize students based on certain criteria, like income and living situation.\u003c/p>\n\u003cp>Private preschools are businesses or nonprofits that are required to comply with local zoning and health and safety codes. They set their own curriculum.\u003c/p>\n\u003ch2>Why does California want to make TK universal?\u003c/h2>\n\u003cp>Gov. Gavin Newsom said the goal of making TK universal is so that “every 4-year-old in California from here on out can start their schooling on the right track, setting them up for success further down the road.”\u003c/p>\n\u003cfigure id=\"attachment_11988706\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988706\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gina Viggiano teaches a transitional kindergarten class at Holbrook Language Academy in Concord on May 20, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Experts also say that TK brings students into the K–12 system sooner so that they can acclimate to going to school and feel comfortable in a classroom, while parents benefit from an extra year of free care and education for their children.\u003c/p>\n\u003ch2>Does my child have to attend TK?\u003c/h2>\n\u003cp>No. TK and kindergarten are considered optional in California. Children are not mandated to enroll in school until first grade.\u003c/p>\n\u003ch2>When should I start researching transitional kindergarten options for my child?\u003c/h2>\n\u003cp>Many school districts start enrollment in January for the fall and may give priority to school placement for those who enroll early. Also, schools often hold tours and information sessions in the spring.\u003c/p>\n\u003cp>But don’t expect your local school district to reach out to you with a reminder to sign up for your child. Many parents have told us they find out about TK from other parents and do their research into options and deadlines.\u003c/p>\n\u003ch2>What happens if I wait to enroll my child until right before school starts?\u003c/h2>\n\u003cp>Children can enroll in school at any time, but that may limit your options for which school or program your child can enroll in. Some schools may fill up, which means you will have to look at other options.\u003c/p>\n\u003ch2>How can I assess if transitional kindergarten is right for my child?\u003c/h2>\n\u003cp>Since TK may not cover all the child care hours parents need to fit their work schedule, families must consider if they can make it work logistically and if their child can handle switching from school to an aftercare arrangement.\u003c/p>\n\u003cfigure id=\"attachment_11988053\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988053\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut.jpg\" alt=\"A teacher wearing a facemask high-fives a young student at a classroom table\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Pilar Zermeño, a multilingual early childhood educator, sits with transitional kindergarten students during snack time at the International Community School in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some families prefer to keep their child in a program that can provide full-day care, said Kym Johnson, CEO of Bananas, an agency that refers parents to child care options in Alameda County.\u003c/p>\n\u003cp>On the other hand, some parents want their kids to enter a school environment. “Four-year-olds are at different stages and levels of independence,” Johnson said. “We believe families know what’s best for their kids.”\u003c/p>\n\u003ch2>What should I look for in a TK program?\u003c/h2>\n\u003cp>A high-quality TK classroom ought to have ample space for play-based activities, said Hanna Melnick, senior policy adviser for the Learning Policy Institute based in Palo Alto.[aside postID=news_11989615 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-1020x647.jpg']“You want to see literacy, math and science activities in the classroom that are thoughtfully planned,” Melnick said. “And you want to make sure that the curriculum and assessments are taking into account the needs of the whole child — their social and emotional needs, their physical development as well as what’s more considered traditional academic development in math and reading.”\u003c/p>\n\u003cp>Dale Farran, an early childhood education researcher and emeritus professor at Vanderbilt University, said parents need to look for learning opportunities in the classroom that go beyond basic instruction.\u003c/p>\n\u003cp>“They need to be up, they need to be exploring, they need to be interacting with each other and with the teacher, and they need to have an environment that facilitates all of that happening,” Farran said.\u003c/p>\n\u003ch2>What should I ask the school about how TK is run?\u003c/h2>\n\u003cul>\n\u003cli>What kind of outdoor time do children get, and what do those spaces offer?\u003c/li>\n\u003cli>How do you incorporate play into the curriculum?\u003c/li>\n\u003cli>Are there bathrooms attached to the classroom?\u003c/li>\n\u003cli>If not, is there a bathroom inside the classroom? Where are the closest bathrooms, and how do the children get there?\u003c/li>\n\u003cli>Where will they eat their lunch and snacks? Will it be in the classroom or the cafeteria?\u003c/li>\n\u003cli>Do you have any special additional programs for TK students, e.g., dual immersion?\u003c/li>\n\u003cli>What kind of after-school care do you offer?\u003c/li>\n\u003cli>Can I take a tour?\u003c/li>\n\u003cli>Can I talk to the principal and teacher?\u003c/li>\n\u003c/ul>\n\u003ch2>What are common challenges parents encounter?\u003c/h2>\n\u003cp>Many parents find that arranging pick-up and drop-off can be a huge challenge, depending on their work schedules. The other big challenge is finding before- and after-school care since TK schedules vary in length, anywhere from three to five hours a day.\u003c/p>\n\u003cp>The state has provided funding for schools to add after-school care and enrichment classes in art, STEM or sports, but availability varies from school to school. Some programs charge fees while others are free.\u003c/p>\n\u003ch2>Anything else I should consider?\u003c/h2>\n\u003cp>Napping and toilet training. Some 4-year-olds still nap in the afternoon, which is not part of most TK programs. If that’s a problem, then perhaps you could consider how your child could still nap after school or phase out napping.\u003c/p>\n\u003cfigure id=\"attachment_11988060\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988060\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut.jpg\" alt=\"Three young students hold hands outside as they walk away from the camera towards a play gym structure during recess\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Transitional kindergarten students play outside during recess at the International Community School in Oakland on May 17, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another issue some parents worry about is how prepared their child is to use the bathroom on their own. Marji D. Calbeck, director of elementary support for the Mount Diablo Unified School District, recommends that parents talk with teachers at the start of the school year about any concerns and even pack their kids an extra change of clothes in case they have an accident. Potty accidents happen in school, she said, noting it’s something educators should be equipped to deal with.\u003c/p>\n\u003ch2>What if my child isn’t ready for TK? What are my other options?\u003c/h2>\n\u003cp>California offers several publicly funded early childhood education programs to help meet families’ diverse child care needs.\u003c/p>\n\u003cp>Under the state’s \u003ca href=\"https://cauniversalprek.org/\">Universal Pre-Kindergarten (UPK)\u003c/a> initiative, income-eligible families can enroll in federal Head Start programs, the California State Preschool Program or subsidized early learning programs such as home-based “family child care” or private preschools.\u003c/p>\n\u003cp>CSPP offers part-day and full-day options for 2- to 4-year-olds.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2306.asp\">Click here to\u003c/a> find out whether you meet the income requirement to enroll your child in CSPP.\u003c/p>\n\u003ch2>Where can I find more information?\u003c/h2>\n\u003cp>The state has set up a \u003ca href=\"https://cauniversalprek.org/families/\">website with information about UPK\u003c/a>. To find a program in your area, start with your local school district. You can also explore parent forums or groups on social media.