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"content": "\u003cfigure id=\"attachment_138671\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/RS6264_78253847-lpr.jpg\">\u003cimg class=\"size-medium wp-image-138671\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/RS6264_78253847-lpr-640x426.jpg\" alt=\"A judge's ruling on teacher tenure could have huge ramifications in California. (Getty Images)\" width=\"640\" height=\"426\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A judge's ruling on teacher tenure could have huge ramifications in California. (Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Update, Tuesday 3:15 p.m.\u003c/strong>: Tom Torlakson, state superintendent of public instruction, issued a statement reflecting his disappointment about \u003ca href=\"http://studentsmatter.org/wp-content/uploads/2014/06/Tenative-Decision.pdf\" target=\"_blank\">today's ruling\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>“All children deserve great teachers,\" Torlakson said. \"Attracting, training, and nurturing talented and dedicated educators are among the most important tasks facing every school district, tasks that require the right mix of tools, resources, and expertise. Today’s ruling may inadvertently make this critical work even more challenging than it already is.\u003c/p>\n\u003cp>“While I have no direct jurisdiction over the statutes challenged in this case, I am always ready to assist the Legislature and Governor in their work to provide high-quality teachers for all of our students. Teachers are not the problem in our schools, they are the solution.”\u003c/p>\u003c/blockquote>\n\u003cp>Of course, Marshall Tuck, who will try to take away Torlakson's job in the November election, had a different take:\u003c/p>\n\u003cblockquote>\u003cp>\"Today’s decision is a major victory for California’s students, and a repudiation of the failed Sacramento status quo,\" said Tuck's statement. \"I applaud the nine students who took a courageous stand for all of California’s kids. But the truth is, no student should ever have to go to court to get a quality education – and no elected official should ever put bureaucratic laws ahead of students’ inte\u003cspan class=\"text_exposed_show\">rest.\u003c/span>\u003c/p>\n\u003cp>\"For too long, State Superintendent Tom Torlakson and the Sacramento education establishment have defended a broken status quo. Instead of working to make sure every child has access to a quality education, they have wasted taxpayer money fighting to derail this lawsuit.\u003c/p>\n\u003cp>\"Now, State Superintendent Torlakson faces a critical choice. I urge him to do the right thing for California’s students, and not appeal this landmark ruling …\"\u003c/p>\u003c/blockquote>\n\u003cp>KQED's Mina Kim talks about the magnitude of Tuesday's ruling with KQED education reporter Ana Tintocalis, who has been following the case:\u003cbr>\n\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/153797160&color=ff5500&auto_play=false&hide_related=false&show_artwork=true&show_comments=true&show_user=true&show_reposts=false\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Original post:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>By Associated Press\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California's tenure protections for public school teachers were ruled unconstitutional Tuesday by a judge presiding in a lawsuit brought by nine students.\u003c/p>\n\u003cp>Los Angeles County Superior Court Judge Rolf Treu cited the historic case of Brown v. Board of Education in ruling that all students are entitled to equal education, and said the current situation discriminates against minority and low-income students in placing ineffective teachers in their schools.\u003c/p>\n\u003cp>\"Plaintiffs claim that the challenged statutes result in grossly ineffective teachers obtaining and retaining permanent employment, and that these teachers are disproportionately situated in schools serving predominantly low-income and minority students,\" the decision said.\u003c/p>\n\u003cp>The judge said the plaintiffs' equal-protection claims validly stated that the statutes violated their fundamental rights to equality of education.\u003c/p>\n\u003cp>The judge stayed implementation of the ruling pending appeals. The case only involves K-12 teachers.[contextly_sidebar id=\"14e728e1d2f7379f75990620f0db806b\"]\u003c/p>\n\u003cp>Other states tackling the issue are also paying close attention to how the case plays out in the nation's most populous state.\u003c/p>\n\u003cp>One issue at the center of the lawsuit was whether bad teachers should be so heavily protected by tenure laws that they are almost impossible to fire. The lawsuit asked the courts to strike down several laws providing teachers with tenure, seniority-based job protection and other benefits.\u003c/p>\n\u003cp>Los Angeles Unified School District Superintendent John Deasy testified during the trial that it can take over two years on average to fire an incompetent tenured teacher and sometimes as long as 10. The cost of doing so, he said, can run anywhere from $250,000 to $450,000.\u003c/p>\n\u003cp>Treu heard two months of testimony for and against the lawsuit filed by students who claim that they are being deprived of a good education. The plaintiffs said that the state's teacher tenure system, which allows only two years for evaluation before a teacher is hired permanently, does not provide sufficient time to weigh a teacher's effectiveness.\u003c/p>\n\u003cp>The trial represented the latest battle in a nationwide movement to abolish or toughen the standards for granting teachers permanent employment protection and seniority-based preferences during layoffs. Dozens of states have moved in recent years to get rid of or raise the standards for obtaining such protections.\u003c/p>\n\u003cp>Lawyers for teachers object to changes that they say will allow the firing of teachers on a whim. They argue the current system preserves academic freedom and helps attract talented teachers to a profession that doesn't pay well.\u003c/p>\n\u003cp>The lawsuit, Vergara v. California, was brought by Beatriz Vergara and eight other students who said they were saddled with teachers who let classrooms get out of control, came to school unprepared and in some cases told them they'd never make anything of themselves.\u003c/p>\n\u003cp>\"This is a piece of a national debate and legal policy battle,\" plaintiffs' attorney Theodore Boutrous Jr. said. \"It's being watched around the country.\"\u003c/p>\n\u003cp>James Finberg, who represents the teachers, agreed that Treu's decision could be a bellwether for other states. With 325,000 teachers and 6 million students, California has one of the largest educational networks in the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California's tenure protections for public school teachers were ruled unconstitutional Tuesday by a judge presiding in a lawsuit brought by nine students.\u003c/p>\n\u003cp>Los Angeles County Superior Court Judge Rolf Treu cited the historic case of Brown v. Board of Education in ruling that all students are entitled to equal education, and said the current situation discriminates against minority and low-income students in placing ineffective teachers in their schools.\u003c/p>\n\u003cp>\"Plaintiffs claim that the challenged statutes result in grossly ineffective teachers obtaining and retaining permanent employment, and that these teachers are disproportionately situated in schools serving predominantly low-income and minority students,\" the decision said.\u003c/p>\n\u003cp>The judge said the plaintiffs' equal-protection claims validly stated that the statutes violated their fundamental rights to equality of education.\u003c/p>\n\u003cp>The judge stayed implementation of the ruling pending appeals. The case only involves K-12 teachers.\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Other states tackling the issue are also paying close attention to how the case plays out in the nation's most populous state.\u003c/p>\n\u003cp>One issue at the center of the lawsuit was whether bad teachers should be so heavily protected by tenure laws that they are almost impossible to fire. The lawsuit asked the courts to strike down several laws providing teachers with tenure, seniority-based job protection and other benefits.\u003c/p>\n\u003cp>Los Angeles Unified School District Superintendent John Deasy testified during the trial that it can take over two years on average to fire an incompetent tenured teacher and sometimes as long as 10. The cost of doing so, he said, can run anywhere from $250,000 to $450,000.\u003c/p>\n\u003cp>Treu heard two months of testimony for and against the lawsuit filed by students who claim that they are being deprived of a good education. The plaintiffs said that the state's teacher tenure system, which allows only two years for evaluation before a teacher is hired permanently, does not provide sufficient time to weigh a teacher's effectiveness.\u003c/p>\n\u003cp>The trial represented the latest battle in a nationwide movement to abolish or toughen the standards for granting teachers permanent employment protection and seniority-based preferences during layoffs. Dozens of states have moved in recent years to get rid of or raise the standards for obtaining such protections.\u003c/p>\n\u003cp>Lawyers for teachers object to changes that they say will allow the firing of teachers on a whim. They argue the current system preserves academic freedom and helps attract talented teachers to a profession that doesn't pay well.\u003c/p>\n\u003cp>The lawsuit, Vergara v. California, was brought by Beatriz Vergara and eight other students who said they were saddled with teachers who let classrooms get out of control, came to school unprepared and in some cases told them they'd never make anything of themselves.\u003c/p>\n\u003cp>\"This is a piece of a national debate and legal policy battle,\" plaintiffs' attorney Theodore Boutrous Jr. said. \"It's being watched around the country.\"\u003c/p>\n\u003cp>James Finberg, who represents the teachers, agreed that Treu's decision could be a bellwether for other states. With 325,000 teachers and 6 million students, California has one of the largest educational networks in the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Channeling Buffalo Soldiers: National Parks Seek to Draw More Black Visitors",
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"content": "\u003cfigure id=\"attachment_138365\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-138365\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/BuffaloSoldiers.jpg\" alt=\"In 1899, Buffalo Soldiers in the 24th Infantry carried out mounted patrol duties in Yosemite.\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">In 1899, Buffalo Soldiers in the 24th Infantry carried out mounted patrol duties in Yosemite. (Courtesy Yosemite Research Library)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sara Bernard\u003c/strong>\u003c/p>\n\u003cp>Yosemite National Park ranger Shelton Johnson has spent a lot of time thinking about the Buffalo Soldiers — African-American Army troops who were stationed in the Sierras in the first years of the 20th century. In fact, it's been 18 years since he graduated from Yosemite's Mounted Horse Patrol School for the express purpose of portraying them in films, podcasts and live performances. Mostly, he plays Sgt. Elizy Bowman — Troop “K,” 9th U.S. Cavalry — who was one of the real-life Buffalo Soldiers who found duty in the high country.\u003c/p>\n\u003cp>\"What that job meant was patrolling Yosemite,\" Shelton's character croons, on one of the \u003ca href=\"http://www.nps.gov/yose/historyculture/buffspodcast.htm\">episodes of the podcast\u003c/a>. \"And the way of Yosemite is that there are colored soldiers here and we are the ones enforcing the rules.\"\u003c/p>\n\u003cp>That's because the Buffalo Soldiers were some of the country’s first national park rangers —before the National Park Service was created in 1916. The second African-American National Parks Event will honor their legacy with speeches, re-enactments and a performance by Shelton Johnson in Yosemite Valley.\u003c/p>\n\u003cp>Participants will first gather at San Francisco's old Army base, the Presidio, where the Buffalo Soldiers were once stationed, and then travel by bus along the route that some took into the Sierra Nevada in 1903. They'll stop in Los Banos, where one prominent Buffalo Soldier is buried, and then spend the night camping in Yosemite, trailed by the Buffalo Soldiers Motorcycle Club.\u003c/p>\n\u003cfigure id=\"attachment_138377\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-138377\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/Shelton.jpg\" alt=\"Park Ranger Shelton Johnson portrays one of the U.S. Army's Buffalo Soldiers as part of his interpretation of Yosemite's history. \" width=\"200\" height=\"267\">\u003cfigcaption class=\"wp-caption-text\">Park Ranger Shelton Johnson portrays one of the U.S. Army's Buffalo Soldiers as part of his interpretation of Yosemite's history. (Courtesy Yosemite Research Library)\u003c/figcaption>\u003c/figure>\n\u003cp>The event focuses on African-American history in the national parks to spotlight today's reality: few African-Americans visit them. A study several years ago found that at Yosemite, the proportion of black visitors is less than 1 percent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"A lot of people feel uncomfortable being the only one,\" said Teresa Baker, event founder and community leader for Outdoor Afro, a Berkeley-based social network. Its goal is to get more African-Americans outdoors nationwide.\u003c/p>\n\u003cp>\"I think that the more we see ourselves out in these spaces, the more comfortable we will become with that,\" Baker said.\u003c/p>\n\u003cp>Outdoor Afro founder Rue Mapp calls it the “anti-program program,” because eventually, she says, this kind of work won’t be necessary.\u003c/p>\n\u003cp>\"What we're really working toward is that moment when it will just be ordinary,\" she said. \"That people are accessing these places and spaces in a way that fits into their lives and it's not a banner headline. It is just a way of life.\"\u003c/p>\n\u003cp>Ranger Kelli English, chief of interpretation for four National Park sites in the Bay Area, concedes the \"perception is out there that African-Americans don't go to national parks, that African-Americans don't explore the outdoors, they don't go hiking, they don't go camping,\" but she wants to prove that stereotype wrong.\u003c/p>\n\u003cp>For many participants and event organizers, the history of the Buffalo Soldiers dispels the perception that black Americans aren’t engaged with the outdoors. The troops built the first trail to the top of Mount Whitney. They built the first botanical garden in a national park, in Yosemite. They stopped wildlife poaching and timber theft and fought wildfires.\u003c/p>\n\u003cp>\"One can argue that without the contributions that the Buffalo Soldiers made to our national parks in California that we might not have the National Park Service as we know it today,\" English said.\u003c/p>\n\u003cfigure id=\"attachment_138369\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-thumbnail wp-image-138369\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/KelliEnglish-300x300.jpg\" alt=\"Ranger Kelli English talks about camping in Yosemite, and about the Buffalo Soldiers at a logistics meeting for event participants. \" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Ranger Kelli English talks about camping in Yosemite, and about the Buffalo Soldiers at a logistics meeting for event participants. (Sara Bernard/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Still, it wasn’t easy. While many Buffalo Soldiers were veterans of overseas wars — the Spanish-American War and the Philippine-American War for the most part — they never came to be seen as capable and worthy in the white-dominated society back home.\u003c/p>\n\u003cp>\"It’s amazing when you think about Colonel Charles Young serving as superintendent of Sequoia National Park for the summer\" of 1903, English said, \"and really going head-to-head with local ranchers who didn’t think a black man should be telling them what they could or couldn’t do with their livestock. The challenges that they faced a hundred years ago trying to protect these national parks were really quite astounding.\"\u003c/p>\n\u003cp>Oakland resident C.B. Smith-Dahl agrees. She and her family will join this weekend’s trip to Yosemite, and she feels the history they’ll encounter is important for all Americans.\u003c/p>\n\u003cp>\"Just like it’s important for my kids to know that there are people who look like them who were more than just slaves, it’s also important for kids who don’t look like them to know that there is this range of black experience in the United States.\"\u003c/p>\n\u003cp>And as Shelton Johnson says — through his alter ego Elizy Bowman — that experience has been both difficult and rewarding.\u003c/p>\n\u003cp>\"Every time I hear those words, Buffalo Soldier, I think about what they mean. I think about the past. I think about who I am,\" Bowman says in the podcast. \"It’s a difficult duty. It’s a hard duty. But it’s a hard job in a beautiful place.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/153188359&color=ff5500&auto_play=false&hide_related=false&show_artwork=true&show_comments=true&show_user=true&show_reposts=false\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_138365\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-138365\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/BuffaloSoldiers.jpg\" alt=\"In 1899, Buffalo Soldiers in the 24th Infantry carried out mounted patrol duties in Yosemite.\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">In 1899, Buffalo Soldiers in the 24th Infantry carried out mounted patrol duties in Yosemite. (Courtesy Yosemite Research Library)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sara Bernard\u003c/strong>\u003c/p>\n\u003cp>Yosemite National Park ranger Shelton Johnson has spent a lot of time thinking about the Buffalo Soldiers — African-American Army troops who were stationed in the Sierras in the first years of the 20th century. In fact, it's been 18 years since he graduated from Yosemite's Mounted Horse Patrol School for the express purpose of portraying them in films, podcasts and live performances. Mostly, he plays Sgt. Elizy Bowman — Troop “K,” 9th U.S. Cavalry — who was one of the real-life Buffalo Soldiers who found duty in the high country.\u003c/p>\n\u003cp>\"What that job meant was patrolling Yosemite,\" Shelton's character croons, on one of the \u003ca href=\"http://www.nps.gov/yose/historyculture/buffspodcast.htm\">episodes of the podcast\u003c/a>. \"And the way of Yosemite is that there are colored soldiers here and we are the ones enforcing the rules.\"\u003c/p>\n\u003cp>That's because the Buffalo Soldiers were some of the country’s first national park rangers —before the National Park Service was created in 1916. The second African-American National Parks Event will honor their legacy with speeches, re-enactments and a performance by Shelton Johnson in Yosemite Valley.\u003c/p>\n\u003cp>Participants will first gather at San Francisco's old Army base, the Presidio, where the Buffalo Soldiers were once stationed, and then travel by bus along the route that some took into the Sierra Nevada in 1903. They'll stop in Los Banos, where one prominent Buffalo Soldier is buried, and then spend the night camping in Yosemite, trailed by the Buffalo Soldiers Motorcycle Club.