\u003c/p>\n\u003cp>Parents can also search for child care that meets their specific needs via \u003ca href=\"http://mychildcareplan.org\">MyChildCarePlan.org\u003c/a>, a search tool supported by California’s network of resource and referral agencies.\u003c/p>\n\u003cp>If there’s a question you have we didn’t include, feel free to reach out to us — \u003ca href=\"mailto:daisynguyen@kqed.org\">Daisy Nguyen \u003c/a>or \u003ca href=\"mailto:eyu@laist.com\">Elly Yu\u003c/a> — and we’ll do our best to find answers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 10 a.m. Tuesday — \u003ca href=\"https://www.kqed.org/news/12052579/que-es-kinder-de-transicion-tk-california\">\u003cstrong>Leer en español\u003c/strong>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>This year, every 4-year-old in California can enter transitional kindergarten at their local school district. But fewer parents know about TK, and that it can be an option for their family, than they did just a few years ago, according to \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-transitional-kindergarten-awareness-research-stanford\">a survey by the Stanford Center on Early Childhood\u003c/a>.\u003c/p>\n\u003cp>Here are some frequently asked questions about this new grade in \u003ca href=\"https://www.kqed.org/news/11989465/california-teacher-shortage-hinders-transitional-kindergarten-and-bilingual-education-goals\">California’s public school system\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>What is transitional kindergarten?\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/forum/2010101906814/can-californias-universal-transitional-kindergarten-plan-make-the-grade\">Transitional kindergarten is part of California’s ambitious plan\u003c/a> to create the nation’s largest free early education program. The state describes TK as the first of a two-year kindergarten program to prepare children for the rigors of elementary school.\u003c/p>\n\u003cp>Starting in 2012, some school districts introduced TK on a limited basis to serve a group of children who narrowly missed the cutoff date to enter kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_11988070\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988070\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut.jpg\" alt=\"A woman teacher leans over and smiles at two young students in a classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-135-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Erika Vargas checks in on students during playtime during a bilingual transitional kindergarten class at Global Family Elementary School in Oakland on May 17, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, they began accepting more 4-year-olds by expanding the birthday cutoffs each year. Starting this school year, all school districts are required to offer universal access to TK. They must also limit classroom sizes to one adult for every ten students.\u003c/p>\n\u003ch2>How do I know if my kid is eligible for TK?\u003c/h2>\n\u003cp>Students who will turn 4 by Sept. 1 of the school year can enroll.\u003c/p>\n\u003ch2>What do kids learn in TK?\u003c/h2>\n\u003cp>TK is a play-based program where children learn through play and interaction with each other. Schools are expected to align with the state’s framework, the \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">Preschool/Transitional Kindergarten Learning Foundations\u003c/a>, when they set the curriculum for TK.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The document lays out the knowledge and skills that 3- to 5-year-old children can acquire, such as focusing attention and collaborating with others, if given the benefits of a high-quality early education.\u003c/p>\n\u003cp>Erika Vargas, a transitional kindergarten teacher at Global Family Elementary School in Oakland, said a year in TK gives children a “grace period” to learn the routines and expectations of being in school and develop the skills necessary for kindergarten.\u003c/p>\n\u003cp>“Our goal is to expose them to literature, to develop that love of books, reading, writing and drawing,” she said. “Socially, we want them to learn how to make friends and resolve conflicts.”\u003c/p>\n\u003cp>Kids also start on basic skills such as learning the alphabet and numbers, but the focus is more on social and emotional development, said Tanya Harris, director of elementary education for the Alameda Unified School District.\u003c/p>\n\u003ch2>How is TK different from other types of preschool?\u003c/h2>\n\u003cp>TK is the only free school option for all 4-year-olds in California. Two other publicly funded preschool programs — Head Start and the California State Preschool Program — prioritize students based on certain criteria, like income and living situation.\u003c/p>\n\u003cp>Private preschools are businesses or nonprofits that are required to comply with local zoning and health and safety codes. They set their own curriculum.\u003c/p>\n\u003ch2>Why does California want to make TK universal?\u003c/h2>\n\u003cp>Gov. Gavin Newsom said the goal of making TK universal is so that “every 4-year-old in California from here on out can start their schooling on the right track, setting them up for success further down the road.”\u003c/p>\n\u003cfigure id=\"attachment_11988706\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988706\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-23-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gina Viggiano teaches a transitional kindergarten class at Holbrook Language Academy in Concord on May 20, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Experts also say that TK brings students into the K–12 system sooner so that they can acclimate to going to school and feel comfortable in a classroom, while parents benefit from an extra year of free care and education for their children.\u003c/p>\n\u003ch2>Does my child have to attend TK?\u003c/h2>\n\u003cp>No. TK and kindergarten are considered optional in California. Children are not mandated to enroll in school until first grade.\u003c/p>\n\u003ch2>When should I start researching transitional kindergarten options for my child?\u003c/h2>\n\u003cp>Many school districts start enrollment in January for the fall and may give priority to school placement for those who enroll early. Also, schools often hold tours and information sessions in the spring.\u003c/p>\n\u003cp>But don’t expect your local school district to reach out to you with a reminder to sign up for your child. Many parents have told us they find out about TK from other parents and do their research into options and deadlines.\u003c/p>\n\u003ch2>What happens if I wait to enroll my child until right before school starts?\u003c/h2>\n\u003cp>Children can enroll in school at any time, but that may limit your options for which school or program your child can enroll in. Some schools may fill up, which means you will have to look at other options.\u003c/p>\n\u003ch2>How can I assess if transitional kindergarten is right for my child?\u003c/h2>\n\u003cp>Since TK may not cover all the child care hours parents need to fit their work schedule, families must consider if they can make it work logistically and if their child can handle switching from school to an aftercare arrangement.\u003c/p>\n\u003cfigure id=\"attachment_11988053\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988053\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut.jpg\" alt=\"A teacher wearing a facemask high-fives a young student at a classroom table\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-15-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Pilar Zermeño, a multilingual early childhood educator, sits with transitional kindergarten students during snack time at the International Community School in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some families prefer to keep their child in a program that can provide full-day care, said Kym Johnson, CEO of Bananas, an agency that refers parents to child care options in Alameda County.\u003c/p>\n\u003cp>On the other hand, some parents want their kids to enter a school environment. “Four-year-olds are at different stages and levels of independence,” Johnson said. “We believe families know what’s best for their kids.”\u003c/p>\n\u003ch2>What should I look for in a TK program?\u003c/h2>\n\u003cp>A high-quality TK classroom ought to have ample space for play-based activities, said Hanna Melnick, senior policy adviser for the Learning Policy Institute based in Palo Alto.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“You want to see literacy, math and science activities in the classroom that are thoughtfully planned,” Melnick said. “And you want to make sure that the curriculum and assessments are taking into account the needs of the whole child — their social and emotional needs, their physical development as well as what’s more considered traditional academic development in math and reading.”\u003c/p>\n\u003cp>Dale Farran, an early childhood education researcher and emeritus professor at Vanderbilt University, said parents need to look for learning opportunities in the classroom that go beyond basic instruction.\u003c/p>\n\u003cp>“They need to be up, they need to be exploring, they need to be interacting with each other and with the teacher, and they need to have an environment that facilitates all of that happening,” Farran said.\u003c/p>\n\u003ch2>What should I ask the school about how TK is run?\u003c/h2>\n\u003cul>\n\u003cli>What kind of outdoor time do children get, and what do those spaces offer?\u003c/li>\n\u003cli>How do you incorporate play into the curriculum?\u003c/li>\n\u003cli>Are there bathrooms attached to the classroom?\u003c/li>\n\u003cli>If not, is there a bathroom inside the classroom? Where are the closest bathrooms, and how do the children get there?\u003c/li>\n\u003cli>Where will they eat their lunch and snacks? Will it be in the classroom or the cafeteria?\u003c/li>\n\u003cli>Do you have any special additional programs for TK students, e.g., dual immersion?\u003c/li>\n\u003cli>What kind of after-school care do you offer?\u003c/li>\n\u003cli>Can I take a tour?\u003c/li>\n\u003cli>Can I talk to the principal and teacher?\u003c/li>\n\u003c/ul>\n\u003ch2>What are common challenges parents encounter?\u003c/h2>\n\u003cp>Many parents find that arranging pick-up and drop-off can be a huge challenge, depending on their work schedules. The other big challenge is finding before- and after-school care since TK schedules vary in length, anywhere from three to five hours a day.\u003c/p>\n\u003cp>The state has provided funding for schools to add after-school care and enrichment classes in art, STEM or sports, but availability varies from school to school. Some programs charge fees while others are free.\u003c/p>\n\u003ch2>Anything else I should consider?\u003c/h2>\n\u003cp>Napping and toilet training. Some 4-year-olds still nap in the afternoon, which is not part of most TK programs. If that’s a problem, then perhaps you could consider how your child could still nap after school or phase out napping.\u003c/p>\n\u003cfigure id=\"attachment_11988060\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988060\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut.jpg\" alt=\"Three young students hold hands outside as they walk away from the camera towards a play gym structure during recess\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-80-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Transitional kindergarten students play outside during recess at the International Community School in Oakland on May 17, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another issue some parents worry about is how prepared their child is to use the bathroom on their own. Marji D. Calbeck, director of elementary support for the Mount Diablo Unified School District, recommends that parents talk with teachers at the start of the school year about any concerns and even pack their kids an extra change of clothes in case they have an accident. Potty accidents happen in school, she said, noting it’s something educators should be equipped to deal with.\u003c/p>\n\u003ch2>What if my child isn’t ready for TK? What are my other options?\u003c/h2>\n\u003cp>California offers several publicly funded early childhood education programs to help meet families’ diverse child care needs.\u003c/p>\n\u003cp>Under the state’s \u003ca href=\"https://cauniversalprek.org/\">Universal Pre-Kindergarten (UPK)\u003c/a> initiative, income-eligible families can enroll in federal Head Start programs, the California State Preschool Program or subsidized early learning programs such as home-based “family child care” or private preschools.\u003c/p>\n\u003cp>CSPP offers part-day and full-day options for 2- to 4-year-olds.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2306.asp\">Click here to\u003c/a> find out whether you meet the income requirement to enroll your child in CSPP.\u003c/p>\n\u003ch2>Where can I find more information?\u003c/h2>\n\u003cp>The state has set up a \u003ca href=\"https://cauniversalprek.org/families/\">website with information about UPK\u003c/a>. To find a program in your area, start with your local school district. You can also explore parent forums or groups on social media.\u003c/p>\n\u003cp>Parents can also search for child care that meets their specific needs via \u003ca href=\"http://mychildcareplan.org\">MyChildCarePlan.org\u003c/a>, a search tool supported by California’s network of resource and referral agencies.\u003c/p>\n\u003cp>If there’s a question you have we didn’t include, feel free to reach out to us — \u003ca href=\"mailto:daisynguyen@kqed.org\">Daisy Nguyen \u003c/a>or \u003ca href=\"mailto:eyu@laist.com\">Elly Yu\u003c/a> — and we’ll do our best to find answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "child-care-union-strikes-deal-to-preserve-benefits-bump-up-pay",
"title": "California Child Care Union Strikes Deal to Preserve Benefits, Bump Up Pay",
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"headTitle": "California Child Care Union Strikes Deal to Preserve Benefits, Bump Up Pay | KQED",
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"content": "\u003cp>Approximately \u003ca href=\"https://www.kqed.org/early-childhood-education-and-care\">60,000 home-based child care providers\u003c/a> will get to preserve their retirement, health care and training benefits and receive a pay bump under a contract deal their union leaders have struck with the state of California.\u003c/p>\n\u003cp>During months of labor talks, the bargaining team for Child Care Providers United said the state was \u003ca href=\"https://www.kqed.org/news/12045220/after-historic-win-child-care-union-fears-pushback-over-pay-benefits\">threatening to cut back some of the benefits and postpone implementing a plan\u003c/a> to bring their payments up to the “true cost of care.”\u003c/p>\n\u003cp>But under the tentative agreement, those benefits will be preserved over the next three years, union leaders said Monday.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In these times in which healthcare is under attack by the federal government in the form of Medicaid cuts, which of course is Medi-Cal for us, it’s significant to have a benefit like that so they can take care of themselves and their families as they continue to do this work,” said Max Arias, chief negotiator for the union.\u003c/p>\n\u003cp>He encouraged members to enroll in the CCPU Health Fund to get reimbursed for out-of-pocket expenses and possibly monthly premiums.\u003c/p>\n\u003cfigure id=\"attachment_11935478\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11935478\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut.jpg\" alt='A Black woman wearing a purple t-shirt that says \"Child care\" stands outside.' width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Yolanda Thomas stands outside her Pittsburg home, where she runs a daycare, on Dec. 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The state also offered a cost-of-living adjustment that amounts to a 1.5% subsidy rate increase and $90 million in one-time “stabilization payments” per child, per month, while the two sides work toward implementing the payment plan.\u003c/p>\n\u003cp>“The stabilization payments means that the state of California recognizes the \u003ca href=\"https://www.kqed.org/news/11935433/all-work-and-low-pay-the-struggle-of-californias-in-home-child-care-providers\">severe financial pressure we face\u003c/a> and they’re taking action to inject direct funds into the system,” said Yolanda Thomas, owner of Best Beginnings Day Care in Pittsburg and a member of the bargaining team.