\u003c/p>\n\u003cfigure id=\"attachment_138377\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-138377\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/Shelton.jpg\" alt=\"Park Ranger Shelton Johnson portrays one of the U.S. Army's Buffalo Soldiers as part of his interpretation of Yosemite's history. \" width=\"200\" height=\"267\">\u003cfigcaption class=\"wp-caption-text\">Park Ranger Shelton Johnson portrays one of the U.S. Army's Buffalo Soldiers as part of his interpretation of Yosemite's history. (Courtesy Yosemite Research Library)\u003c/figcaption>\u003c/figure>\n\u003cp>The event focuses on African-American history in the national parks to spotlight today's reality: few African-Americans visit them. A study several years ago found that at Yosemite, the proportion of black visitors is less than 1 percent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"A lot of people feel uncomfortable being the only one,\" said Teresa Baker, event founder and community leader for Outdoor Afro, a Berkeley-based social network. Its goal is to get more African-Americans outdoors nationwide.\u003c/p>\n\u003cp>\"I think that the more we see ourselves out in these spaces, the more comfortable we will become with that,\" Baker said.\u003c/p>\n\u003cp>Outdoor Afro founder Rue Mapp calls it the “anti-program program,” because eventually, she says, this kind of work won’t be necessary.\u003c/p>\n\u003cp>\"What we're really working toward is that moment when it will just be ordinary,\" she said. \"That people are accessing these places and spaces in a way that fits into their lives and it's not a banner headline. It is just a way of life.\"\u003c/p>\n\u003cp>Ranger Kelli English, chief of interpretation for four National Park sites in the Bay Area, concedes the \"perception is out there that African-Americans don't go to national parks, that African-Americans don't explore the outdoors, they don't go hiking, they don't go camping,\" but she wants to prove that stereotype wrong.\u003c/p>\n\u003cp>For many participants and event organizers, the history of the Buffalo Soldiers dispels the perception that black Americans aren’t engaged with the outdoors. The troops built the first trail to the top of Mount Whitney. They built the first botanical garden in a national park, in Yosemite. They stopped wildlife poaching and timber theft and fought wildfires.\u003c/p>\n\u003cp>\"One can argue that without the contributions that the Buffalo Soldiers made to our national parks in California that we might not have the National Park Service as we know it today,\" English said.\u003c/p>\n\u003cfigure id=\"attachment_138369\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-thumbnail wp-image-138369\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/06/KelliEnglish-300x300.jpg\" alt=\"Ranger Kelli English talks about camping in Yosemite, and about the Buffalo Soldiers at a logistics meeting for event participants. \" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Ranger Kelli English talks about camping in Yosemite, and about the Buffalo Soldiers at a logistics meeting for event participants. (Sara Bernard/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Still, it wasn’t easy. While many Buffalo Soldiers were veterans of overseas wars — the Spanish-American War and the Philippine-American War for the most part — they never came to be seen as capable and worthy in the white-dominated society back home.\u003c/p>\n\u003cp>\"It’s amazing when you think about Colonel Charles Young serving as superintendent of Sequoia National Park for the summer\" of 1903, English said, \"and really going head-to-head with local ranchers who didn’t think a black man should be telling them what they could or couldn’t do with their livestock. The challenges that they faced a hundred years ago trying to protect these national parks were really quite astounding.\"\u003c/p>\n\u003cp>Oakland resident C.B. Smith-Dahl agrees. She and her family will join this weekend’s trip to Yosemite, and she feels the history they’ll encounter is important for all Americans.\u003c/p>\n\u003cp>\"Just like it’s important for my kids to know that there are people who look like them who were more than just slaves, it’s also important for kids who don’t look like them to know that there is this range of black experience in the United States.\"\u003c/p>\n\u003cp>And as Shelton Johnson says — through his alter ego Elizy Bowman — that experience has been both difficult and rewarding.\u003c/p>\n\u003cp>\"Every time I hear those words, Buffalo Soldier, I think about what they mean. I think about the past. I think about who I am,\" Bowman says in the podcast. \"It’s a difficult duty. It’s a hard duty. But it’s a hard job in a beautiful place.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/153188359&color=ff5500&auto_play=false&hide_related=false&show_artwork=true&show_comments=true&show_user=true&show_reposts=false\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Oakland School Board Seeks Parcel Tax to Improve High Schools",
"title": "Oakland School Board Seeks Parcel Tax to Improve High Schools",
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"content": "\u003cp>\u003cstrong>By Barbara Grady\u003cbr>\n\u003ca href=\"http://oaklandlocal.com/2014/05/oakland-school-board-denies-charter-for-reems-seeks-parcel-tax-for-its-high-schools/\" target=\"_blank\">Oakland Local\u003c/a>\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137622\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/OUSD.jpg\">\u003cimg class=\"size-medium wp-image-137622\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/OUSD-640x450.jpg\" alt=\"The Oakland School Board wants to improve the city's high schools by creating career academies within schools. City voters would have to pass a parcel tax to pay for the changes. (Justin Sullivan/Getty Images)\" width=\"640\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Oakland school board wants to improve the city's high schools by creating career academies within schools. City voters would have to pass a parcel tax in November to pay for the changes. (Justin Sullivan/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>A tiny K-8 charter school that serves kids in East Oakland’s most dangerous and desperate neighborhood lost its charter Wednesday night after an emotional session before the Oakland Board of Education.\u003c/p>\n\u003cp>In a long meeting Wednesday evening, the board of the \u003ca href=\"http://www.ousd.k12.ca.us/\" target=\"_blank\">Oakland Unified School District\u003c/a> also voted to prepare a ballot measure asking Oakland residents to consider a new parcel tax of $120 per parcel to fund improving its high schools. The measure would be on the November ballot.\u003c/p>\n\u003cp>Additionally, the board voted to limit police contact with students during school hours and to give students the right to have a parent present before answering any police questions.\u003c/p>\n\u003cp>\u003cstrong>Parcel Tax\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Oakland school board approved a plan to draft a ballot measure for November asking voters for a $120 per-parcel tax to help improve high school instruction in Oakland.\u003c/p>\n\u003cp>Specifically, the district wants to bring Linked Learning pedagogy to all of its high schools, as well as hire more counselors, teachers and advisors so that students receive personal advising through their high school years and have access to academically rigorous courses. OUSD aims to raise about $12 million through the parcel tax and distribute it to all high schools in Oakland, including charter schools, on an equal amount per student basis, with 10 percent saved for administering the program. Schools would develop Linked Learning — or learning through internship — curricula and apply for the funding set aside for each school. Watch the video below to learn about Linked Learning.\u003c/p>\n\u003cp>The high schools are, by the district’s own assessment, the weakest part of the school district, in that scores from the high schools as a group suggest lower proficiency among students compared with their peers elsewhere, and nearly 22 percent of high school students drop out.\u003c/p>\n\u003cp>While several high schools are academic success stories where many families try to enroll their kids, some others are fraught with problems, including high dropout rates, declining enrollment, teacher turnover and low academic achievement. Three schools in particular, located in Oakland’s poorest neighborhoods, Castlemont, Fremont and McClymonds high schools, have significant troubles. Castlemont, which is two blocks up the street from E.C. Reems in the same violence-plagued neighborhood, lost its principal mid-year, while McClymonds has yet another new principal this year.\u003c/p>\n\u003cp>Linked Learning programs developed at some district high schools, including MetWest and Life Academy with partial programs at other schools, have been successful in raising student achievement and keeping students in school to graduation. Data the district extracted from its student achievement records found that students in Linked Learning programs generally scored higher on California standardized tests and were more likely to enroll in college preparatory classes than peers not in the programs.\u003c/p>\n\u003cp>Acting Superintendent Gary Yee proposed “The Oakland College and Career Readiness for All Fund” ballot measure would have the following five goals and four uses.\u003c/p>\n\u003cp>\u003cstrong>Goals:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Decrease the high school dropout rate\u003c/li>\n\u003cli>Increase high school students’ readiness to succeed in college and career\u003c/li>\n\u003cli>Increase middle school students’ successful transition to high school\u003c/li>\n\u003cli>Reduce disparities in student achievement and student access to Linked Learning based on race, ethnicity, gender, socioeconomic status and residency\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Uses:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>To increase supports for students in college preparatory courses in every high school to ensure all students are eligible to attend and are prepared to succeed in college\u003c/li>\n\u003cli>To provide work-based learning in every high school, including career exploration, career technical education courses, job shadowing, internships and job certifications\u003c/li>\n\u003cli>To provide counseling, tutoring, mentoring and other intensive support services to students in danger of not graduating high school\u003c/li>\n\u003cli>To provide programs to students transitioning from eighth grade to ninth grade to prepare them to succeed in high school, including early career exploration, summer school and parent outreach.\u003c/li>\n\u003c/ul>\n\u003cp>Money raised through the tax would be apportioned to all publicly funded high schools in Oakland (including charter high schools) on a per-pupil basis, such that schools get the same amount per student. Last night, the board added a stipulation to include the county-approved charter high school in Oakland, Envision Academy, in receiving funding.\u003c/p>\n\u003cp>Community groups have been pushing for help for the high schools. The Oakland Community Organizations and East Bay Asian Youth Center took it upon themselves to survey 552 households to gauge willingness to pay a special tax to improve the city’s high schools and help teenagers. Its survey, used by the school board in making its decisions, found that 73 percent of voters polled would approve a parcel tax of $120 to improve Oakland’s high schools. Of course, attitudes shown in a poll might differ from votes actually cast. A tax measure needs two-thirds or 67 percent of votes to win passage.\u003c/p>\n\u003cp>Katy Nunez-Adler, an organizer with OCO, said, “We are a group working in support of Linked Learning and high school improvement. Our research showed that Linked Learning approaches can make a real difference in a child’s life if we have enough support. So out of our own funding, we conducted a community survey of households,” on what they think of a parcel tax. Her colleague from EBAYC, Andy Nelson, said, “We don’t take this lightly, we know it is a huge task, especially for flatlands families. We also know from the polls across the city that Oaklanders do take seriously the need to provide opportunities for high school students.”\u003c/p>\n\u003cp>\u003cstrong>E.C. Reems Charter School\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ecreemsacademy.org/\" target=\"_blank\">E.C. Reems Academy of Technology and Arts\u003c/a>, on MacArthur Boulevard at 84th Street, sought a five-year renewal of its charter from OUSD. Charter schools get funding and general approval from local school districts but operate independently.\u003c/p>\n\u003cp>Tucked along a corridor where gunshots ring out daily and where unemployment shapes day-to-day life, E.C. Reems schools 243 children, almost all of them local and almost all of them African-Americans from very low-income families. It is one of Oakland’s oldest charter schools, founded 14 years ago by Bishop Ernestine C. Reems of nearby Center of Hope Community Church.\u003c/p>\n\u003cp>But citing sharply declining enrollment, financial difficulties with rising debt and mediocre academic performance — although that last point was contested — OUSD staff recommended the board not renew E.C. Reems’ charter. After an anguished discussion, the board voted 4-2 along those lines, despite pleas from parents, students, administrators, local clergy and community members. Only board members James Harris, who represents East Oakland, and Chris Dobbins voted to let the school continue.\u003c/p>\n\u003cp>“E.C. Reems is really the community. The school has done so much for the community, for families who are homeless, for families living in hotels,’’ said parent Nikka Bell with one of her three children who attend Reems at her side. “If you take it away, you’re taking away the hope of our children.”\u003c/p>\n\u003cp>Recent graduate LaVonte Thompson said the school is “my home, our home,” and another recent graduate credited her E.C. Reems education for her success getting into several colleges and state universities.\u003c/p>\n\u003cp>Principal Lisa Blair said the school has a particular mission. “We are in East Oakland to save lives. We are in East Oakland to give children who have been transferred out of other schools an opportunity to excel, an opportunity to become adults.” She acknowledged that enrollment is down and finances tough, but added that OUSD is also losing enrollment. She said families are moving out of Oakland.\u003c/p>\n\u003cp>E.C. Reems’ enrollment has plunged 33 percent in two years. Since schools are reimbursed based on how many kids are enrolled and attend school, its revenues have also plunged. It has borrowed money from OUSD as well as from its own future revenues — a risky move — to pay for ongoing expenses. Its debt is about $280,000.\u003c/p>\n\u003cp>The OUSD staff who review charter applications by analyzing the school’s practices, data on student outcomes and school finances also cited poor academic performance based on the state’s Academic Performance Index, lack of professional development opportunities for teachers and no plan in place to implement curriculum aligned with the Common Core standards although schools are required to do so.\u003c/p>\n\u003cp>However, the school’s API rose to 711 last year from 699 the year before. Most notably, scores achieved by E.C. Reems’ African-American students for the past three years are higher than the average scores for African-American students attending district-operated schools, according to data on the E.C. Reems application.\u003c/p>\n\u003cp>The Rev. Raymond Lankford of Voices of Hope Community Church asked the board perhaps the most searching question: If you close the school, he asked, what is your plan for these children?\u003c/p>\n\u003cp>In an anguished discussion, board members wondered why Reems officials filed their petition late — too late for them to provide much help to Reems administrators to shore up finances and strengthen the academic program.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Blair, in an interview, said she will appeal to the county and the state if necessary.\u003c/p>\n\n",
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"excerpt": "And the city's E.C. Reems Charter School, which serves a very poor neighborhood, has lost its charter.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Barbara Grady\u003cbr>\n\u003ca href=\"http://oaklandlocal.com/2014/05/oakland-school-board-denies-charter-for-reems-seeks-parcel-tax-for-its-high-schools/\" target=\"_blank\">Oakland Local\u003c/a>\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137622\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/OUSD.jpg\">\u003cimg class=\"size-medium wp-image-137622\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/OUSD-640x450.jpg\" alt=\"The Oakland School Board wants to improve the city's high schools by creating career academies within schools. City voters would have to pass a parcel tax to pay for the changes. (Justin Sullivan/Getty Images)\" width=\"640\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Oakland school board wants to improve the city's high schools by creating career academies within schools. City voters would have to pass a parcel tax in November to pay for the changes. (Justin Sullivan/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>A tiny K-8 charter school that serves kids in East Oakland’s most dangerous and desperate neighborhood lost its charter Wednesday night after an emotional session before the Oakland Board of Education.\u003c/p>\n\u003cp>In a long meeting Wednesday evening, the board of the \u003ca href=\"http://www.ousd.k12.ca.us/\" target=\"_blank\">Oakland Unified School District\u003c/a> also voted to prepare a ballot measure asking Oakland residents to consider a new parcel tax of $120 per parcel to fund improving its high schools. The measure would be on the November ballot.\u003c/p>\n\u003cp>Additionally, the board voted to limit police contact with students during school hours and to give students the right to have a parent present before answering any police questions.\u003c/p>\n\u003cp>\u003cstrong>Parcel Tax\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Oakland school board approved a plan to draft a ballot measure for November asking voters for a $120 per-parcel tax to help improve high school instruction in Oakland.\u003c/p>\n\u003cp>Specifically, the district wants to bring Linked Learning pedagogy to all of its high schools, as well as hire more counselors, teachers and advisors so that students receive personal advising through their high school years and have access to academically rigorous courses. OUSD aims to raise about $12 million through the parcel tax and distribute it to all high schools in Oakland, including charter schools, on an equal amount per student basis, with 10 percent saved for administering the program. Schools would develop Linked Learning — or learning through internship — curricula and apply for the funding set aside for each school. Watch the video below to learn about Linked Learning.\u003c/p>\n\u003cp>The high schools are, by the district’s own assessment, the weakest part of the school district, in that scores from the high schools as a group suggest lower proficiency among students compared with their peers elsewhere, and nearly 22 percent of high school students drop out.