\u003c/p>\n\u003cp>As small-business owners, home-based child care providers like Thomas don’t have access to employer-provided benefits. In 2019, they won the right to collectively bargain because many of them receive reimbursements from the state to serve lower-income families.[aside postID=news_12046588 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED.jpg']For years, the providers complained that the state doesn’t pay them enough to cover the costs of care, putting them at a much \u003ca href=\"https://www.ppic.org/publication/californias-changing-child-care-landscape-understanding-costs-and-supply/\">higher risk\u003c/a> of closing their doors than child care centers, which destabilizes the child care market.\u003c/p>\n\u003cp>Thomas is licensed to provide care for up to 14 children out of her home, but she’s currently serving 12 with her husband’s help — although soon he’ll have other work to do. She said the funds will allow her to hire an assistant and serve more families, and help cover the cost of online classes she’s about to begin taking to earn a bachelor’s degree in early childhood education through \u003ca href=\"https://www.edvance.edu/\">EDvance College\u003c/a>.\u003c/p>\n\u003cp>Thomas has been a child care provider since 2001, but she said she was motivated to continue her professional development so she can earn a living wage.\u003c/p>\n\u003cp>“The way we do that is by furthering our education, making sure that the state and parents know that we’re not just babysitters,” she said. “We don’t sit on babies. We teach babies, we make sure they are ready for their brick-and-mortar school.”\u003c/p>\n\u003cp>Members will be asked to ratify the deal in several weeks, the union said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"title": "California Child Care Union Strikes Deal to Preserve Benefits, Bump Up Pay | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Approximately \u003ca href=\"https://www.kqed.org/early-childhood-education-and-care\">60,000 home-based child care providers\u003c/a> will get to preserve their retirement, health care and training benefits and receive a pay bump under a contract deal their union leaders have struck with the state of California.\u003c/p>\n\u003cp>During months of labor talks, the bargaining team for Child Care Providers United said the state was \u003ca href=\"https://www.kqed.org/news/12045220/after-historic-win-child-care-union-fears-pushback-over-pay-benefits\">threatening to cut back some of the benefits and postpone implementing a plan\u003c/a> to bring their payments up to the “true cost of care.”\u003c/p>\n\u003cp>But under the tentative agreement, those benefits will be preserved over the next three years, union leaders said Monday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In these times in which healthcare is under attack by the federal government in the form of Medicaid cuts, which of course is Medi-Cal for us, it’s significant to have a benefit like that so they can take care of themselves and their families as they continue to do this work,” said Max Arias, chief negotiator for the union.\u003c/p>\n\u003cp>He encouraged members to enroll in the CCPU Health Fund to get reimbursed for out-of-pocket expenses and possibly monthly premiums.\u003c/p>\n\u003cfigure id=\"attachment_11935478\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11935478\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut.jpg\" alt='A Black woman wearing a purple t-shirt that says \"Child care\" stands outside.' width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS61674_029_KQED_DaycareYolandaThomas_12142022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Yolanda Thomas stands outside her Pittsburg home, where she runs a daycare, on Dec. 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The state also offered a cost-of-living adjustment that amounts to a 1.5% subsidy rate increase and $90 million in one-time “stabilization payments” per child, per month, while the two sides work toward implementing the payment plan.\u003c/p>\n\u003cp>“The stabilization payments means that the state of California recognizes the \u003ca href=\"https://www.kqed.org/news/11935433/all-work-and-low-pay-the-struggle-of-californias-in-home-child-care-providers\">severe financial pressure we face\u003c/a> and they’re taking action to inject direct funds into the system,” said Yolanda Thomas, owner of Best Beginnings Day Care in Pittsburg and a member of the bargaining team.\u003c/p>\n\u003cp>As small-business owners, home-based child care providers like Thomas don’t have access to employer-provided benefits. In 2019, they won the right to collectively bargain because many of them receive reimbursements from the state to serve lower-income families.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For years, the providers complained that the state doesn’t pay them enough to cover the costs of care, putting them at a much \u003ca href=\"https://www.ppic.org/publication/californias-changing-child-care-landscape-understanding-costs-and-supply/\">higher risk\u003c/a> of closing their doors than child care centers, which destabilizes the child care market.\u003c/p>\n\u003cp>Thomas is licensed to provide care for up to 14 children out of her home, but she’s currently serving 12 with her husband’s help — although soon he’ll have other work to do. She said the funds will allow her to hire an assistant and serve more families, and help cover the cost of online classes she’s about to begin taking to earn a bachelor’s degree in early childhood education through \u003ca href=\"https://www.edvance.edu/\">EDvance College\u003c/a>.\u003c/p>\n\u003cp>Thomas has been a child care provider since 2001, but she said she was motivated to continue her professional development so she can earn a living wage.\u003c/p>\n\u003cp>“The way we do that is by furthering our education, making sure that the state and parents know that we’re not just babysitters,” she said. “We don’t sit on babies. We teach babies, we make sure they are ready for their brick-and-mortar school.”\u003c/p>\n\u003cp>Members will be asked to ratify the deal in several weeks, the union said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "fearing-deportation-international-students-go-silent-at-californias-universities",
"title": "Fearing Deportation, International Students Go Silent at California’s Universities",
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"headTitle": "Fearing Deportation, International Students Go Silent at California’s Universities | KQED",
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"content": "\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>International college students are learning that speech isn’t as free as they thought in the United States. After President Donald Trump began his second term, hundreds of international students lost their student status as part of an executive order cracking down on immigration and alleged antisemitism.\u003c/p>\n\u003cp>While lawsuits resulted in many of those students having their status reinstated since April, the uncertainty of it happening again has created fear among international students, particularly within the University of California system, where international students make up 13.6% of student enrollment as of Fall 2024.\u003c/p>\n\u003cp>Some international students told CalMatters they have changed their involvement in campus activities, from the routes they take on campus to avoid free speech areas, to the topics they include in their research projects, to scrubbing their social media posts and limiting their political activism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The fear began spreading in late January, when the White House \u003ca href=\"https://www.whitehouse.gov/fact-sheets/2025/01/fact-sheet-president-donald-j-trump-takes-forceful-and-unprecedented-steps-to-combat-anti-semitism/\">released a fact sheet\u003c/a> about Trump’s \u003ca href=\"https://www.federalregister.gov/documents/2025/02/03/2025-02230/additional-measures-to-combat-anti-semitism\">Executive Order 14188\u003c/a>, “Additional Measures to Combat Anti-Semitism,” stating, “resident aliens who joined in the pro-jihadist protests, we put you on notice: come 2025, we will find you, and we will deport you.” Additionally, it mentioned cancelling visas of “Hamas sympathizers” on college campuses.\u003c/p>\n\u003cp>Since then, there have been a few high-profile arrests of international students, including Mahmoud Khalil at Columbia University, a legal permanent resident who was involved in leading pro-Palestinian protests, and Rümeysa Öztürk at Tufts University, a Turkish national who co-wrote an op-ed asking her university to divest. \u003ca href=\"https://www.npr.org/2025/06/23/nx-s1-5441691/mahmoud-khalil-interview\">Khalil\u003c/a> has since been released on bail and \u003ca href=\"https://www.npr.org/2025/05/09/nx-s1-5393055/tufts-student-rumeysa-ozturk-ordered-freed-from-immigration-detention\">Öztürk\u003c/a> was released by order of a federal judge. Still, these detentions have triggered concerns among international students about how their actions could be used against them.\u003c/p>\n\u003cp>[aside postID=news_12051521 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/UCLAAP.jpg']\u003c/p>\n\u003cp>Additionally, U.S. Secretary of State Marco Rubio recently \u003ca href=\"https://calmatters.org/education/higher-education/2025/05/chinese-student-visas-california-trump/\">announced\u003c/a> the U.S. would start “aggressively” revoking Chinese student visas, more specifically, those with ties to the Chinese Communist Party or studying in fields that are considered “critical.”\u003c/p>\n\u003cp>Federal officials haven’t released any information about how many international students had their status revoked, or which campuses they attend. However, \u003ca href=\"https://www.insidehighered.com/news/global/international-students-us/2025/04/07/where-students-have-had-their-visas-revoked\">Inside Higher Ed\u003c/a> compiled news reports of more than 1,800 students nationwide, including over 200 in California, whose status were revoked in the spring.\u003c/p>\n\u003cp>CalMatters reached out to all 10 UC campuses inquiring about the number of international students who have had their statuses reinstated, but only two responded. As of April 28, UC San Diego’s 35 terminated student visas had been reactivated, and one student was deported. At UC Santa Barbara, 11 of the 12 visas had been reinstated, though the “situation remains fluid,” said Media Relations Manager Kiki Reyes.\u003c/p>\n\u003ch2>\u003cstrong>International students are chilling their speech\u003c/strong>\u003c/h2>\n\u003cp>None of the international students interviewed for this story wanted their names or areas of study published due to fears of being identified and having their status revoked for speaking publicly.[aside postID=forum_2010101909645 hero='https://cdn.kqed.org/wp-content/uploads/sites/43/2025/04/GettyImages-2205113389-1-1020x574.jpg']At UC Berkeley, a sophomore told CalMatters that she was involved in campus activism for about a year and a half until about March, when she saw international students losing their visas and heard rumors of immigration enforcement agents on campus. Her thoughts on protesting have changed drastically. “Everything I say can be used against me,” she said. She has been coming up with creative ways to be involved while trying to keep herself and other international students safe. For example, she participates in student club meetings, where she feels she can speak more privately.\u003c/p>\n\u003cp>“I came to the United States because those are things that I wasn’t comfortable doing in my country,” the sophomore said. “I wasn’t comfortable speaking out. It was like a dictatorship, and that’s why I came to America, which is, like, where the freedom is supposed to be. And then I got met with this. It’s really, really disappointing.”\u003c/p>\n\u003cp>Also at UC Berkeley, a junior from the UK said that last year she felt much freer. During the campus pro-Palestinian protests last year, she wanted to participate but was too busy. Her regret has now turned into relief because if anyone had taken a picture of her near a protest, she believes she would have suffered consequences.\u003c/p>\n\u003cp>“Under a Biden administration, I would have felt like I was free to criticize the administration. I was free to take part in protests,” she said. “Because of Trump’s recent decision — especially with the students at Columbia — I feel like I can’t be anywhere near a protest.”\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/08/042324_Berkeley-Gaza_MO_CM_10-1024x682.jpg\" alt='Protesters hold signs reading \"Healthcare Workers Demand: Stop Bombing Hospitals\" during a demonstration. The signs are white with green and red text and feature an image of a hand with a stethoscope. Some protesters wear keffiyehs and face masks, and the background shows an urban street scene with other participants.'>\u003cfigcaption>Health Care Workers for Gaza participate in the “Free Palestine Camp” demonstration outside of Sproul Hall at UC Berkeley on April 23, 2024. \u003cem>Manuel Orbegozo for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>An international graduate student at another UC — he does not want to name his campus in fear of not passing his dissertation — is working on a research project about the interplay of international politics and media. His research paper includes a section on human rights violations and genocide. Initially, he included coverage of the Israel-Hamas war. Faculty advised him to remove the parts about Israel from his final project, he said.\u003c/p>\n\u003cp>“It does not have that big an impact on the entire project … but personally I’m just disappointed that I could not talk about it in my final events,” the graduate student said. “I will be presenting this to a set of faculty from my department, and they will be grading that, determining whether I can graduate or not based on the paper. It impacts a little bit on my department, and regarding freedom of speech.”\u003c/p>\n\u003ch2>\u003cstrong>Balancing the support of Jewish students and due process \u003c/strong>\u003c/h2>\n\u003cp>In his executive order, Trump promises to protect the civil rights of Jewish citizens, who have faced harassment, physical threats and assault on college campuses.\u003c/p>\n\u003cp>UC Irvine Jewish student Shir — who requested not to use her full name because she fears discrimination – believes if a student on a visa is “celebrating terror explicitly,” their student status should be evaluated. However, she notes the importance of drawing the line at terror and hate and not overstepping legal boundaries.\u003c/p>\n\u003cp>“Skipping [due] process doesn’t protect [against] antisemitism, it only creates more hate in the system,” Shir said in an email. “We are all humans first and should be treated as such.”\u003c/p>\n\u003cp>While she supports students’ right to protest, Shir wrote “there have been students repeating and glorifying slogans and ideas used by Hamas, a terrorist organization. This is where action is needed. I and many other Jewish students have been confronted at these protests and on campus, told I am a terrorist, that my family in Israel deserves to die, and had protesters outright justify Hamas’ actions to me.”\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2023/12/110723_UCLA-Israel-Rally_LJ_CM_02-1024x682.jpg\" alt='A person holds a sign reading \"No Hostage Left Behind\" during a rally, with Israeli flags visible in the crowd. The sign is in focus, while people and flags in the foreground are blurred. The event appears to be outdoors, with trees in the background.'>\u003cfigcaption>Hillel, a campus religious group, hosts a rally calling for the release of kidnapped Israelis at UCLA’s Wilson Plaza on Nov. 7, 2023 in Los Angeles. \u003cem>Lauren Justice for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Raquel Aldana, a law professor at UC Davis, said the language being used by the Trump administration about antisemitism is extremely broad and could be read to include anything that is anti-Israel.\u003c/p>\n\u003cp>“One of the areas they’re going to be watching is how these institutions of higher learning respond to allegations of antisemitism, which could end up targeting foreign students,” Aldana said.\u003c/p>\n\u003cp>The Trump administration’s antisemitism task force is investigating allegations of antisemitic incidents at \u003ca href=\"https://www.justice.gov/opa/pr/federal-task-force-combat-antisemitism-announces-visits-10-college-campuses-experienced\">at least 10 college campuses \u003c/a>across the country, including UCLA, UC Berkeley and the University of Southern California.