\u003c/p>\n\u003cp>While several high schools are academic success stories where many families try to enroll their kids, some others are fraught with problems, including high dropout rates, declining enrollment, teacher turnover and low academic achievement. Three schools in particular, located in Oakland’s poorest neighborhoods, Castlemont, Fremont and McClymonds high schools, have significant troubles. Castlemont, which is two blocks up the street from E.C. Reems in the same violence-plagued neighborhood, lost its principal mid-year, while McClymonds has yet another new principal this year.\u003c/p>\n\u003cp>Linked Learning programs developed at some district high schools, including MetWest and Life Academy with partial programs at other schools, have been successful in raising student achievement and keeping students in school to graduation. Data the district extracted from its student achievement records found that students in Linked Learning programs generally scored higher on California standardized tests and were more likely to enroll in college preparatory classes than peers not in the programs.\u003c/p>\n\u003cp>Acting Superintendent Gary Yee proposed “The Oakland College and Career Readiness for All Fund” ballot measure would have the following five goals and four uses.\u003c/p>\n\u003cp>\u003cstrong>Goals:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Decrease the high school dropout rate\u003c/li>\n\u003cli>Increase high school students’ readiness to succeed in college and career\u003c/li>\n\u003cli>Increase middle school students’ successful transition to high school\u003c/li>\n\u003cli>Reduce disparities in student achievement and student access to Linked Learning based on race, ethnicity, gender, socioeconomic status and residency\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Uses:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>To increase supports for students in college preparatory courses in every high school to ensure all students are eligible to attend and are prepared to succeed in college\u003c/li>\n\u003cli>To provide work-based learning in every high school, including career exploration, career technical education courses, job shadowing, internships and job certifications\u003c/li>\n\u003cli>To provide counseling, tutoring, mentoring and other intensive support services to students in danger of not graduating high school\u003c/li>\n\u003cli>To provide programs to students transitioning from eighth grade to ninth grade to prepare them to succeed in high school, including early career exploration, summer school and parent outreach.\u003c/li>\n\u003c/ul>\n\u003cp>Money raised through the tax would be apportioned to all publicly funded high schools in Oakland (including charter high schools) on a per-pupil basis, such that schools get the same amount per student. Last night, the board added a stipulation to include the county-approved charter high school in Oakland, Envision Academy, in receiving funding.\u003c/p>\n\u003cp>Community groups have been pushing for help for the high schools. The Oakland Community Organizations and East Bay Asian Youth Center took it upon themselves to survey 552 households to gauge willingness to pay a special tax to improve the city’s high schools and help teenagers. Its survey, used by the school board in making its decisions, found that 73 percent of voters polled would approve a parcel tax of $120 to improve Oakland’s high schools. Of course, attitudes shown in a poll might differ from votes actually cast. A tax measure needs two-thirds or 67 percent of votes to win passage.\u003c/p>\n\u003cp>Katy Nunez-Adler, an organizer with OCO, said, “We are a group working in support of Linked Learning and high school improvement. Our research showed that Linked Learning approaches can make a real difference in a child’s life if we have enough support. So out of our own funding, we conducted a community survey of households,” on what they think of a parcel tax. Her colleague from EBAYC, Andy Nelson, said, “We don’t take this lightly, we know it is a huge task, especially for flatlands families. We also know from the polls across the city that Oaklanders do take seriously the need to provide opportunities for high school students.”\u003c/p>\n\u003cp>\u003cstrong>E.C. Reems Charter School\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ecreemsacademy.org/\" target=\"_blank\">E.C. Reems Academy of Technology and Arts\u003c/a>, on MacArthur Boulevard at 84th Street, sought a five-year renewal of its charter from OUSD. Charter schools get funding and general approval from local school districts but operate independently.\u003c/p>\n\u003cp>Tucked along a corridor where gunshots ring out daily and where unemployment shapes day-to-day life, E.C. Reems schools 243 children, almost all of them local and almost all of them African-Americans from very low-income families. It is one of Oakland’s oldest charter schools, founded 14 years ago by Bishop Ernestine C. Reems of nearby Center of Hope Community Church.\u003c/p>\n\u003cp>But citing sharply declining enrollment, financial difficulties with rising debt and mediocre academic performance — although that last point was contested — OUSD staff recommended the board not renew E.C. Reems’ charter. After an anguished discussion, the board voted 4-2 along those lines, despite pleas from parents, students, administrators, local clergy and community members. Only board members James Harris, who represents East Oakland, and Chris Dobbins voted to let the school continue.\u003c/p>\n\u003cp>“E.C. Reems is really the community. The school has done so much for the community, for families who are homeless, for families living in hotels,’’ said parent Nikka Bell with one of her three children who attend Reems at her side. “If you take it away, you’re taking away the hope of our children.”\u003c/p>\n\u003cp>Recent graduate LaVonte Thompson said the school is “my home, our home,” and another recent graduate credited her E.C. Reems education for her success getting into several colleges and state universities.\u003c/p>\n\u003cp>Principal Lisa Blair said the school has a particular mission. “We are in East Oakland to save lives. We are in East Oakland to give children who have been transferred out of other schools an opportunity to excel, an opportunity to become adults.” She acknowledged that enrollment is down and finances tough, but added that OUSD is also losing enrollment. She said families are moving out of Oakland.\u003c/p>\n\u003cp>E.C. Reems’ enrollment has plunged 33 percent in two years. Since schools are reimbursed based on how many kids are enrolled and attend school, its revenues have also plunged. It has borrowed money from OUSD as well as from its own future revenues — a risky move — to pay for ongoing expenses. Its debt is about $280,000.\u003c/p>\n\u003cp>The OUSD staff who review charter applications by analyzing the school’s practices, data on student outcomes and school finances also cited poor academic performance based on the state’s Academic Performance Index, lack of professional development opportunities for teachers and no plan in place to implement curriculum aligned with the Common Core standards although schools are required to do so.\u003c/p>\n\u003cp>However, the school’s API rose to 711 last year from 699 the year before. Most notably, scores achieved by E.C. Reems’ African-American students for the past three years are higher than the average scores for African-American students attending district-operated schools, according to data on the E.C. Reems application.\u003c/p>\n\u003cp>The Rev. Raymond Lankford of Voices of Hope Community Church asked the board perhaps the most searching question: If you close the school, he asked, what is your plan for these children?\u003c/p>\n\u003cp>In an anguished discussion, board members wondered why Reems officials filed their petition late — too late for them to provide much help to Reems administrators to shore up finances and strengthen the academic program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Mission High Counselor On a Mission to Make College Dreams Come True",
"title": "Mission High Counselor On a Mission to Make College Dreams Come True",
"headTitle": "News Fix | KQED News",
"content": "\u003cfigure id=\"attachment_137590\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS10570_photo-hpf.jpg\">\u003cimg class=\"size-full wp-image-137590\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS10570_photo-hpf.jpg\" alt=\"Linda Jordan is the African American community liaison at Mission High School who is determined to get more black youth into college. (Ana Tintocalis/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Linda Jordan, the African-American community liaison at Mission High School, is determined to get more black youths into college. (Ana Tintocalis/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Linda Jordan is easy to spot in the hallways at \u003ca href=\"https://mhs-sfusd-ca.schoolloop.com\">Mission High School\u003c/a> in San Francisco. She's tall with long black dreadlocks and tows along her little black dog, Mr. Socks, almost everywhere she goes.\u003c/p>\n\u003cp>Together they greet students outside her office every day between classes.\u003c/p>\n\u003cp>Jordan is a big presence on campus and a big presence in the lives of these young people because she is determined to help them graduate and move on to college.\u003c/p>\n\u003cp>\"I tell the students when they come in, 'I’m never going to disrespect you. I’m always going to be real with you. You may not like it, but I have to tell you. Otherwise, I’m not being the best I can be for you,' \" says Jordan.\u003c/p>\n\u003cp>Jordan's official title is African-American community liaison, but she's more like a social worker and college counselor for the school's black students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mission High created her position five years ago after being classified as a low-performing school for many years.\u003c/p>\n\u003cp>Assistant Principal Laura Parker says Jordan is playing a key role in helping turn the school around. Last year, Mission graduated the highest percentage of African-Americans in the San Francisco Unified School District.\u003c/p>\n\u003cp>\"Often students who have been underserved by the education system … they hold themselves back because they're not used to accessing the same [opportunities] that other students are getting,\" says Parker.\u003c/p>\n\u003cp>Jordan opens those doors for kids by connecting them with mentors and inviting college recruiters on campus. But students say the most important thing Jordan does is simply listen.\u003c/p>\n\u003cp>Jordan says she's just trying to \"pay it forward\" because she had strong leaders in her life.\u003c/p>\n\u003cp>\"I’m standing on some really broad shoulders,\" she says. \"I’m replicating what someone else already did with me beforehand and has done with others. So I don’t take a lot of credit for that. I've been blessed to connect with the students that I do.\"\u003c/p>\n\u003cp>One of the students this year is 17-year-old Jennifer Disovah Wilson, who has completed her education despite a life full of setbacks.\u003c/p>\n\u003cp>Wilson's mother was addicted to drugs. Her father died when she was just 3. A relative raised her but was physically and verbally abusive, Wilson says.\u003c/p>\n\u003cp>So in middle school, she ran away.\u003c/p>\n\u003cp>\"When I was getting abused … I was told to act like nothing is the problem,\" says Wilson. \"I hated that. Now, I feel like I shouldn't have to talk about … because I'm trying to better myself.\"\u003c/p>\n\u003cp>Jordan reminds Wilson that she does not have a \"magic wand\" and she can't \"turn back the clock.\" She constantly encourages her to \"grab her future and move forward.\"\u003c/p>\n\u003cp>Jordan says students like Wilson drive her to do the work she does. The one-on-one conversations help to keep Wilson focused on her studies, which has been especially important her senior year.\u003c/p>\n\u003cp>She has been accepted to \u003ca href=\"http://www.wileyc.edu/Pages/home.aspx\">Wiley College\u003c/a>, a historically black college in Texas. She also recently reunited with her biological mother, who is now clean and sober.\u003c/p>\n\u003cp>They're living together for the first time, but one complication is that Wilson’s mother is HIV-positive.\u003c/p>\n\u003cp>Wilson now has to make the tough decision of either going away for college or staying home to help her sick mother.\u003c/p>\n\u003cp>\"You can see the change in her face, in her body,\" says Wilson. \"It’s hard to cope because, if she was to pass, I would like to be here to have those days with her. It's only been a year that I've been with her.\"\u003c/p>\n\u003cp>Jordan sympathizes, but has been gently guiding Wilson to seize this academic opportunity.\u003c/p>\n\u003cp>\"She has to put herself first in order for this to start working for her,\" says Jordan. \"If you don’t grab an opportunity when it's present, it might not come back around.\"\u003c/p>\n\u003cp>Wilson still isn't sure what she's going to do but continues to put her best foot forward — collecting her transcripts, attending awards ceremonies and end-of-school-year functions.\u003c/p>\n\u003cp>On Wednesday, Jennifer Disovah Wilson graduated from Mission High School.\u003c/p>\n\u003cp style=\"margin: 12px auto 6px auto;font-family: Helvetica,Arial,Sans-serif;font-style: normal;font-variant: normal;font-weight: normal;font-size: 14px;line-height: normal\">\u003ca style=\"text-decoration: underline\" title=\"View 2012-13 Grad Cohort AA by School on Scribd\" href=\"http://www.scribd.com/doc/227228632/2012-13-Grad-Cohort-AA-by-School\">2012-13 Grad Cohort AA by School\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe id=\"doc_84023\" class=\"scribd_iframe_embed\" src=\"//www.scribd.com/embeds/227228632/content?start_page=1&view_mode=scroll&show_recommendations=true\" width=\"100%\" height=\"600\" frameborder=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_137590\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS10570_photo-hpf.jpg\">\u003cimg class=\"size-full wp-image-137590\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS10570_photo-hpf.jpg\" alt=\"Linda Jordan is the African American community liaison at Mission High School who is determined to get more black youth into college. (Ana Tintocalis/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Linda Jordan, the African-American community liaison at Mission High School, is determined to get more black youths into college. (Ana Tintocalis/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Linda Jordan is easy to spot in the hallways at \u003ca href=\"https://mhs-sfusd-ca.schoolloop.com\">Mission High School\u003c/a> in San Francisco. She's tall with long black dreadlocks and tows along her little black dog, Mr. Socks, almost everywhere she goes.\u003c/p>\n\u003cp>Together they greet students outside her office every day between classes.\u003c/p>\n\u003cp>Jordan is a big presence on campus and a big presence in the lives of these young people because she is determined to help them graduate and move on to college.\u003c/p>\n\u003cp>\"I tell the students when they come in, 'I’m never going to disrespect you. I’m always going to be real with you. You may not like it, but I have to tell you. Otherwise, I’m not being the best I can be for you,' \" says Jordan.\u003c/p>\n\u003cp>Jordan's official title is African-American community liaison, but she's more like a social worker and college counselor for the school's black students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mission High created her position five years ago after being classified as a low-performing school for many years.\u003c/p>\n\u003cp>Assistant Principal Laura Parker says Jordan is playing a key role in helping turn the school around. Last year, Mission graduated the highest percentage of African-Americans in the San Francisco Unified School District.\u003c/p>\n\u003cp>\"Often students who have been underserved by the education system … they hold themselves back because they're not used to accessing the same [opportunities] that other students are getting,\" says Parker.\u003c/p>\n\u003cp>Jordan opens those doors for kids by connecting them with mentors and inviting college recruiters on campus. But students say the most important thing Jordan does is simply listen.\u003c/p>\n\u003cp>Jordan says she's just trying to \"pay it forward\" because she had strong leaders in her life.\u003c/p>\n\u003cp>\"I’m standing on some really broad shoulders,\" she says. \"I’m replicating what someone else already did with me beforehand and has done with others. So I don’t take a lot of credit for that. I've been blessed to connect with the students that I do.\"\u003c/p>\n\u003cp>One of the students this year is 17-year-old Jennifer Disovah Wilson, who has completed her education despite a life full of setbacks.\u003c/p>\n\u003cp>Wilson's mother was addicted to drugs. Her father died when she was just 3. A relative raised her but was physically and verbally abusive, Wilson says.\u003c/p>\n\u003cp>So in middle school, she ran away.\u003c/p>\n\u003cp>\"When I was getting abused … I was told to act like nothing is the problem,\" says Wilson. \"I hated that. Now, I feel like I shouldn't have to talk about … because I'm trying to better myself.\"\u003c/p>\n\u003cp>Jordan reminds Wilson that she does not have a \"magic wand\" and she can't \"turn back the clock.\" She constantly encourages her to \"grab her future and move forward.\"\u003c/p>\n\u003cp>Jordan says students like Wilson drive her to do the work she does. The one-on-one conversations help to keep Wilson focused on her studies, which has been especially important her senior year.\u003c/p>\n\u003cp>She has been accepted to \u003ca href=\"http://www.wileyc.edu/Pages/home.aspx\">Wiley College\u003c/a>, a historically black college in Texas. She also recently reunited with her biological mother, who is now clean and sober.\u003c/p>\n\u003cp>They're living together for the first time, but one complication is that Wilson’s mother is HIV-positive.\u003c/p>\n\u003cp>Wilson now has to make the tough decision of either going away for college or staying home to help her sick mother.\u003c/p>\n\u003cp>\"You can see the change in her face, in her body,\" says Wilson. \"It’s hard to cope because, if she was to pass, I would like to be here to have those days with her. It's only been a year that I've been with her.\"\u003c/p>\n\u003cp>Jordan sympathizes, but has been gently guiding Wilson to seize this academic opportunity.\u003c/p>\n\u003cp>\"She has to put herself first in order for this to start working for her,\" says Jordan. \"If you don’t grab an opportunity when it's present, it might not come back around.\"\u003c/p>\n\u003cp>Wilson still isn't sure what she's going to do but continues to put her best foot forward — collecting her transcripts, attending awards ceremonies and end-of-school-year functions.\u003c/p>\n\u003cp>On Wednesday, Jennifer Disovah Wilson graduated from Mission High School.