\u003c/p>\n\u003cp>Aldana said she didn’t understand what problems the investigations are meant to address — adding that it “feels like a political move and not a true concern.”\u003c/p>\n\u003ch2>\u003cstrong>International students limited on travel options\u003c/strong>\u003c/h2>\n\u003cp>Three UC campuses that responded to CalMatters said they’ve sent communications to international students to use caution if they plan to travel outside the country.[aside postID=news_12036406 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250417-HIGHEREDPROTESTS-08-BL-KQED-1020x680.jpg']Right before spring break, international students said they received travel warning emails from their international student offices about the risks of leaving the country. At UC Berkeley, the sophomore student said an \u003ca href=\"https://mailchi.mp/berkeley/spring-break-2025-travel-reminders-students\">email from the Berkeley International Office\u003c/a> said the office could not guarantee international students’ ability to return to the U.S. if they left the country, even though the \u003ca href=\"https://travel.state.gov/content/travel/en/us-visas/study/student-visa.html#:~:text=Continuing%20Students%C2%A0%2D%C2%A0Student%20(F%20and%20M)%20visas%20for%20continuing%20students%20may%20be%20issued%20at%20any%20time%2C%20as%20long%20as%20the%20student%20is%20currently%20enrolled%20at%20a%20SEVP%2Dapproved%20school%20or%20institution%20and%20in%20SEVIS.%20%C2%A0Continuing%20students%20may%20enter%20the%20United%20States%20at%20any%20time%20before%20classes%20start.\">U.S. State Department’s website\u003c/a> states continuing students may enter the country at any time.\u003c/p>\n\u003cp>“We had to spend our spring break in the U.S., [when] people want to go home,” the UC Berkeley sophomore said. “Not having that option is really disappointing, the fact that no one at the university can advocate for the small percentage of [international] students they have, … is insane to me.”\u003c/p>\n\u003cp>For the summer break, UC Berkeley’s International Office sent another email in May that \u003ca href=\"https://mailchi.mp/berkeley/temporary-delay-for-scheduling-of-visa-appointments-for-f-and-j-applicants-9013441\">urged “caution”\u003c/a> for continuing international students who planned to travel out of the country. On June 4, the White House released a \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/06/restricting-the-entry-of-foreign-nationals-to-protect-the-united-states-from-foreign-terrorists-and-other-national-security-and-public-safety-threats/\">Presidential Proclamation\u003c/a> announcing restrictions from 19 designated countries to enter the U.S. As a result, UC Davis and UC Irvine recommended that international students from those 19 countries not leave the U.S. because the travel ban may prevent them from re-entering.\u003c/p>\n\u003ch2>\u003cstrong>Student newspapers face ethical dilemmas \u003c/strong>\u003c/h2>\n\u003cp>Öztürk, the Tufts university student arrested after criticizing her university’s response to the Israel-Hamas war, \u003ca href=\"https://www.nytimes.com/2025/05/10/us/tufts-rumeysa-ozturk-release.html\">returned to Massachusetts\u003c/a> after a judge ordered her release from a detention facility in Louisiana in May. Her arrest spurred college publications to take extra precautions.\u003c/p>\n\u003cp>Adalia Luo, editor-in-chief of UC San Diego’s student news organization \u003ca href=\"https://ucsdguardian.org/policies/\">The Guardian\u003c/a>, and Chris Ponce, editor-in-chief of \u003ca href=\"https://theaggie.org/the-california-aggie-code-of-ethics/\">The California Aggie \u003c/a>at UC Davis, said their opinion departments have been making changes. Luo said her organization has removed names from articles by international student writers upon request. Luo added that the priority is protecting the students even though removing a byline weakens a story’s credibility.\u003c/p>\n\u003cp>UC Davis’ student news staff has discussed a similar issue. Ponce said they’re not simply granting anonymity for anyone who asks. However, they are “now more than ever” open to removing whole articles if it means protecting the status of international students, which they are doing on a case-by-case basis.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/08/061225_Intl-Students_LB_CM_26-1024x683.jpg\" alt=\"A person wearing glasses and a dark blue shirt smiles while holding up a copy of The California Aggie newspaper. The issue’s illustrated cover reads “Best of 2025” and features drawings of local landmarks and scenery. A dartboard is visible in the background on the wall.\">\u003cfigcaption>Chris Ponce, former editor-in-chief of The California Aggie, holds up a copy of the “Best of Davis 2025” on his last day of school at UC Davis, on June 12, 2025. \u003cem>Louis Bryant III for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>One student newspaper is challenging the Trump administration’s policies regarding noncitizen students. The Stanford Daily, represented by the \u003ca href=\"https://www.thefire.org/news/lawsuit-fire-challenges-unconstitutional-provisions-rubio-uses-crusade-deport-legal-immigrants\">Foundation for Individual Rights and Expression\u003c/a>, or FIRE, is suing Secretary of State Marco Rubio and Secretary of Homeland Security Kristi Noem over immigration laws that allow the revocation of student visas for protected speech.\u003c/p>\n\u003cp>According to a \u003ca href=\"https://stanforddaily.com/2025/08/07/letter-from-the-editors-on-the-dailys-lawsuit-with-fire/\">letter from the editors\u003c/a>, far fewer international students are willing to speak to The Daily, and those who do request anonymity. “Several international members of our own staff even left their positions at The Daily. Many of those who stayed requested to stop writing news articles related to protests or political events on campus and asked that their previous articles be taken off our website,” the letter states.\u003c/p>\n\u003cp>The junior at UC Berkeley said she writes for a campus political magazine. Once the Trump administration started targeting international students, she asked for the articles to be taken down, and the magazine obliged.\u003c/p>\n\u003cp>“I didn’t want my name affiliated with criticisms of the administration, as that would either risk me getting deported or a future visa being rejected. I believe the articles are still inaccessible, and my goal is that they remain so for the rest of Trump’s term,” the junior said.\u003c/p>\n\u003cp>Despite fears about sharing their viewpoints publicly, international students say it’s important to be advocates for themselves and each other.\u003c/p>\n\u003cp>The UC Berkeley sophomore said international students should continue to consider their safety as well as their rights.\u003c/p>\n\u003cp>“You should be taking precautions to keep your status and to keep yourself safe, but to also know that if we back down, change will never happen,” the sophomore said.\u003c/p>\n\u003cp>\u003cem>Mercy Sosa contributed to this story. Emewodesh Eshete and Mercy Sosa are contributors with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2025/08/international-students-california-universities/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "After hundreds of international students lost their status this spring, then regained it following lawsuits, the uncertainty of it happening again has created fear.",
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"title": "Fearing Deportation, International Students Go Silent at California’s Universities | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>International college students are learning that speech isn’t as free as they thought in the United States. After President Donald Trump began his second term, hundreds of international students lost their student status as part of an executive order cracking down on immigration and alleged antisemitism.\u003c/p>\n\u003cp>While lawsuits resulted in many of those students having their status reinstated since April, the uncertainty of it happening again has created fear among international students, particularly within the University of California system, where international students make up 13.6% of student enrollment as of Fall 2024.\u003c/p>\n\u003cp>Some international students told CalMatters they have changed their involvement in campus activities, from the routes they take on campus to avoid free speech areas, to the topics they include in their research projects, to scrubbing their social media posts and limiting their political activism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The fear began spreading in late January, when the White House \u003ca href=\"https://www.whitehouse.gov/fact-sheets/2025/01/fact-sheet-president-donald-j-trump-takes-forceful-and-unprecedented-steps-to-combat-anti-semitism/\">released a fact sheet\u003c/a> about Trump’s \u003ca href=\"https://www.federalregister.gov/documents/2025/02/03/2025-02230/additional-measures-to-combat-anti-semitism\">Executive Order 14188\u003c/a>, “Additional Measures to Combat Anti-Semitism,” stating, “resident aliens who joined in the pro-jihadist protests, we put you on notice: come 2025, we will find you, and we will deport you.” Additionally, it mentioned cancelling visas of “Hamas sympathizers” on college campuses.\u003c/p>\n\u003cp>Since then, there have been a few high-profile arrests of international students, including Mahmoud Khalil at Columbia University, a legal permanent resident who was involved in leading pro-Palestinian protests, and Rümeysa Öztürk at Tufts University, a Turkish national who co-wrote an op-ed asking her university to divest. \u003ca href=\"https://www.npr.org/2025/06/23/nx-s1-5441691/mahmoud-khalil-interview\">Khalil\u003c/a> has since been released on bail and \u003ca href=\"https://www.npr.org/2025/05/09/nx-s1-5393055/tufts-student-rumeysa-ozturk-ordered-freed-from-immigration-detention\">Öztürk\u003c/a> was released by order of a federal judge. Still, these detentions have triggered concerns among international students about how their actions could be used against them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Additionally, U.S. Secretary of State Marco Rubio recently \u003ca href=\"https://calmatters.org/education/higher-education/2025/05/chinese-student-visas-california-trump/\">announced\u003c/a> the U.S. would start “aggressively” revoking Chinese student visas, more specifically, those with ties to the Chinese Communist Party or studying in fields that are considered “critical.”\u003c/p>\n\u003cp>Federal officials haven’t released any information about how many international students had their status revoked, or which campuses they attend. However, \u003ca href=\"https://www.insidehighered.com/news/global/international-students-us/2025/04/07/where-students-have-had-their-visas-revoked\">Inside Higher Ed\u003c/a> compiled news reports of more than 1,800 students nationwide, including over 200 in California, whose status were revoked in the spring.\u003c/p>\n\u003cp>CalMatters reached out to all 10 UC campuses inquiring about the number of international students who have had their statuses reinstated, but only two responded. As of April 28, UC San Diego’s 35 terminated student visas had been reactivated, and one student was deported. At UC Santa Barbara, 11 of the 12 visas had been reinstated, though the “situation remains fluid,” said Media Relations Manager Kiki Reyes.\u003c/p>\n\u003ch2>\u003cstrong>International students are chilling their speech\u003c/strong>\u003c/h2>\n\u003cp>None of the international students interviewed for this story wanted their names or areas of study published due to fears of being identified and having their status revoked for speaking publicly.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At UC Berkeley, a sophomore told CalMatters that she was involved in campus activism for about a year and a half until about March, when she saw international students losing their visas and heard rumors of immigration enforcement agents on campus. Her thoughts on protesting have changed drastically. “Everything I say can be used against me,” she said. She has been coming up with creative ways to be involved while trying to keep herself and other international students safe. For example, she participates in student club meetings, where she feels she can speak more privately.\u003c/p>\n\u003cp>“I came to the United States because those are things that I wasn’t comfortable doing in my country,” the sophomore said. “I wasn’t comfortable speaking out. It was like a dictatorship, and that’s why I came to America, which is, like, where the freedom is supposed to be. And then I got met with this. It’s really, really disappointing.”\u003c/p>\n\u003cp>Also at UC Berkeley, a junior from the UK said that last year she felt much freer. During the campus pro-Palestinian protests last year, she wanted to participate but was too busy. Her regret has now turned into relief because if anyone had taken a picture of her near a protest, she believes she would have suffered consequences.\u003c/p>\n\u003cp>“Under a Biden administration, I would have felt like I was free to criticize the administration. I was free to take part in protests,” she said. “Because of Trump’s recent decision — especially with the students at Columbia — I feel like I can’t be anywhere near a protest.”\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/08/042324_Berkeley-Gaza_MO_CM_10-1024x682.jpg\" alt='Protesters hold signs reading \"Healthcare Workers Demand: Stop Bombing Hospitals\" during a demonstration. The signs are white with green and red text and feature an image of a hand with a stethoscope. Some protesters wear keffiyehs and face masks, and the background shows an urban street scene with other participants.'>\u003cfigcaption>Health Care Workers for Gaza participate in the “Free Palestine Camp” demonstration outside of Sproul Hall at UC Berkeley on April 23, 2024. \u003cem>Manuel Orbegozo for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>An international graduate student at another UC — he does not want to name his campus in fear of not passing his dissertation — is working on a research project about the interplay of international politics and media. His research paper includes a section on human rights violations and genocide. Initially, he included coverage of the Israel-Hamas war. Faculty advised him to remove the parts about Israel from his final project, he said.\u003c/p>\n\u003cp>“It does not have that big an impact on the entire project … but personally I’m just disappointed that I could not talk about it in my final events,” the graduate student said. “I will be presenting this to a set of faculty from my department, and they will be grading that, determining whether I can graduate or not based on the paper. It impacts a little bit on my department, and regarding freedom of speech.”\u003c/p>\n\u003ch2>\u003cstrong>Balancing the support of Jewish students and due process \u003c/strong>\u003c/h2>\n\u003cp>In his executive order, Trump promises to protect the civil rights of Jewish citizens, who have faced harassment, physical threats and assault on college campuses.\u003c/p>\n\u003cp>UC Irvine Jewish student Shir — who requested not to use her full name because she fears discrimination – believes if a student on a visa is “celebrating terror explicitly,” their student status should be evaluated. However, she notes the importance of drawing the line at terror and hate and not overstepping legal boundaries.\u003c/p>\n\u003cp>“Skipping [due] process doesn’t protect [against] antisemitism, it only creates more hate in the system,” Shir said in an email. “We are all humans first and should be treated as such.”\u003c/p>\n\u003cp>While she supports students’ right to protest, Shir wrote “there have been students repeating and glorifying slogans and ideas used by Hamas, a terrorist organization. This is where action is needed. I and many other Jewish students have been confronted at these protests and on campus, told I am a terrorist, that my family in Israel deserves to die, and had protesters outright justify Hamas’ actions to me.”\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2023/12/110723_UCLA-Israel-Rally_LJ_CM_02-1024x682.jpg\" alt='A person holds a sign reading \"No Hostage Left Behind\" during a rally, with Israeli flags visible in the crowd. The sign is in focus, while people and flags in the foreground are blurred. The event appears to be outdoors, with trees in the background.'