\u003c/p>\n\u003cp style=\"margin: 12px auto 6px auto;font-family: Helvetica,Arial,Sans-serif;font-style: normal;font-variant: normal;font-weight: normal;font-size: 14px;line-height: normal\">\u003ca style=\"text-decoration: underline\" title=\"View 2012-13 Grad Cohort AA by School on Scribd\" href=\"http://www.scribd.com/doc/227228632/2012-13-Grad-Cohort-AA-by-School\">2012-13 Grad Cohort AA by School\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe id=\"doc_84023\" class=\"scribd_iframe_embed\" src=\"//www.scribd.com/embeds/227228632/content?start_page=1&view_mode=scroll&show_recommendations=true\" width=\"100%\" height=\"600\" frameborder=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_137444\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr.jpg\">\u003cimg class=\"size-medium wp-image-137444\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr-640x425.jpg\" alt=\"(David McNew/Getty Images)\" width=\"640\" height=\"425\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(David McNew/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>A lawsuit filed Thursday in Alameda County Superior Court charges that state education officials have failed in their duty to provide adequate classroom learning time in schools that serve impoverished minority communities.\u003c/p>\n\u003cp>The suit was filed on behalf of students in seven schools across the state — including Oakland's Castlemont and Fremont high schools and a grade school in Richmond. It charges that instructional time is curtailed by a wide range of factors.\u003c/p>\n\u003cp>Those include a high rate of teacher turnover, an \"extreme shortage\" of counselors and other personnel, inefficiency in how students are assigned to classes, and the frequency of school lockdowns because of gunfire and violence on or near school campuses.\u003c/p>\n\u003cp>In particular, the lawsuit targets what it says is the widespread practice of assigning students in the plaintiffs' schools to free time, giving them errands to do or simply sending them home during the school day because classes are unavailable to them.\u003c/p>\n\u003cp>Kathryn Eidmann, an attorney for the educational rights law firm Public Counsel, cited an example from Oakland.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Instead of being placed in meaningful courses, students are placed in faux courses called 'Inside Work Experience' in Oakland, where they perform administrative tasks like making copies and running errands for teachers instead of engaging in meaningful instruction,\" she said.\u003c/p>\n\u003cp>Plaintiffs include 18 students in seven schools in Oakland, Richmond, Los Angeles and Compton. Attorneys for the students, led by Public Counsel and the ACLU of Southern California, are seeking to have the suit certified as a class action.\u003c/p>\n\u003cp>The suit names the state, the California Department of Education, the state Board of Education and Superintendent of Public Instruction Tom Torlakson as defendants. It alleges that the failure to address the factors that lead to lost learning time in the state's most troubled school districts violates students' fundamental right to education.\u003c/p>\n\u003cp>The suit argues that even though state officials are aware of the many issues that lead to lost learning time in classrooms, they have done too little to support school districts in dealing with them. Ultimately, the suit says, state officials are responsible for providing resources to correct the myriad problems that are eroding instructional time.\u003c/p>\n\u003cp>“A lot of students don’t realize that these problems are a result of a failure by the state to deliver equal educational opportunities and put sufficient supports in schools,\" Eidmann said. \"Students unfortunately think it’s because of them. They say, 'Oh, this teacher left because the students are bad, or why would any teacher want to stay in a school like this?' And that’s simply not true and we can’t let students believe it any longer.”\u003c/p>\n\u003cp> Oakland schools spokesman Troy Flint said Thursday the district is already taking steps. For example, he said that Castlemont is moving to block scheduling to cut down on empty class periods. \u003c/p>\n\u003cp>\"It's about finding ways to better compensate teachers and principals to create stability,\" Flint said. \"It's about managing better from a central office level, so sites feel supported and so that students receive the services they need.\"\u003c/p>\n\u003cp>California schools Superintendent Torlakson and state Board of Education President Michael Kirst issued a statement saying that while they hadn't yet reviewed the lawsuit, they intend to continue the state's \"historic effort to shift authority over decision making to local school districts, empowering them to determine how best to meet the needs of the students they serve.\"\u003c/p>\n\u003cp>\u003cem>Below: a copy of the complaint, Cruz et al. v. State of California et al.\u003c/em>\u003c/p>\n\u003cp>\u003ciframe class=\"scribd_iframe_embed\" src=\"//www.scribd.com/embeds/227094914/content?start_page=1&view_mode=scroll&show_recommendations=true\" scrolling=\"no\" id=\"doc_16369\" width=\"100%\" height=\"600\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED's Isabel Angell contributed to this post.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_137444\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr.jpg\">\u003cimg class=\"size-medium wp-image-137444\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr-640x425.jpg\" alt=\"(David McNew/Getty Images)\" width=\"640\" height=\"425\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(David McNew/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>A lawsuit filed Thursday in Alameda County Superior Court charges that state education officials have failed in their duty to provide adequate classroom learning time in schools that serve impoverished minority communities.\u003c/p>\n\u003cp>The suit was filed on behalf of students in seven schools across the state — including Oakland's Castlemont and Fremont high schools and a grade school in Richmond. It charges that instructional time is curtailed by a wide range of factors.\u003c/p>\n\u003cp>Those include a high rate of teacher turnover, an \"extreme shortage\" of counselors and other personnel, inefficiency in how students are assigned to classes, and the frequency of school lockdowns because of gunfire and violence on or near school campuses.\u003c/p>\n\u003cp>In particular, the lawsuit targets what it says is the widespread practice of assigning students in the plaintiffs' schools to free time, giving them errands to do or simply sending them home during the school day because classes are unavailable to them.\u003c/p>\n\u003cp>Kathryn Eidmann, an attorney for the educational rights law firm Public Counsel, cited an example from Oakland.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Instead of being placed in meaningful courses, students are placed in faux courses called 'Inside Work Experience' in Oakland, where they perform administrative tasks like making copies and running errands for teachers instead of engaging in meaningful instruction,\" she said.\u003c/p>\n\u003cp>Plaintiffs include 18 students in seven schools in Oakland, Richmond, Los Angeles and Compton. Attorneys for the students, led by Public Counsel and the ACLU of Southern California, are seeking to have the suit certified as a class action.\u003c/p>\n\u003cp>The suit names the state, the California Department of Education, the state Board of Education and Superintendent of Public Instruction Tom Torlakson as defendants. It alleges that the failure to address the factors that lead to lost learning time in the state's most troubled school districts violates students' fundamental right to education.\u003c/p>\n\u003cp>The suit argues that even though state officials are aware of the many issues that lead to lost learning time in classrooms, they have done too little to support school districts in dealing with them. Ultimately, the suit says, state officials are responsible for providing resources to correct the myriad problems that are eroding instructional time.\u003c/p>\n\u003cp>“A lot of students don’t realize that these problems are a result of a failure by the state to deliver equal educational opportunities and put sufficient supports in schools,\" Eidmann said. \"Students unfortunately think it’s because of them. They say, 'Oh, this teacher left because the students are bad, or why would any teacher want to stay in a school like this?' And that’s simply not true and we can’t let students believe it any longer.”\u003c/p>\n\u003cp> Oakland schools spokesman Troy Flint said Thursday the district is already taking steps. For example, he said that Castlemont is moving to block scheduling to cut down on empty class periods. \u003c/p>\n\u003cp>\"It's about finding ways to better compensate teachers and principals to create stability,\" Flint said. \"It's about managing better from a central office level, so sites feel supported and so that students receive the services they need.\"\u003c/p>\n\u003cp>California schools Superintendent Torlakson and state Board of Education President Michael Kirst issued a statement saying that while they hadn't yet reviewed the lawsuit, they intend to continue the state's \"historic effort to shift authority over decision making to local school districts, empowering them to determine how best to meet the needs of the students they serve.\"\u003c/p>\n\u003cp>\u003cem>Below: a copy of the complaint, Cruz et al. v. State of California et al.\u003c/em>\u003c/p>\n\u003cp>\u003ciframe class=\"scribd_iframe_embed\" src=\"//www.scribd.com/embeds/227094914/content?start_page=1&view_mode=scroll&show_recommendations=true\" scrolling=\"no\" id=\"doc_16369\" width=\"100%\" height=\"600\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED's Isabel Angell contributed to this post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "parents-and-teachers-protest-new-morality-clause-at-catholic-schools",
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"content": "\u003cp>\u003cstrong>By Natalie Orenstein\u003cbr>\n\u003ca href=\"http://www.berkeleyside.com/2014/05/27/bishop-controversy/\" target=\"_blank\" rel=\"noopener\">Berkeleyside\u003c/a>\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137217\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/School-of-the-Madeleine-Berkeley.-Photo-Natalie-Orenstein.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-137217\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/School-of-the-Madeleine-Berkeley.-Photo-Natalie-Orenstein-640x480.jpg\" alt=\"The School of the Madeleine in Berkeley is the only Berkeley school affected by what is being described as a morality clause in teachers’ contracts, introduced by Oakland Biship Michael Barber. (Natalie Orenstein/Berkeleyside)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The School of the Madeleine in Berkeley is the only Berkeley school affected by what is being described as a morality clause in teachers’ contracts, introduced by Oakland Bishop Michael Barber. (Natalie Orenstein/Berkeleyside)\u003c/figcaption>\u003c/figure>\n\u003cp>Controversial new language in the contracts of teachers who work at schools that come under the jurisdiction of the Oakland Diocese has provoked an outcry in the East Bay Catholic education community.\u003c/p>\n\u003cp>The language, which was added by Oakland’s recently appointed Bishop Michael Barber, pertains to how teachers conduct themselves in their personal lives. It asks them to pledge to conform to church teachings outside the workplace, and is seen by many as targeting non-heterosexual teachers. The move has prompted some teachers to resign, rather than sign the contract, which the diocese says is mandatory.\u003c/p>\n\u003cp>The clause in question states:\u003c/p>\n\u003cblockquote>\u003cp>“Employee acknowledges that the school operates within the philosophy of Catholic education and retains the right to employ individuals who demonstrate an ability to serve in accordance with that philosophy. In both the employee’s personal and professional life, the employee is expected to model and promote behavior in conformity with the teaching of the Roman Catholic faith in matters of faith and morals, and to do nothing that tends to bring discredit to the school or to the Diocese of Oakland.”\u003c/p>\u003c/blockquote>\n\u003cp>The issue affects several schools in Oakland, including Bishop O’Dowd High School, but just one school in Berkeley, the School of the Madeleine. St. Mary’s College High School is affiliated with the Diocese but is operated by the Christian Brothers, and its administration decided not to use the bishop’s new language in its contracts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It was our view that inserting such language was unnecessary and likely to be provocative,” Pete Imperial, St. Mary’s principal, said in an email to parents. “We trust each of our people to make personal decisions rooted in his or her conscience and good judgment.”\u003c/p>\n\u003cp>All staff at the School of the Madeleine have signed the contract, but some parents at the K-8 school are concerned about the implications of the updated clause.\u003c/p>\n\u003cp>Previously, the contract did not refer to employees’ personal lives. Staff and parents at schools in the diocese have expressed fear that the updated language could endanger non-Catholic teachers, LGBT teachers and other teachers whose personal lives don’t conform to the beliefs of the Catholic Church. Three teachers at Bishop O’Dowd have refused to sign the contract, effectively quitting.\u003c/p>\n\u003cfigure id=\"attachment_137220\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/madeline2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-137220\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/madeline2-300x300.jpg\" alt=\"“The only response I’ve heard is confusion, bewilderment, distress,” said Trish Plunkett, whose two kids are at the Madeleine elementary school in Berkeley. (Natalie Orenstein/Berkeleyside)\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">“The only response I’ve heard is confusion, bewilderment, distress,” said Trish Plunkett, whose two kids are at the Madeleine elementary school in Berkeley. (Natalie Orenstein/Berkeleyside)\u003c/figcaption>\u003c/figure>\n\u003cp>School of the Madeleine Principal Ken Willers declined to comment on the updated language. But several of the school’s parents have signed a \u003ca href=\"http://www.change.org/petitions/parents-appeal-to-bishop-michael-barber?share_id=UDuasyXKer&utm_campaign=autopublish&utm_medium=facebook&utm_source=share_petition\" target=\"_blank\" rel=\"noopener\">petition created by a group of concerned parents\u003c/a> that asks the bishop to reinstate the 2013-14 contract/handbook.\u003c/p>\n\u003cp>The petition says: “Many are considering stopping or have decided to stop making financial contributions until this controversy is resolved.” And: “Many of us are dealing with fair questions from our children about whether their schools continue to be the places of tolerance and inclusion that they love.”\u003c/p>\n\u003cp>Another Change.org petition titled \u003ca href=\"http://www.change.org/petitions/diocese-of-oakland-please-change-this-contract\" target=\"_blank\" rel=\"noopener\">Please Change This Contract\u003c/a> was created by a senior at O’Dowd. This asks the bishop to reinstate the previous language, and it had secured more than 3,200 signatures at the time of writing, with a goal of reaching 5,000.\u003c/p>\n\u003cp>Asked if the bishop has reconsidered implementing the change for the upcoming school year given the community response, Mike Brown, a spokesperson for the diocese said: “The change has been implemented and the contract renewal process is completed. All but three of the contracts to over a 1,000 teachers have been signed. Those three are O’Dowd faculty.”\u003c/p>\n\u003cp>“I understand that they want teachers to be good role models but I think the way it was done was disappointing,” said William Tarantino, parent to two School of the Madeleine students and one who will begin in the fall, and husband to an employee of the school. “I think it was upsetting to a lot of parents — the wording, the direct reference to teachers’ personal lives, and the amount of time teachers were given to consider the language.”\u003c/p>\n\u003cp>“The only response I’ve heard is confusion, bewilderment, distress,” said Trish Plunkett, whose two kids are at the Madeleine elementary school. “I haven’t heard anyone say what a great idea this is. There still doesn’t seem like there was a problem, and it still doesn’t seem like it’s necessary, from an administrative standpoint.”\u003c/p>\n\u003cp>The principal has assured the Madeleine community that nothing will change at the school, said Tarantino, who signed the Change.org petition.\u003c/p>\n\u003cp>Parents “know that our school has a commitment to diversity and inclusion,” said Tarantino. “People aren’t concerned about the kind of worst-case scenario that you read about happening at our particular school, but we do have parents that are going to be sending their kids to Oakland Diocese high schools, and who are concerned for our fellow parents at other schools where this may have more of an impact.”\u003c/p>\n\u003cp>Plunkett said she has spoken with teachers at the Madeleine, who found the language “distasteful and were disturbed by it.”\u003c/p>\n\u003cp>“It’s a terrible position to be in, to feel like this is a job you love, that you view as a calling, and then have to sign something you disagree with to keep it,” Plunkett said. “We respect [teachers] so much and we want to feel like they’re being treated respectfully, as professionals.”\u003c/p>\n\u003cp>Tarantino said he knows of at least one teacher at the school who is not Catholic.\u003c/p>\n\u003cp>According to a\u003ca href=\"http://www.catholicvoiceoakland.org/2014/05-19/frontpage3.htm\" target=\"_blank\" rel=\"noopener\"> Q&A with the bishop in the Diocese of Oakland publication The Catholic Voice\u003c/a>, nearly 20 percent of all diocese teachers are non-Catholic.\u003c/p>\n\u003cp>In the same interview, Barber says the updated language merely makes explicit “what has always been.”\u003c/p>\n\u003cp>“We have absolutely no interest in monitoring or prosecuting personal private lives,” the bishop said. “We have no ‘lists’ of prohibited behavior. There is no categorizing of individuals or groups. I have heard it said that we are targeting teachers who might be gay. This is manifestly untrue.”\u003c/p>\n\u003cp>It isn’t the first time this year that Barber’s views regarding homosexuality have been questioned. Parishioners at Berkeley’s Newman Hall Holy Spirit Parish were surprised to hear in February that the new bishop had \u003ca href=\"http://www.eastbayexpress.com/SevenDays/archives/2014/03/11/bishop-michael-barber-speaks-out-on-changes-at-newman-hall\" target=\"_blank\" rel=\"noopener\">reassigned two popular priests, one of whom is openly gay\u003c/a>. New leadership will be instated in July at Newman Hall, which serves many UC Berkeley students as well as Berkeley families and is known for its progressiveness.\u003c/p>\n\u003cp>Tarantino, who wrote a letter to Barber, said he trusts that the bishop does not intend to target certain teachers.\u003c/p>\n\u003cp>“I think that as a Catholic parent, I have to believe the bishop’s statement — that he said this is not going to intrude on faculty’s personal lives,” said Tarantino. “But I can also understand how teachers and other parents are very concerned about the language of the contract.”\u003c/p>\n\u003cp>Plunkett echoed his sentiments.\u003c/p>\n\u003cp>“I don’t distrust the bishop’s statement but I think it would be helpful for him to try to dialogue more about it. What is the concern, and what is this policy trying to address?” she said.