>\u003cfigcaption>Hillel, a campus religious group, hosts a rally calling for the release of kidnapped Israelis at UCLA’s Wilson Plaza on Nov. 7, 2023 in Los Angeles. \u003cem>Lauren Justice for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Raquel Aldana, a law professor at UC Davis, said the language being used by the Trump administration about antisemitism is extremely broad and could be read to include anything that is anti-Israel.\u003c/p>\n\u003cp>“One of the areas they’re going to be watching is how these institutions of higher learning respond to allegations of antisemitism, which could end up targeting foreign students,” Aldana said.\u003c/p>\n\u003cp>The Trump administration’s antisemitism task force is investigating allegations of antisemitic incidents at \u003ca href=\"https://www.justice.gov/opa/pr/federal-task-force-combat-antisemitism-announces-visits-10-college-campuses-experienced\">at least 10 college campuses \u003c/a>across the country, including UCLA, UC Berkeley and the University of Southern California.\u003c/p>\n\u003cp>Aldana said she didn’t understand what problems the investigations are meant to address — adding that it “feels like a political move and not a true concern.”\u003c/p>\n\u003ch2>\u003cstrong>International students limited on travel options\u003c/strong>\u003c/h2>\n\u003cp>Three UC campuses that responded to CalMatters said they’ve sent communications to international students to use caution if they plan to travel outside the country.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Right before spring break, international students said they received travel warning emails from their international student offices about the risks of leaving the country. At UC Berkeley, the sophomore student said an \u003ca href=\"https://mailchi.mp/berkeley/spring-break-2025-travel-reminders-students\">email from the Berkeley International Office\u003c/a> said the office could not guarantee international students’ ability to return to the U.S. if they left the country, even though the \u003ca href=\"https://travel.state.gov/content/travel/en/us-visas/study/student-visa.html#:~:text=Continuing%20Students%C2%A0%2D%C2%A0Student%20(F%20and%20M)%20visas%20for%20continuing%20students%20may%20be%20issued%20at%20any%20time%2C%20as%20long%20as%20the%20student%20is%20currently%20enrolled%20at%20a%20SEVP%2Dapproved%20school%20or%20institution%20and%20in%20SEVIS.%20%C2%A0Continuing%20students%20may%20enter%20the%20United%20States%20at%20any%20time%20before%20classes%20start.\">U.S. State Department’s website\u003c/a> states continuing students may enter the country at any time.\u003c/p>\n\u003cp>“We had to spend our spring break in the U.S., [when] people want to go home,” the UC Berkeley sophomore said. “Not having that option is really disappointing, the fact that no one at the university can advocate for the small percentage of [international] students they have, … is insane to me.”\u003c/p>\n\u003cp>For the summer break, UC Berkeley’s International Office sent another email in May that \u003ca href=\"https://mailchi.mp/berkeley/temporary-delay-for-scheduling-of-visa-appointments-for-f-and-j-applicants-9013441\">urged “caution”\u003c/a> for continuing international students who planned to travel out of the country. On June 4, the White House released a \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/06/restricting-the-entry-of-foreign-nationals-to-protect-the-united-states-from-foreign-terrorists-and-other-national-security-and-public-safety-threats/\">Presidential Proclamation\u003c/a> announcing restrictions from 19 designated countries to enter the U.S. As a result, UC Davis and UC Irvine recommended that international students from those 19 countries not leave the U.S. because the travel ban may prevent them from re-entering.\u003c/p>\n\u003ch2>\u003cstrong>Student newspapers face ethical dilemmas \u003c/strong>\u003c/h2>\n\u003cp>Öztürk, the Tufts university student arrested after criticizing her university’s response to the Israel-Hamas war, \u003ca href=\"https://www.nytimes.com/2025/05/10/us/tufts-rumeysa-ozturk-release.html\">returned to Massachusetts\u003c/a> after a judge ordered her release from a detention facility in Louisiana in May. Her arrest spurred college publications to take extra precautions.\u003c/p>\n\u003cp>Adalia Luo, editor-in-chief of UC San Diego’s student news organization \u003ca href=\"https://ucsdguardian.org/policies/\">The Guardian\u003c/a>, and Chris Ponce, editor-in-chief of \u003ca href=\"https://theaggie.org/the-california-aggie-code-of-ethics/\">The California Aggie \u003c/a>at UC Davis, said their opinion departments have been making changes. Luo said her organization has removed names from articles by international student writers upon request. Luo added that the priority is protecting the students even though removing a byline weakens a story’s credibility.\u003c/p>\n\u003cp>UC Davis’ student news staff has discussed a similar issue. Ponce said they’re not simply granting anonymity for anyone who asks. However, they are “now more than ever” open to removing whole articles if it means protecting the status of international students, which they are doing on a case-by-case basis.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/08/061225_Intl-Students_LB_CM_26-1024x683.jpg\" alt=\"A person wearing glasses and a dark blue shirt smiles while holding up a copy of The California Aggie newspaper. The issue’s illustrated cover reads “Best of 2025” and features drawings of local landmarks and scenery. A dartboard is visible in the background on the wall.\">\u003cfigcaption>Chris Ponce, former editor-in-chief of The California Aggie, holds up a copy of the “Best of Davis 2025” on his last day of school at UC Davis, on June 12, 2025. \u003cem>Louis Bryant III for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>One student newspaper is challenging the Trump administration’s policies regarding noncitizen students. The Stanford Daily, represented by the \u003ca href=\"https://www.thefire.org/news/lawsuit-fire-challenges-unconstitutional-provisions-rubio-uses-crusade-deport-legal-immigrants\">Foundation for Individual Rights and Expression\u003c/a>, or FIRE, is suing Secretary of State Marco Rubio and Secretary of Homeland Security Kristi Noem over immigration laws that allow the revocation of student visas for protected speech.\u003c/p>\n\u003cp>According to a \u003ca href=\"https://stanforddaily.com/2025/08/07/letter-from-the-editors-on-the-dailys-lawsuit-with-fire/\">letter from the editors\u003c/a>, far fewer international students are willing to speak to The Daily, and those who do request anonymity. “Several international members of our own staff even left their positions at The Daily. Many of those who stayed requested to stop writing news articles related to protests or political events on campus and asked that their previous articles be taken off our website,” the letter states.\u003c/p>\n\u003cp>The junior at UC Berkeley said she writes for a campus political magazine. Once the Trump administration started targeting international students, she asked for the articles to be taken down, and the magazine obliged.\u003c/p>\n\u003cp>“I didn’t want my name affiliated with criticisms of the administration, as that would either risk me getting deported or a future visa being rejected. I believe the articles are still inaccessible, and my goal is that they remain so for the rest of Trump’s term,” the junior said.\u003c/p>\n\u003cp>Despite fears about sharing their viewpoints publicly, international students say it’s important to be advocates for themselves and each other.\u003c/p>\n\u003cp>The UC Berkeley sophomore said international students should continue to consider their safety as well as their rights.\u003c/p>\n\u003cp>“You should be taking precautions to keep your status and to keep yourself safe, but to also know that if we back down, change will never happen,” the sophomore said.\u003c/p>\n\u003cp>\u003cem>Mercy Sosa contributed to this story. Emewodesh Eshete and Mercy Sosa are contributors with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2025/08/international-students-california-universities/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"id": "bbc-world-service",
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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