\u003c/p>\n\u003cp>Diocese spokesman Mike Brown said that Barber will be meeting with a small group of O’Dowd teachers and administrators today, and with another group at De LaSalle High School in Concord next week, to discuss the new contract.\u003c/p>\n\u003cp>Barber has been bishop of Oakland for a year. There are 56 schools throughout the East Bay in the Oakland Diocese, but not all are subject to the contract.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED News Associate \u003ca href=\"http://www.berkeleyside.com/\">Berkeleyside\u003c/a> is an independently owned news website based in Berkeley. \u003ca href=\"http://eepurl.com/lh_3b\">Click here\u003c/a> if you would you like to receive the latest Berkeley news in your inbox once a day for free with Berkeleyside’s Daily Briefing email.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Natalie Orenstein\u003cbr>\n\u003ca href=\"http://www.berkeleyside.com/2014/05/27/bishop-controversy/\" target=\"_blank\" rel=\"noopener\">Berkeleyside\u003c/a>\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137217\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/School-of-the-Madeleine-Berkeley.-Photo-Natalie-Orenstein.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-137217\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/School-of-the-Madeleine-Berkeley.-Photo-Natalie-Orenstein-640x480.jpg\" alt=\"The School of the Madeleine in Berkeley is the only Berkeley school affected by what is being described as a morality clause in teachers’ contracts, introduced by Oakland Biship Michael Barber. (Natalie Orenstein/Berkeleyside)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The School of the Madeleine in Berkeley is the only Berkeley school affected by what is being described as a morality clause in teachers’ contracts, introduced by Oakland Bishop Michael Barber. (Natalie Orenstein/Berkeleyside)\u003c/figcaption>\u003c/figure>\n\u003cp>Controversial new language in the contracts of teachers who work at schools that come under the jurisdiction of the Oakland Diocese has provoked an outcry in the East Bay Catholic education community.\u003c/p>\n\u003cp>The language, which was added by Oakland’s recently appointed Bishop Michael Barber, pertains to how teachers conduct themselves in their personal lives. It asks them to pledge to conform to church teachings outside the workplace, and is seen by many as targeting non-heterosexual teachers. The move has prompted some teachers to resign, rather than sign the contract, which the diocese says is mandatory.\u003c/p>\n\u003cp>The clause in question states:\u003c/p>\n\u003cblockquote>\u003cp>“Employee acknowledges that the school operates within the philosophy of Catholic education and retains the right to employ individuals who demonstrate an ability to serve in accordance with that philosophy. In both the employee’s personal and professional life, the employee is expected to model and promote behavior in conformity with the teaching of the Roman Catholic faith in matters of faith and morals, and to do nothing that tends to bring discredit to the school or to the Diocese of Oakland.”\u003c/p>\u003c/blockquote>\n\u003cp>The issue affects several schools in Oakland, including Bishop O’Dowd High School, but just one school in Berkeley, the School of the Madeleine. St. Mary’s College High School is affiliated with the Diocese but is operated by the Christian Brothers, and its administration decided not to use the bishop’s new language in its contracts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was our view that inserting such language was unnecessary and likely to be provocative,” Pete Imperial, St. Mary’s principal, said in an email to parents. “We trust each of our people to make personal decisions rooted in his or her conscience and good judgment.”\u003c/p>\n\u003cp>All staff at the School of the Madeleine have signed the contract, but some parents at the K-8 school are concerned about the implications of the updated clause.\u003c/p>\n\u003cp>Previously, the contract did not refer to employees’ personal lives. Staff and parents at schools in the diocese have expressed fear that the updated language could endanger non-Catholic teachers, LGBT teachers and other teachers whose personal lives don’t conform to the beliefs of the Catholic Church. Three teachers at Bishop O’Dowd have refused to sign the contract, effectively quitting.\u003c/p>\n\u003cfigure id=\"attachment_137220\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/madeline2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-137220\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/madeline2-300x300.jpg\" alt=\"“The only response I’ve heard is confusion, bewilderment, distress,” said Trish Plunkett, whose two kids are at the Madeleine elementary school in Berkeley. (Natalie Orenstein/Berkeleyside)\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">“The only response I’ve heard is confusion, bewilderment, distress,” said Trish Plunkett, whose two kids are at the Madeleine elementary school in Berkeley. (Natalie Orenstein/Berkeleyside)\u003c/figcaption>\u003c/figure>\n\u003cp>School of the Madeleine Principal Ken Willers declined to comment on the updated language. But several of the school’s parents have signed a \u003ca href=\"http://www.change.org/petitions/parents-appeal-to-bishop-michael-barber?share_id=UDuasyXKer&utm_campaign=autopublish&utm_medium=facebook&utm_source=share_petition\" target=\"_blank\" rel=\"noopener\">petition created by a group of concerned parents\u003c/a> that asks the bishop to reinstate the 2013-14 contract/handbook.\u003c/p>\n\u003cp>The petition says: “Many are considering stopping or have decided to stop making financial contributions until this controversy is resolved.” And: “Many of us are dealing with fair questions from our children about whether their schools continue to be the places of tolerance and inclusion that they love.”\u003c/p>\n\u003cp>Another Change.org petition titled \u003ca href=\"http://www.change.org/petitions/diocese-of-oakland-please-change-this-contract\" target=\"_blank\" rel=\"noopener\">Please Change This Contract\u003c/a> was created by a senior at O’Dowd. This asks the bishop to reinstate the previous language, and it had secured more than 3,200 signatures at the time of writing, with a goal of reaching 5,000.\u003c/p>\n\u003cp>Asked if the bishop has reconsidered implementing the change for the upcoming school year given the community response, Mike Brown, a spokesperson for the diocese said: “The change has been implemented and the contract renewal process is completed. All but three of the contracts to over a 1,000 teachers have been signed. Those three are O’Dowd faculty.”\u003c/p>\n\u003cp>“I understand that they want teachers to be good role models but I think the way it was done was disappointing,” said William Tarantino, parent to two School of the Madeleine students and one who will begin in the fall, and husband to an employee of the school. “I think it was upsetting to a lot of parents — the wording, the direct reference to teachers’ personal lives, and the amount of time teachers were given to consider the language.”\u003c/p>\n\u003cp>“The only response I’ve heard is confusion, bewilderment, distress,” said Trish Plunkett, whose two kids are at the Madeleine elementary school. “I haven’t heard anyone say what a great idea this is. There still doesn’t seem like there was a problem, and it still doesn’t seem like it’s necessary, from an administrative standpoint.”\u003c/p>\n\u003cp>The principal has assured the Madeleine community that nothing will change at the school, said Tarantino, who signed the Change.org petition.\u003c/p>\n\u003cp>Parents “know that our school has a commitment to diversity and inclusion,” said Tarantino. “People aren’t concerned about the kind of worst-case scenario that you read about happening at our particular school, but we do have parents that are going to be sending their kids to Oakland Diocese high schools, and who are concerned for our fellow parents at other schools where this may have more of an impact.”\u003c/p>\n\u003cp>Plunkett said she has spoken with teachers at the Madeleine, who found the language “distasteful and were disturbed by it.”\u003c/p>\n\u003cp>“It’s a terrible position to be in, to feel like this is a job you love, that you view as a calling, and then have to sign something you disagree with to keep it,” Plunkett said. “We respect [teachers] so much and we want to feel like they’re being treated respectfully, as professionals.”\u003c/p>\n\u003cp>Tarantino said he knows of at least one teacher at the school who is not Catholic.\u003c/p>\n\u003cp>According to a\u003ca href=\"http://www.catholicvoiceoakland.org/2014/05-19/frontpage3.htm\" target=\"_blank\" rel=\"noopener\"> Q&A with the bishop in the Diocese of Oakland publication The Catholic Voice\u003c/a>, nearly 20 percent of all diocese teachers are non-Catholic.\u003c/p>\n\u003cp>In the same interview, Barber says the updated language merely makes explicit “what has always been.”\u003c/p>\n\u003cp>“We have absolutely no interest in monitoring or prosecuting personal private lives,” the bishop said. “We have no ‘lists’ of prohibited behavior. There is no categorizing of individuals or groups. I have heard it said that we are targeting teachers who might be gay. This is manifestly untrue.”\u003c/p>\n\u003cp>It isn’t the first time this year that Barber’s views regarding homosexuality have been questioned. Parishioners at Berkeley’s Newman Hall Holy Spirit Parish were surprised to hear in February that the new bishop had \u003ca href=\"http://www.eastbayexpress.com/SevenDays/archives/2014/03/11/bishop-michael-barber-speaks-out-on-changes-at-newman-hall\" target=\"_blank\" rel=\"noopener\">reassigned two popular priests, one of whom is openly gay\u003c/a>. New leadership will be instated in July at Newman Hall, which serves many UC Berkeley students as well as Berkeley families and is known for its progressiveness.\u003c/p>\n\u003cp>Tarantino, who wrote a letter to Barber, said he trusts that the bishop does not intend to target certain teachers.\u003c/p>\n\u003cp>“I think that as a Catholic parent, I have to believe the bishop’s statement — that he said this is not going to intrude on faculty’s personal lives,” said Tarantino. “But I can also understand how teachers and other parents are very concerned about the language of the contract.”\u003c/p>\n\u003cp>Plunkett echoed his sentiments.\u003c/p>\n\u003cp>“I don’t distrust the bishop’s statement but I think it would be helpful for him to try to dialogue more about it. What is the concern, and what is this policy trying to address?” she said.\u003c/p>\n\u003cp>Diocese spokesman Mike Brown said that Barber will be meeting with a small group of O’Dowd teachers and administrators today, and with another group at De LaSalle High School in Concord next week, to discuss the new contract.\u003c/p>\n\u003cp>Barber has been bishop of Oakland for a year. There are 56 schools throughout the East Bay in the Oakland Diocese, but not all are subject to the contract.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED News Associate \u003ca href=\"http://www.berkeleyside.com/\">Berkeleyside\u003c/a> is an independently owned news website based in Berkeley. \u003ca href=\"http://eepurl.com/lh_3b\">Click here\u003c/a> if you would you like to receive the latest Berkeley news in your inbox once a day for free with Berkeleyside’s Daily Briefing email.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "San Francisco Allows Special Needs Students to Choose Their School",
"title": "San Francisco Allows Special Needs Students to Choose Their School",
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"content": "\u003cp>\u003cstrong>by Tara Siler and Lisa Pickoff-White\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137027\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool.jpg\">\u003cimg class=\"wp-image-137027 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool-640x457.jpg\" alt=\"School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\" width=\"640\" height=\"457\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting this fall, San Francisco public school students with special needs will be able to attend the school of their choice. Special education teachers and teacher aides will follow the students to their new schools.\u003c/p>\n\u003cp>Currently, San Francisco Unified has assigned nearly 7,000 special needs students to certain schools based on their particular disabilities. For the upcoming school year, 74 schools out of 114 will change their staffing to accommodate the new students. Some schools are getting more teachers or aides, some fewer.\u003c/p>\n\u003cp>San Francisco school board member Rachel Norton pushed for the change. As a parent of a special needs student, she says she's faced a patchwork system with some schools integrating students with disabilities into the mainstream, and others placing them into separate classrooms.\u003c/p>\n\u003cp>\"It just felt very unfair, to me and to a lot of parents, because as a district our assignment system said kids can choose to go to any school that they want to except, apparently, if you had a disability,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, the school district is embracing \"co-teaching.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.'\u003c/aside>\n\u003cp>Special needs students will go to a middle school science class, for instance, and they will have two teachers. One is a science teacher, and one a special education teacher.\u003c/p>\n\u003cp>\"But when you're in the classroom you can't identify which kids are in special education and which aren't in special education; and both teachers are teaching all students,\" \u003ca href=\"http://www.sfgate.com/education/article/S-F-schools-special-education-shift-creates-5500410.php#photo-6341018\" target=\"_blank\">San Francisco Chronicle reporter Jill Tucker explains\u003c/a>. \"It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.\"\u003c/p>\n\u003cp>All students in co-taught classes benefit from the extra instruction, Tucker said.\u003c/p>\n\u003cp>\"Maybe a student who struggles with dyslexia or reading might need some extra help reading the text, but that student might be fantastic at creating science projects. So they work with each individual student and see what help they need,\" Tucker said. \"All students benefit from having differentiated instruction and teachers that can identify what each student needs.\"\u003c/p>\n\u003cp>The district is also trying several other teaching options.\u003c/p>\n\u003cblockquote>\n\u003cp style=\"color: #000000\">There are also self-contained classrooms that serve special-needs students all day; single classes for special-education students; teachers aides who accompany special-education students to regular classes; and regular class schedules with outside tutoring and support.\u003c/p>\n\u003cp style=\"color: #000000\">Many students have a combination depending on their strengths. A student who is fine in a co-taught math class might need a special-education-only class for English, an option available to parents as they work with the district to decide a student's placement.\u003c/p>\n\u003cp style=\"color: #000000\">\"We believe in success for all kids, even though that might look different for each kid,\" said Presidio Middle School Principal Tony Payne. \"It's really important we be nimble.\"\u003c/p>\n\u003c/blockquote>\n\u003cp>However, change can be daunting. Teachers have received training district-wide. However, even special education teachers may now be working with a wider range of students.\u003c/p>\n\u003cp>\"Now you might have a student who has a learning disability, a student who has visual disability, a student who is on the autism spectrum in one classroom and trying to figure out how to adjust your instruction and how to meet the needs of these students can be difficult,\" Tucker said.\u003c/p>\n\u003cp>District officials are meeting with parents, teachers and school communities to try to work out solutions and address their needs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/150991771&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>by Tara Siler and Lisa Pickoff-White\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137027\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool.jpg\">\u003cimg class=\"wp-image-137027 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool-640x457.jpg\" alt=\"School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\" width=\"640\" height=\"457\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting this fall, San Francisco public school students with special needs will be able to attend the school of their choice. Special education teachers and teacher aides will follow the students to their new schools.\u003c/p>\n\u003cp>Currently, San Francisco Unified has assigned nearly 7,000 special needs students to certain schools based on their particular disabilities. For the upcoming school year, 74 schools out of 114 will change their staffing to accommodate the new students. Some schools are getting more teachers or aides, some fewer.\u003c/p>\n\u003cp>San Francisco school board member Rachel Norton pushed for the change. As a parent of a special needs student, she says she's faced a patchwork system with some schools integrating students with disabilities into the mainstream, and others placing them into separate classrooms.\u003c/p>\n\u003cp>\"It just felt very unfair, to me and to a lot of parents, because as a district our assignment system said kids can choose to go to any school that they want to except, apparently, if you had a disability,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, the school district is embracing \"co-teaching.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.'\u003c/aside>\n\u003cp>Special needs students will go to a middle school science class, for instance, and they will have two teachers. One is a science teacher, and one a special education teacher.\u003c/p>\n\u003cp>\"But when you're in the classroom you can't identify which kids are in special education and which aren't in special education; and both teachers are teaching all students,\" \u003ca href=\"http://www.sfgate.com/education/article/S-F-schools-special-education-shift-creates-5500410.php#photo-6341018\" target=\"_blank\">San Francisco Chronicle reporter Jill Tucker explains\u003c/a>. \"It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.\"\u003c/p>\n\u003cp>All students in co-taught classes benefit from the extra instruction, Tucker said.\u003c/p>\n\u003cp>\"Maybe a student who struggles with dyslexia or reading might need some extra help reading the text, but that student might be fantastic at creating science projects. So they work with each individual student and see what help they need,\" Tucker said. \"All students benefit from having differentiated instruction and teachers that can identify what each student needs.\"\u003c/p>\n\u003cp>The district is also trying several other teaching options.\u003c/p>\n\u003cblockquote>\n\u003cp style=\"color: #000000\">There are also self-contained classrooms that serve special-needs students all day; single classes for special-education students; teachers aides who accompany special-education students to regular classes; and regular class schedules with outside tutoring and support.\u003c/p>\n\u003cp style=\"color: #000000\">Many students have a combination depending on their strengths. A student who is fine in a co-taught math class might need a special-education-only class for English, an option available to parents as they work with the district to decide a student's placement.\u003c/p>\n\u003cp style=\"color: #000000\">\"We believe in success for all kids, even though that might look different for each kid,\" said Presidio Middle School Principal Tony Payne. \"It's really important we be nimble.\"\u003c/p>\n\u003c/blockquote>\n\u003cp>However, change can be daunting. Teachers have received training district-wide. However, even special education teachers may now be working with a wider range of students.\u003c/p>\n\u003cp>\"Now you might have a student who has a learning disability, a student who has visual disability, a student who is on the autism spectrum in one classroom and trying to figure out how to adjust your instruction and how to meet the needs of these students can be difficult,\" Tucker said.\u003c/p>\n\u003cp>District officials are meeting with parents, teachers and school communities to try to work out solutions and address their needs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/150991771&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Abstract Math Concepts Spring to Life at UC Square Dancing Club",
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"content": "\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_136507\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/uc-berkeley-square-dancing-club-abstract-math/square-roots/\" rel=\"attachment wp-att-136507\">\u003cimg class=\"wp-image-136507 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/Square-roots-640x480.jpg\" alt=\"Two students practice a California twirl at UC Berkeley's square dancing class, run by students. (Samantha Clark/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Two students practice a California twirl at UC Berkeley's square dancing class, run by students. (Samantha Clark/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Samantha Clark\u003c/strong>\u003c/p>\n\u003cp>Daniel Levine and a couple of dozen fellow students are swinging through a classroom at UC Berkeley to a remixed Rihanna song. The lyrics are telling them to \"do si do\" and \"allemande left.\"\u003c/p>\n\u003cp>Finals and graduations are wrapping up this week, but this small group of students has found a way to take a break from all that stress: square dancing.\u003c/p>\n\u003cp>But no one is wearing petticoats and cowboy boots here. It’s hoodies and sandals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The appeal to science students and young tech workers is that math concepts take shape in the dance patterns. Square dancing incorporates permutations, fractions and operators, to name a few.\u003c/p>\n\u003cp>Levine, 23, founded this square dance class last fall after starting his graduate work in UC Berkeley’s chemistry department. When he came here from MIT, where he learned to square dance in his senior year, he saw an opportunity.\u003c/p>\n\u003cp>“It’s like ‘Oh look! It’s that abstract algebra that I learned, but not abstract because people are dancing now,’ ” Levine said. “For me, (math is) more interesting to see. I’m just a giant nerd, and I keep trying to relate square dancing to what I do.”\u003c/p>\n\u003cp>Math and puzzle people see square dancing as similar to solving a Rubik’s Cube — challenging and calculative. Eight dancers start and end in the same position, but they don’t know how they’ll find their way home. There’s a near infinite number of ways to get there. They have a split second to recall one of hundreds of dance moves, which a caller dictates.\u003c/p>\n\u003cp>“It’s always exciting to see what new twist might get thrown your way in the process,” said Greg Ford, a computer engineer at IBM.\u003c/p>\n\u003cp>That’s what interests Levine, making cool and intricate patterns without having to actually practice a sequence of calls. He convinced his lab partner, David Litt, to join, selling him on the mathematical challenge.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Square dancing incorporates permutations, fractions and operators, to name just a few.\u003c/aside>\n\u003cp>“He said every square has inversion symmetry,” Litt said. “If you look into group theory, which we do in a lot of organic chemistry, there’s some molecules that have inversion symmetry where you invert the points and you’ll get the same shape. I thought that was pretty cool, and I always look for that when I’m dancing.”\u003c/p>\n\u003cp>Fellow MIT alumna Risha Mars helps the students get the hang of it. She is a software engineer at Twitter who’s often out on the dance floor four nights a week at different square dance clubs.\u003c/p>\n\u003cp>“Square dancing is all I do,” Mars said. “I like it because it’s like a giant math problem.”\u003c/p>\n\u003cp>She even studies the dance calls.\u003c/p>\n\u003cp>“I have little checkers to push around to test myself whether I know what the call is going to be, and sometimes I practice with my friends if it’s a call I don’t understand,” she said.\u003c/p>\n\u003cp>Mars and Levine met at MIT’s huge square dance club, Tech Squares -- only a handful of universities have clubs or classes. After they both moved to the Bay Area, they joined Stanford Quads in Palo Alto. The two are unofficial sister clubs, emphasizing technical rigor. They both focus on the definitions and concepts of the dance calls. Many of the folks in Stanford Quads are programmers, engineers and math teachers.\u003c/p>\n\u003cp>“I enjoy learning it,” said Jenna Caldwell, a Stanford University biochemistry graduate student. “It’s totally different from what I do all day, but I still get to use my brain. It’s still sort of puzzle-solving.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many in the UC Berkeley group say they’re now ready to take on more challenging calls. They’ll do that this summer in the newly formed club, called the Golden Squares.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The appeal to science students and young tech workers is that math concepts take shape in the dance patterns. Square dancing incorporates permutations, fractions and operators, to name a few.\u003c/p>\n\u003cp>Levine, 23, founded this square dance class last fall after starting his graduate work in UC Berkeley’s chemistry department. When he came here from MIT, where he learned to square dance in his senior year, he saw an opportunity.\u003c/p>\n\u003cp>“It’s like ‘Oh look! It’s that abstract algebra that I learned, but not abstract because people are dancing now,’ ” Levine said. “For me, (math is) more interesting to see. I’m just a giant nerd, and I keep trying to relate square dancing to what I do.”\u003c/p>\n\u003cp>Math and puzzle people see square dancing as similar to solving a Rubik’s Cube — challenging and calculative. Eight dancers start and end in the same position, but they don’t know how they’ll find their way home. There’s a near infinite number of ways to get there. They have a split second to recall one of hundreds of dance moves, which a caller dictates.\u003c/p>\n\u003cp>“It’s always exciting to see what new twist might get thrown your way in the process,” said Greg Ford, a computer engineer at IBM.\u003c/p>\n\u003cp>That’s what interests Levine, making cool and intricate patterns without having to actually practice a sequence of calls. He convinced his lab partner, David Litt, to join, selling him on the mathematical challenge.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Square dancing incorporates permutations, fractions and operators, to name just a few.\u003c/aside>\n\u003cp>“He said every square has inversion symmetry,” Litt said. “If you look into group theory, which we do in a lot of organic chemistry, there’s some molecules that have inversion symmetry where you invert the points and you’ll get the same shape. I thought that was pretty cool, and I always look for that when I’m dancing.”\u003c/p>\n\u003cp>Fellow MIT alumna Risha Mars helps the students get the hang of it. She is a software engineer at Twitter who’s often out on the dance floor four nights a week at different square dance clubs.\u003c/p>\n\u003cp>“Square dancing is all I do,” Mars said. “I like it because it’s like a giant math problem.”\u003c/p>\n\u003cp>She even studies the dance calls.\u003c/p>\n\u003cp>“I have little checkers to push around to test myself whether I know what the call is going to be, and sometimes I practice with my friends if it’s a call I don’t understand,” she said.\u003c/p>\n\u003cp>Mars and Levine met at MIT’s huge square dance club, Tech Squares -- only a handful of universities have clubs or classes. After they both moved to the Bay Area, they joined Stanford Quads in Palo Alto. The two are unofficial sister clubs, emphasizing technical rigor. They both focus on the definitions and concepts of the dance calls. Many of the folks in Stanford Quads are programmers, engineers and math teachers.\u003c/p>\n\u003cp>“I enjoy learning it,” said Jenna Caldwell, a Stanford University biochemistry graduate student. “It’s totally different from what I do all day, but I still get to use my brain. It’s still sort of puzzle-solving.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many in the UC Berkeley group say they’re now ready to take on more challenging calls. They’ll do that this summer in the newly formed club, called the Golden Squares.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_136383\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RebeccaWaterJug250.jpg\">\u003cimg class=\"wp-image-136383 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RebeccaWaterJug250.jpg\" alt=\"Photo courtesy of Rebecca Peters.\" width=\"250\" height=\"350\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo courtesy of Rebecca Peters.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Mina Kim and Adam Grossberg\u003c/strong>\u003c/p>\n\u003cp>It’s graduation season and with colleges landing big-name commencement speakers (and dis-inviting others), it's easy to forget about the students who are chosen to speak by their institutions for their remarkable achievements.\u003c/p>\n\u003cp>At UC Berkeley’s commencement Saturday at California Memorial Stadium, Rebecca Peters will have the honor of addressing thousands of her peers.\u003c/p>\n\u003cp>In fourth grade, Peter's IQ score measured so low that her school deemed her unfit for college. Tomorrow, she'll graduate from Cal with a 3.98 GPA.\u003c/p>\n\u003cp>“It’s overwhelming. My parents were told that I would never learn to read at college level. I was put in basic classes and was bored to tears,” Peters said, crediting her tenacious parents and a dedicated teacher for turning her education around.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'My parents were told that I would never learn to read at college level.'\u003c/aside>\n\u003cp>Peters, 23, is the recipient of the University Medal, awarded to UC Berkeley’s top graduating senior. She is graduating with a double major in society and environment, and interdisciplinary studies, with a minor in global poverty and practice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In addition to her high academic marks, Peters has also earned praise for her work improving access to safe drinking water in Central and South America.\u003c/p>\n\u003cp>“In Guatemala ... you see Mayan communities still living in rural, segregated areas with no services and with no piped water,” she said. “It was there that I first saw a direct connection between socioeconomic status, race and ethnicity, and access to water in a way I had not seen in California. That’s why I’m here today at Berkeley.”\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/149914052&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>Peters told KQED that her passion for water access dates back to a small river running through her childhood backyard, when she was growing up in Calabasas in the Santa Monica Mountains:\u003c/p>\n\u003cblockquote>\u003cp>\"When I was very young, my sisters and I would play in the river. And all of a sudden, as I got older, the river started to dry up, and all the frogs and tadpoles that we had liked catching started disappearing. I was curious about why that was, so I ventured upstream, and I found a company had been dumping chemicals and waste into the river. I started a petition to raise awareness, and eventually I got a spot on my city council’s environmental commission as a student representative and a liaison to the high schools. So by the time I started college, I knew I wanted to be involved in water.\"\u003c/p>\u003c/blockquote>\n\u003cp>Since transferring to UC Berkeley from Cal Poly San Luis Obispo in 2011, Peters has helped found and lead several projects, including “the Pachamama Project in Cochabamba, Bolivia, a partnership between a Mexico-based non-profit and other groups to improve water access to 12 rural schools; the Berkeley Water Group, a student-run think tank on global water, health, hygiene and sanitation issues; and a course titled ‘Water and International Human Rights,’” according to a UC Berkeley press release.\u003c/p>\n\u003cp>After graduating, Peters will continue her studies abroad. She will attend Manchester University in England and then Oxford University, with the hopes of returning to UC Berkeley for a Ph.D. related to issues of water access.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=0889hqXGXEg&w=560&h=315]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_136383\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RebeccaWaterJug250.jpg\">\u003cimg class=\"wp-image-136383 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RebeccaWaterJug250.jpg\" alt=\"Photo courtesy of Rebecca Peters.\" width=\"250\" height=\"350\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo courtesy of Rebecca Peters.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Mina Kim and Adam Grossberg\u003c/strong>\u003c/p>\n\u003cp>It’s graduation season and with colleges landing big-name commencement speakers (and dis-inviting others), it's easy to forget about the students who are chosen to speak by their institutions for their remarkable achievements.\u003c/p>\n\u003cp>At UC Berkeley’s commencement Saturday at California Memorial Stadium, Rebecca Peters will have the honor of addressing thousands of her peers.\u003c/p>\n\u003cp>In fourth grade, Peter's IQ score measured so low that her school deemed her unfit for college. Tomorrow, she'll graduate from Cal with a 3.98 GPA.\u003c/p>\n\u003cp>“It’s overwhelming. My parents were told that I would never learn to read at college level. I was put in basic classes and was bored to tears,” Peters said, crediting her tenacious parents and a dedicated teacher for turning her education around.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'My parents were told that I would never learn to read at college level.'\u003c/aside>\n\u003cp>Peters, 23, is the recipient of the University Medal, awarded to UC Berkeley’s top graduating senior. She is graduating with a double major in society and environment, and interdisciplinary studies, with a minor in global poverty and practice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In addition to her high academic marks, Peters has also earned praise for her work improving access to safe drinking water in Central and South America.\u003c/p>\n\u003cp>“In Guatemala ... you see Mayan communities still living in rural, segregated areas with no services and with no piped water,” she said. “It was there that I first saw a direct connection between socioeconomic status, race and ethnicity, and access to water in a way I had not seen in California. That’s why I’m here today at Berkeley.”\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/149914052&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>Peters told KQED that her passion for water access dates back to a small river running through her childhood backyard, when she was growing up in Calabasas in the Santa Monica Mountains:\u003c/p>\n\u003cblockquote>\u003cp>\"When I was very young, my sisters and I would play in the river. And all of a sudden, as I got older, the river started to dry up, and all the frogs and tadpoles that we had liked catching started disappearing. I was curious about why that was, so I ventured upstream, and I found a company had been dumping chemicals and waste into the river. I started a petition to raise awareness, and eventually I got a spot on my city council’s environmental commission as a student representative and a liaison to the high schools. So by the time I started college, I knew I wanted to be involved in water.\"\u003c/p>\u003c/blockquote>\n\u003cp>Since transferring to UC Berkeley from Cal Poly San Luis Obispo in 2011, Peters has helped found and lead several projects, including “the Pachamama Project in Cochabamba, Bolivia, a partnership between a Mexico-based non-profit and other groups to improve water access to 12 rural schools; the Berkeley Water Group, a student-run think tank on global water, health, hygiene and sanitation issues; and a course titled ‘Water and International Human Rights,’” according to a UC Berkeley press release.\u003c/p>\n\u003cp>After graduating, Peters will continue her studies abroad. She will attend Manchester University in England and then Oxford University, with the hopes of returning to UC Berkeley for a Ph.D. related to issues of water access.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/0889hqXGXEg'\n title='//www.youtube.com/embed/0889hqXGXEg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "For San Francisco Bone Collector, Skulls Are a Lifelong Love Affair",
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"content": "\u003cp>[UPDATE: Ray Bandar passed away in late December, 2017. His work lives on at the California Academy of Sciences.]\u003c/p>\n\u003cp>There are hobbies and then there are lifelong passions. Ray Bandar’s passion is finding and cleaning skulls.\u003c/p>\n\u003cp>For six decades, Bandar has been making a quiet contribution to science, harvesting the bones of dead animals on the California coast and amassing an impressive collection of skulls. On Friday the \u003ca href=\"http://www.calacademy.org/\">California Academy of Sciences\u003c/a> in San Francisco is opening a \u003ca href=\"http://www.calacademy.org/academy/exhibits/skulls/\">new exhibit of skulls\u003c/a> that features his work.\u003c/p>\n\u003cp>Bandar keeps his own collection in the basement of his San Francisco home. The “bone palace,” as he calls it, holds close to 7,000 skulls and skeletons, stacked floor to ceiling. He organizes the shelves by species, including seals, sea lions, leopards, cheetahs, horses, zebras, giraffes and dolphins.\u003c/p>\n\u003cp>“This is largest animal that lives and breeds in California,” Bandar says, holding up an elephant seal skull. “That’s an adult female.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Bandar is a spritely 86-year-old with an encyclopedic knowledge of the bones. “Sixty years at Ocean Beach, I’ve been decapitating dead marine mammals,” he says.\u003c/p>\n\u003cfigure id=\"attachment_17387\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01301-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17387 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01301.jpg\" alt='Ray \"Bones\" Bandar has spent six decades finding and cleaning animal bones. (Lauren Sommer/KQED)' width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ray ‘Bones’ Bandar has spent six decades finding dead animals and preparing their bones. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>For most of his life, Bandar searched local beaches for dead sea lions and seals and removed the heads. As a volunteer with the California Academy of Sciences, he worked under its scientific collection permit from the state. The more exotic animals in his collection came from local zoos after the animals died.\u003c/p>\n\u003cp>Cleaning skulls is not for the faint of heart. “I remove as much flesh as possible,” he says. “Put them in bucket of water. Put them in a warm spot and leave it to sit there for weeks and the bacterial action removes all the organic material.”\u003c/p>\n\u003cp>Bandar’s fascination with the natural world began as a kid growing up in San Francisco, when he collected snakes and frogs in Golden Gate Park and donated them to the Steinhart Aquarium.\u003c/p>\n\u003cp>He collected his first skull in his twenties, dragging the head of a harbor seal back to his parents’ house — on public transportation. He says he wondered to himself how he could get the meat off. “So I put it in a big pot. Said, ‘Well, I guess I’ll boil it.’ And boy did it stink up the house. When my parents came home, they weren’t too happy about that.”\u003c/p>\n\u003cfigure id=\"attachment_17390\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement1-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17390 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement1.jpg\" alt=\"Bandar has almost 7,000 skulls and skeletons in his San Francisco basement\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">There are almost 7,000 skulls and skeletons in Bandar’s San Francisco basement. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Over the years, Bandar attracted crowds of beachgoers as he harvested skulls. Occasionally, he attracted suspicion, like the time in Half Moon Bay when he was working on a 14-foot elephant seal carcass in front of the Ritz-Carlton.\u003c/p>\n\u003cp>“I’m sitting on his neck, cutting away, trying to sever the skull from the torso,” he recalls. “And I turn around and standing on the beach is three cops.”\u003c/p>\n\u003cp>The policemen eyed Bandar’s ratty field jacket, covered in rotting flesh. They’d gotten a number of phone calls, Bandar says. “More than one call is, ‘There’s this homeless guy. He’s trying to eat this dead elephant seal.”\u003c/p>\n\u003cp>Bandar’s wife of 60 years doesn’t mind his hobby. The two of them met in art school. On their honeymoon to New York City, they fell in love with the bone displays at the American Museum of Natural History.\u003c/p>\n\u003cp>Vertebrae hang next to his wife’s paintings in their living room. “To me,” Bandar says, “they’re beautiful pieces of sculpture.”\u003c/p>\n\u003cfigure id=\"attachment_17391\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement7-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17391 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement7.jpg\" alt=\"Bandar would often attract crowds of beachgoers as he worked, as well as the police. (Lauren Sommer/KQED)\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bandar would often attract crowds of beachgoers as he worked, as well as, occasionally, the police. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Bandar went on to teach biology for 32 years at Fremont High School in East Oakland, where dissection was a big part of the curriculum. “Even in medical school, the students do not get what they got in my classroom,” he says. “I still hear from my students.”\u003c/p>\n\u003cp>Bandar retired from collecting specimens last summer. The skulls in his basement will eventually go to the California Academy of Sciences, where his work will comprise one-fifth of the museum’s ornithology and mammalogy collection.\u003c/p>\n\u003cp>Cal Academy’s collection of skulls teaches the public, including thousands of school children who come to the museum each year, about wildlife and the natural world. One of the Academy’s collectors is curatorial assistant Sue Pemberton.\u003c/p>\n\u003cp>Inside the specimen preparation room, Pemberton describes the work she has in progress. “You’ll see over on the left here I have a young elephant seal skull,” she says.\u003c/p>\n\u003cp>The skull is crawling with dermestid beetles, which specialize in eating dead flesh. Pemberton uses them to clean skulls for the collection. She also uses large buckets of water, the same method Bandar employs.\u003c/p>\n\u003cp>Pemberton pulls a harbor seal skull out of a bucket, and a putrid odor fills the air. “Smells like the worst outhouse you can ever be in,” she says. “But that’s how it works. Everything kind of breaks down.”\u003c/p>\n\u003cfigure id=\"attachment_17395\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01243-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17395 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01243.jpg\" alt=\"Dermestid beetles clean a young elephant seal skull at the California Academy of Sciences. (Lauren Sommer/KQED)\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dermestid beetles clean the flesh off a young elephant seal skull at the California Academy of Sciences. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>The skulls also help scientists learn how marine mammals are doing off the California coast. The bones reveal if the animals were sick and what they ate.\u003c/p>\n\u003cp>She pulls out a southern sea otter skull to illustrate. “Here you can see what color the teeth are. Bright purple, like the-color-of-grape-juice purple.”\u003c/p>\n\u003cp>The otter stained its teeth eating purple sea urchins. Other sea otters have completely different diets, which they learn from their mothers.\u003c/p>\n\u003cp>Pemberton heads out to the beach whenever a report comes in of a dead animal; she’s part of the \u003ca href=\"http://www.nmfs.noaa.gov/pr/health/networks.htm#westcoast\">Marine Mammal Stranding Network\u003c/a>, a group of wildlife centers and museums that responds to reports. Her whale kit is ready to go on the table: a dozen steak knives and an ax.\u003c/p>\n\u003cfigure id=\"attachment_17396\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01248-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17396 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01248.jpg\" alt=\"A southern sea otter skull has purple teeth, stained from the sea urchins that made up its diet. (Lauren Sommer/KQED)\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A southern sea otter skull with purple teeth, stained from the sea urchins that made up its diet. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“Sometimes there’s a blubber layer that’s two feet thick,” she says. “So you’re having to get through that to get to what you think might be the cause of death.”\u003c/p>\n\u003cp>Pemberton and others have documented cases where ship strikes killed whales off the coast. The data actually helped change policy. Last year, federal officials \u003ca href=\"http://ww2.kqed.org/science/2013/06/04/san-francisco-bay-shipping-lanes-narrowed-to-protect-whales/\">put in new speed limits\u003c/a> for cargo ships coming into San Francisco Bay.\u003c/p>\n\u003cp>“It’s what you think about when you’re elbow-deep in rotted, dead whales,” she says. “And it’s not pleasant by any stretch. But to know that it’s actually helping with the conservation and protection of all the whales that come after that, it makes all really worthwhile.”\u003c/p>\n\u003cp>Cal Academy’s \u003ca href=\"http://www.calacademy.org/academy/exhibits/skulls/\">exhibit of skulls\u003c/a>, featuring Ray Bandar’s work, opens to the public on May 16.\u003c/p>\n\u003cfigure id=\"attachment_17401\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01268-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17401 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01268.jpg\" alt=\"DSC01268\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A box of monkey skulls in Bandar’s collection, with room for more. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>[UPDATE: Ray Bandar passed away in late December, 2017. His work lives on at the California Academy of Sciences.]\u003c/p>\n\u003cp>There are hobbies and then there are lifelong passions. Ray Bandar’s passion is finding and cleaning skulls.\u003c/p>\n\u003cp>For six decades, Bandar has been making a quiet contribution to science, harvesting the bones of dead animals on the California coast and amassing an impressive collection of skulls. On Friday the \u003ca href=\"http://www.calacademy.org/\">California Academy of Sciences\u003c/a> in San Francisco is opening a \u003ca href=\"http://www.calacademy.org/academy/exhibits/skulls/\">new exhibit of skulls\u003c/a> that features his work.\u003c/p>\n\u003cp>Bandar keeps his own collection in the basement of his San Francisco home. The “bone palace,” as he calls it, holds close to 7,000 skulls and skeletons, stacked floor to ceiling. He organizes the shelves by species, including seals, sea lions, leopards, cheetahs, horses, zebras, giraffes and dolphins.\u003c/p>\n\u003cp>“This is largest animal that lives and breeds in California,” Bandar says, holding up an elephant seal skull. “That’s an adult female.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bandar is a spritely 86-year-old with an encyclopedic knowledge of the bones. “Sixty years at Ocean Beach, I’ve been decapitating dead marine mammals,” he says.\u003c/p>\n\u003cfigure id=\"attachment_17387\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01301-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17387 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01301.jpg\" alt='Ray \"Bones\" Bandar has spent six decades finding and cleaning animal bones. (Lauren Sommer/KQED)' width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ray ‘Bones’ Bandar has spent six decades finding dead animals and preparing their bones. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>For most of his life, Bandar searched local beaches for dead sea lions and seals and removed the heads. As a volunteer with the California Academy of Sciences, he worked under its scientific collection permit from the state. The more exotic animals in his collection came from local zoos after the animals died.\u003c/p>\n\u003cp>Cleaning skulls is not for the faint of heart. “I remove as much flesh as possible,” he says. “Put them in bucket of water. Put them in a warm spot and leave it to sit there for weeks and the bacterial action removes all the organic material.”\u003c/p>\n\u003cp>Bandar’s fascination with the natural world began as a kid growing up in San Francisco, when he collected snakes and frogs in Golden Gate Park and donated them to the Steinhart Aquarium.\u003c/p>\n\u003cp>He collected his first skull in his twenties, dragging the head of a harbor seal back to his parents’ house — on public transportation. He says he wondered to himself how he could get the meat off. “So I put it in a big pot. Said, ‘Well, I guess I’ll boil it.’ And boy did it stink up the house. When my parents came home, they weren’t too happy about that.”\u003c/p>\n\u003cfigure id=\"attachment_17390\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement1-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17390 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement1.jpg\" alt=\"Bandar has almost 7,000 skulls and skeletons in his San Francisco basement\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">There are almost 7,000 skulls and skeletons in Bandar’s San Francisco basement. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Over the years, Bandar attracted crowds of beachgoers as he harvested skulls. Occasionally, he attracted suspicion, like the time in Half Moon Bay when he was working on a 14-foot elephant seal carcass in front of the Ritz-Carlton.\u003c/p>\n\u003cp>“I’m sitting on his neck, cutting away, trying to sever the skull from the torso,” he recalls. “And I turn around and standing on the beach is three cops.”\u003c/p>\n\u003cp>The policemen eyed Bandar’s ratty field jacket, covered in rotting flesh. They’d gotten a number of phone calls, Bandar says. “More than one call is, ‘There’s this homeless guy. He’s trying to eat this dead elephant seal.”\u003c/p>\n\u003cp>Bandar’s wife of 60 years doesn’t mind his hobby. The two of them met in art school. On their honeymoon to New York City, they fell in love with the bone displays at the American Museum of Natural History.\u003c/p>\n\u003cp>Vertebrae hang next to his wife’s paintings in their living room. “To me,” Bandar says, “they’re beautiful pieces of sculpture.”\u003c/p>\n\u003cfigure id=\"attachment_17391\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement7-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17391 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/Basement7.jpg\" alt=\"Bandar would often attract crowds of beachgoers as he worked, as well as the police. (Lauren Sommer/KQED)\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bandar would often attract crowds of beachgoers as he worked, as well as, occasionally, the police. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>Bandar went on to teach biology for 32 years at Fremont High School in East Oakland, where dissection was a big part of the curriculum. “Even in medical school, the students do not get what they got in my classroom,” he says. “I still hear from my students.”\u003c/p>\n\u003cp>Bandar retired from collecting specimens last summer. The skulls in his basement will eventually go to the California Academy of Sciences, where his work will comprise one-fifth of the museum’s ornithology and mammalogy collection.\u003c/p>\n\u003cp>Cal Academy’s collection of skulls teaches the public, including thousands of school children who come to the museum each year, about wildlife and the natural world. One of the Academy’s collectors is curatorial assistant Sue Pemberton.\u003c/p>\n\u003cp>Inside the specimen preparation room, Pemberton describes the work she has in progress. “You’ll see over on the left here I have a young elephant seal skull,” she says.\u003c/p>\n\u003cp>The skull is crawling with dermestid beetles, which specialize in eating dead flesh. Pemberton uses them to clean skulls for the collection. She also uses large buckets of water, the same method Bandar employs.\u003c/p>\n\u003cp>Pemberton pulls a harbor seal skull out of a bucket, and a putrid odor fills the air. “Smells like the worst outhouse you can ever be in,” she says. “But that’s how it works. Everything kind of breaks down.”\u003c/p>\n\u003cfigure id=\"attachment_17395\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01243-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17395 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01243.jpg\" alt=\"Dermestid beetles clean a young elephant seal skull at the California Academy of Sciences. (Lauren Sommer/KQED)\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dermestid beetles clean the flesh off a young elephant seal skull at the California Academy of Sciences. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>The skulls also help scientists learn how marine mammals are doing off the California coast. The bones reveal if the animals were sick and what they ate.\u003c/p>\n\u003cp>She pulls out a southern sea otter skull to illustrate. “Here you can see what color the teeth are. Bright purple, like the-color-of-grape-juice purple.”\u003c/p>\n\u003cp>The otter stained its teeth eating purple sea urchins. Other sea otters have completely different diets, which they learn from their mothers.\u003c/p>\n\u003cp>Pemberton heads out to the beach whenever a report comes in of a dead animal; she’s part of the \u003ca href=\"http://www.nmfs.noaa.gov/pr/health/networks.htm#westcoast\">Marine Mammal Stranding Network\u003c/a>, a group of wildlife centers and museums that responds to reports. Her whale kit is ready to go on the table: a dozen steak knives and an ax.\u003c/p>\n\u003cfigure id=\"attachment_17396\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01248-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17396 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01248.jpg\" alt=\"A southern sea otter skull has purple teeth, stained from the sea urchins that made up its diet. (Lauren Sommer/KQED)\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A southern sea otter skull with purple teeth, stained from the sea urchins that made up its diet. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“Sometimes there’s a blubber layer that’s two feet thick,” she says. “So you’re having to get through that to get to what you think might be the cause of death.”\u003c/p>\n\u003cp>Pemberton and others have documented cases where ship strikes killed whales off the coast. The data actually helped change policy. Last year, federal officials \u003ca href=\"http://ww2.kqed.org/science/2013/06/04/san-francisco-bay-shipping-lanes-narrowed-to-protect-whales/\">put in new speed limits\u003c/a> for cargo ships coming into San Francisco Bay.\u003c/p>\n\u003cp>“It’s what you think about when you’re elbow-deep in rotted, dead whales,” she says. “And it’s not pleasant by any stretch. But to know that it’s actually helping with the conservation and protection of all the whales that come after that, it makes all really worthwhile.”\u003c/p>\n\u003cp>Cal Academy’s \u003ca href=\"http://www.calacademy.org/academy/exhibits/skulls/\">exhibit of skulls\u003c/a>, featuring Ray Bandar’s work, opens to the public on May 16.\u003c/p>\n\u003cfigure id=\"attachment_17401\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01268-1024x576.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-17401 size-full\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/05/DSC01268.jpg\" alt=\"DSC01268\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A box of monkey skulls in Bandar’s collection, with room for more. (Lauren Sommer/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Stanford's Coal Divestment: Environmental or Financial? Or Both?",
"title": "Stanford's Coal Divestment: Environmental or Financial? Or Both?",
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"content": "\u003cfigure id=\"attachment_135415\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/Stanford_University_campus_from_above.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/Stanford_University_campus_from_above-640x480.jpg\" alt=\"The Stanford University Board of Trustees has decided to not make direct investments of endowment funds in coal-mining companies. (Jawed Karim)\" width=\"640\" height=\"480\" class=\"size-medium wp-image-135415\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Stanford University Board of Trustees has decided to not make direct investments of endowment funds in coal-mining companies. (Jawed Karim)\u003c/figcaption>\u003c/figure>\n\u003cp>A campaign on college campuses across the country aimed at stopping climate change received a big boost yesterday with the announcement that Stanford University will stop investing in coal companies.\u003c/p>\n\u003cp>The resolution, passed by Stanford’s Board of Trustees, states the school will no longer directly invest in approximately 100 publicly traded companies whose primary business is coal extraction, in addition to divesting itself of any current holdings in such companies.\u003c/p>\n\u003cp>\"The university's review has concluded that coal is one of the most carbon-intensive methods of energy generation and that other sources can be readily substituted for it,” Stanford President John Hennessy said in a \u003ca href=\"http://news.stanford.edu/news/2014/may/divest-coal-trustees-050714.html\" target=\"_blank\">statement explaining the move\u003c/a>.\u003c/p>\n\u003cp>Stanford’s “Statement of Investment Responsibility,” originally adopted in 1971, says that while trustees’ primary obligation is to maximize profits, the board should consider whether “corporate policies or practices create substantial social injury.”\u003c/p>\n\u003cfigure id=\"attachment_135404\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/coal-plant.jpg\">\u003cimg class=\"size-thumbnail wp-image-135404\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/coal-plant-300x300.jpg\" alt=\"The Stanford University Board of Trustees has decided to not make direct investments of endowment funds in coal-mining companies. (Jeff Swensen/Getty Images)\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stanford’s decision bolsters a national campaign that has seen 11 other schools remove investments in fossil fuel companies. (Jeff Swensen/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\"Stanford has a responsibility as a global citizen to promote sustainability for our planet,\" Hennessy said. “Moving away from coal in the investment context is a small, but constructive, step while work continues, at Stanford and elsewhere, to develop broadly viable sustainable energy solutions for the future.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school does not disclose specific investment information about portfolio holdings or individual values, but Lisa Lapin, associate vice president of communications at Stanford, \u003ca href=\"http://www.nytimes.com/2014/05/07/education/stanford-to-purge-18-billion-endowment-of-coal-stock.html?_r=0\" target=\"_blank\">told the New York Times\u003c/a> that the school’s current investment in coal companies represents a small portion of its total $18.7 billion endowment. Thus, Lapin says, “a small percentage is still a substantial amount of money.”\u003c/p>\n\u003cp>Reacting to the news Wednesday, representatives from the coal industry said the divestment \u003ca href=\"http://www.npr.org/2014/05/07/310449120/when-colleges-divest-in-coal-its-barely-a-drop-in-the-bucket\" target=\"_blank\">will have no impact on the industry at all\u003c/a>.\u003c/p>\n\u003caside class=\"left long\">\n\u003ch3>Divested Schools\u003c/h3>\n\u003cp>College of the Atlantic\u003c/p>\n\u003cp>Foothill-De Anza Community College\u003c/p>\n\u003cp>Green Mountain College\u003c/p>\n\u003cp>Hampshire College\u003c/p>\n\u003cp>Naropa University\u003c/p>\n\u003cp>Peralta Community College District\u003c/p>\n\u003cp>Pitzer College\u003c/p>\n\u003cp>Prescott College\u003c/p>\n\u003cp>San Francisco State University\u003c/p>\n\u003cp>Stanford University\u003c/p>\n\u003cp>Sterling College\u003c/p>\n\u003cp>Unity College\u003c/p>\n\u003c/aside>\n\u003cp>The move was initiated by \u003ca href=\"http://www.fossilfreestanford.org\" target=\"_blank\">Fossil Free Stanford\u003c/a>, a student-led organization that petitioned the university last year as part of a national campaign encouraging divestment from all fossil fuel companies.\u003c/p>\n\u003cp>“It's going to prove to be an enormous victory in terms of symbolism,” Michael Peñuelas, one of the leaders of Fossil Free Stanford, says. “And it's going to tell a lot of other university administrations and other private-sector institutions that this is a feasible move to divest from coal.”\u003c/p>\n\u003cp>Stanford’s decision clearly bolsters a national campaign that has seen 11 other schools remove investments in fossil fuel companies. The schools include: San Francisco State, which \u003ca href=\"http://www.mercurynews.com/ci_23443908/san-francsico-state-university-votes-divest-investment-coal\" target=\"_blank\">divested from coal and tar sands companies last June\u003c/a>, Hampshire College, Pitzer College and a handful of smaller schools.\u003c/p>\n\u003cp>“The impact of Stanford’s decision is going to put an exclamation point at the end of everything (the national campaign) has done,” says David Meyer, professor of sociology at UC Irvine. “There tends to be a cascade effect when big players like Stanford get into the action.”\u003c/p>\n\u003cp>Despite campus protests, other schools, most notably Harvard and Middlebury, have refused to join the divestment campaign, questioning the effectiveness of the divestment strategy. More than 100 Harvard faculty members have signed a letter urging Harvard president Drew Faust to divest, and last week, one student was arrested on campus for attempting to blockade Faust’s office.\u003c/p>\n\u003cp>A report by Harvard University’s Institute of Politics titled, \u003ca href=\"http://www.iop.harvard.edu/does-divestment-work\" target=\"_blank\">“Does Divestment Work?,”\u003c/a> draws parallels between fossil fuel divestment and similar campaigns to halt investment in South African companies during apartheid in the 1980s. The study suggests the effectiveness of divestment is not all about finances:\u003c/p>\n\u003cblockquote>\u003cp>“The evidence from South Africa suggests that divestment, while ineffective in a financial sense, can have an impact by shaping public discourse. … If universities across the country divested from fossil fuels, this would again be the case.”\u003c/p>\u003c/blockquote>\n\u003cp>While Stanford's move is widely seen as an environmental victory, Meyer says, “It’s also worth pointing out that Stanford didn’t take the whole fossil fuel abstention position, only focusing on coal,” and not divesting from oil or natural gas companies, as Fossil Free Stanford’s petition called for.\u003c/p>\n\u003cp>Financially speaking, Meyer says “coal increasingly looks like it’s a bad investment.” This makes it much easier for Stanford’s Board of Trustees to remove funds from an already shaky investment — while earning environmental kudos in the process.\u003c/p>\n\u003cp>Another factor: Bay Area billionaire Tom Steyer, \u003ca href=\"http://www.kqed.org/a/forum/R201303201000\" target=\"_blank\">a noted environmental advocate\u003c/a>, sits on Stanford’s board. \u003ca href=\"http://www.washingtonpost.com/blogs/wonkblog/wp/2014/05/06/stanford-becomes-the-most-prominent-university-yet-to-divest-from-coal/\" target=\"_blank\">The Washington Post suggests\u003c/a> that Steyer’s presence increased internal pressure on the school to approve the divestment.\u003c/p>\n\u003cp>While the development is “exciting and encouraging for students,” Meyer fully expects them to “claim this victory and keep demanding more.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/148441997&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_135415\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/Stanford_University_campus_from_above.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/Stanford_University_campus_from_above-640x480.jpg\" alt=\"The Stanford University Board of Trustees has decided to not make direct investments of endowment funds in coal-mining companies. (Jawed Karim)\" width=\"640\" height=\"480\" class=\"size-medium wp-image-135415\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Stanford University Board of Trustees has decided to not make direct investments of endowment funds in coal-mining companies. (Jawed Karim)\u003c/figcaption>\u003c/figure>\n\u003cp>A campaign on college campuses across the country aimed at stopping climate change received a big boost yesterday with the announcement that Stanford University will stop investing in coal companies.\u003c/p>\n\u003cp>The resolution, passed by Stanford’s Board of Trustees, states the school will no longer directly invest in approximately 100 publicly traded companies whose primary business is coal extraction, in addition to divesting itself of any current holdings in such companies.\u003c/p>\n\u003cp>\"The university's review has concluded that coal is one of the most carbon-intensive methods of energy generation and that other sources can be readily substituted for it,” Stanford President John Hennessy said in a \u003ca href=\"http://news.stanford.edu/news/2014/may/divest-coal-trustees-050714.html\" target=\"_blank\">statement explaining the move\u003c/a>.\u003c/p>\n\u003cp>Stanford’s “Statement of Investment Responsibility,” originally adopted in 1971, says that while trustees’ primary obligation is to maximize profits, the board should consider whether “corporate policies or practices create substantial social injury.”\u003c/p>\n\u003cfigure id=\"attachment_135404\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/coal-plant.jpg\">\u003cimg class=\"size-thumbnail wp-image-135404\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/coal-plant-300x300.jpg\" alt=\"The Stanford University Board of Trustees has decided to not make direct investments of endowment funds in coal-mining companies. (Jeff Swensen/Getty Images)\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stanford’s decision bolsters a national campaign that has seen 11 other schools remove investments in fossil fuel companies. (Jeff Swensen/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\"Stanford has a responsibility as a global citizen to promote sustainability for our planet,\" Hennessy said. “Moving away from coal in the investment context is a small, but constructive, step while work continues, at Stanford and elsewhere, to develop broadly viable sustainable energy solutions for the future.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school does not disclose specific investment information about portfolio holdings or individual values, but Lisa Lapin, associate vice president of communications at Stanford, \u003ca href=\"http://www.nytimes.com/2014/05/07/education/stanford-to-purge-18-billion-endowment-of-coal-stock.html?_r=0\" target=\"_blank\">told the New York Times\u003c/a> that the school’s current investment in coal companies represents a small portion of its total $18.7 billion endowment. Thus, Lapin says, “a small percentage is still a substantial amount of money.”\u003c/p>\n\u003cp>Reacting to the news Wednesday, representatives from the coal industry said the divestment \u003ca href=\"http://www.npr.org/2014/05/07/310449120/when-colleges-divest-in-coal-its-barely-a-drop-in-the-bucket\" target=\"_blank\">will have no impact on the industry at all\u003c/a>.\u003c/p>\n\u003caside class=\"left long\">\n\u003ch3>Divested Schools\u003c/h3>\n\u003cp>College of the Atlantic\u003c/p>\n\u003cp>Foothill-De Anza Community College\u003c/p>\n\u003cp>Green Mountain College\u003c/p>\n\u003cp>Hampshire College\u003c/p>\n\u003cp>Naropa University\u003c/p>\n\u003cp>Peralta Community College District\u003c/p>\n\u003cp>Pitzer College\u003c/p>\n\u003cp>Prescott College\u003c/p>\n\u003cp>San Francisco State University\u003c/p>\n\u003cp>Stanford University\u003c/p>\n\u003cp>Sterling College\u003c/p>\n\u003cp>Unity College\u003c/p>\n\u003c/aside>\n\u003cp>The move was initiated by \u003ca href=\"http://www.fossilfreestanford.org\" target=\"_blank\">Fossil Free Stanford\u003c/a>, a student-led organization that petitioned the university last year as part of a national campaign encouraging divestment from all fossil fuel companies.\u003c/p>\n\u003cp>“It's going to prove to be an enormous victory in terms of symbolism,” Michael Peñuelas, one of the leaders of Fossil Free Stanford, says. “And it's going to tell a lot of other university administrations and other private-sector institutions that this is a feasible move to divest from coal.”\u003c/p>\n\u003cp>Stanford’s decision clearly bolsters a national campaign that has seen 11 other schools remove investments in fossil fuel companies. The schools include: San Francisco State, which \u003ca href=\"http://www.mercurynews.com/ci_23443908/san-francsico-state-university-votes-divest-investment-coal\" target=\"_blank\">divested from coal and tar sands companies last June\u003c/a>, Hampshire College, Pitzer College and a handful of smaller schools.\u003c/p>\n\u003cp>“The impact of Stanford’s decision is going to put an exclamation point at the end of everything (the national campaign) has done,” says David Meyer, professor of sociology at UC Irvine. “There tends to be a cascade effect when big players like Stanford get into the action.”\u003c/p>\n\u003cp>Despite campus protests, other schools, most notably Harvard and Middlebury, have refused to join the divestment campaign, questioning the effectiveness of the divestment strategy. More than 100 Harvard faculty members have signed a letter urging Harvard president Drew Faust to divest, and last week, one student was arrested on campus for attempting to blockade Faust’s office.\u003c/p>\n\u003cp>A report by Harvard University’s Institute of Politics titled, \u003ca href=\"http://www.iop.harvard.edu/does-divestment-work\" target=\"_blank\">“Does Divestment Work?,”\u003c/a> draws parallels between fossil fuel divestment and similar campaigns to halt investment in South African companies during apartheid in the 1980s. The study suggests the effectiveness of divestment is not all about finances:\u003c/p>\n\u003cblockquote>\u003cp>“The evidence from South Africa suggests that divestment, while ineffective in a financial sense, can have an impact by shaping public discourse. … If universities across the country divested from fossil fuels, this would again be the case.”\u003c/p>\u003c/blockquote>\n\u003cp>While Stanford's move is widely seen as an environmental victory, Meyer says, “It’s also worth pointing out that Stanford didn’t take the whole fossil fuel abstention position, only focusing on coal,” and not divesting from oil or natural gas companies, as Fossil Free Stanford’s petition called for.\u003c/p>\n\u003cp>Financially speaking, Meyer says “coal increasingly looks like it’s a bad investment.” This makes it much easier for Stanford’s Board of Trustees to remove funds from an already shaky investment — while earning environmental kudos in the process.\u003c/p>\n\u003cp>Another factor: Bay Area billionaire Tom Steyer, \u003ca href=\"http://www.kqed.org/a/forum/R201303201000\" target=\"_blank\">a noted environmental advocate\u003c/a>, sits on Stanford’s board. \u003ca href=\"http://www.washingtonpost.com/blogs/wonkblog/wp/2014/05/06/stanford-becomes-the-most-prominent-university-yet-to-divest-from-coal/\" target=\"_blank\">The Washington Post suggests\u003c/a> that Steyer’s presence increased internal pressure on the school to approve the divestment.\u003c/p>\n\u003cp>While the development is “exciting and encouraging for students,” Meyer fully expects them to “claim this victory and keep demanding more.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/148441997&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://www.kqed.org/.stream/anon/radio/tcrmag/2014/05/2014-05-02c-tcrmag.mp3\u003c/p>\n\u003cp>The next few months will be anxious ones for advocates and opponents of tenure for public school teachers in California. A landmark lawsuit over the issue, Vergara v. California, came down to one final day of arguments in March. Nine student plaintiffs from around the state testified that tenure hurts students, while teachers testified that it’s an important job protection.\u003c/p>\n\u003cp>Many of the student plaintiffs traveled to Los Angeles for closing remarks, from fourth-grader Clara Campbell, whose head barely cleared the back of the courtroom bench, to Brandon DeBose Jr., a high school senior.\u003c/p>\n\u003cp>During recess, Brandon and some of his fellow plaintiffs gathered around the court’s cafeteria lunch tables. They all agreed on one thing that could improve their schools. “I think the No.1 thing that I would want to change is (to have) teachers who genuinely care about your education,” said Raylene Monterroza. \u003c/p>\n\u003cp>Elizabeth Vergara nodded. “I’d do the same: have better teachers.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Both students have horror stories about bad teachers, like one that let kids smoke pot and another who called Latino students “housecleaners” and “cholos.” The case zeroes in on the ease with which teachers get tenure and how hard it is to get rid of the worst ones. But after more than a year of coaching from a high-powered legal team, these students echo their lawyers’ talking points.\u003c/p>\n\u003cp>Brandon attends Skyline High School in the hills overlooking Oakland, where his classmates are also critical of some of their teachers but are more willing to share the blame. \u003c/p>\n\u003cp>Julian Hamilton, another student at Skyline, said, “You’ve got to realize we’re in high school. We should be grown enough to control ourselves. Sometimes it’s on the teachers, sometimes it’s on the students.”\u003c/p>\n\u003cp>Students also say sometimes it’s on the administration to provide support to struggling teachers, and conduct more comprehensive assessments of teachers that include student input. Because, as Skyline student Dacobi Anderson explained, administrators aren’t getting the whole story.\u003c/p>\n\u003cp>“For instance, like a teacher could put up on a different attitude, like they’re frontin’ when an administrator or someone of authority over them is in the classroom, but as soon as that administrator leaves they go back to the same old habit,” he said.\u003c/p>\n\u003cp>Kids see things administrators don’t. That’s the idea that drives the research of Harvard economist Ronald Ferguson, who’s been studying students’ ability to assess their own teachers. According to Ferguson, “The student surveys are perhaps the most reliable measure of what goes on in a classroom.”\u003c/p>\n\u003cp>Ferguson said student input should be included when measuring teachers’ ability. This doesn’t happen in California public schools, but kids like Julian are eager for the chance to grade their teachers.\u003c/p>\n\u003cp>“A good teacher keeps a student up, keeps him positive and makes sure they’re on their game,” he said. He contrasted this with a “bad” teacher, who “puts you on an island and hopes that you survive.”\u003c/p>\n\u003cp>Dave Orphal, a former teachers union rep who is tenured at Skyline, said we already have a way of dealing with bad teachers. “The reality is that there’s a process by which I can be released for unprofessional conduct that takes a couple of years.”\u003c/p>\n\u003cfigure id=\"attachment_10141022\" class=\"wp-caption alignright\" style=\"max-width: 370px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/CATeachers.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/CATeachers-370x225.jpg\" alt=\"Teachers and their supporters defend their job security in front of the L.A. Superior Courthouse. (Ike Sriskandarajah/KQED)\" width=\"370\" height=\"225\" class=\"size-thumbnail wp-image-10141022\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teachers and their supporters defend their job security in front of the L.A. Superior Courthouse. (Ike Sriskandarajah/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>For him, the Vergara lawsuit misses the real issue. “We’re losing so many great teachers, before they become as great as they could be, because of the lack of support,” he said. “Somehow the solution to that is making it easier to fire more teachers?”\u003c/p>\n\u003cp>According to industry analysis, nearly half of all new teachers nationwide will leave the profession in their first five years of teaching. A second-year social studies teacher at Skyline, Amanda Doamaral, is in that crucial period. “This year is a lot better than last year,” she said. “Last year was really rough. You know, first-year teachers are just trying to figure it out.”\u003c/p>\n\u003cp>In addition to the steep learning curve, teachers in California can lose their jobs without warning or cause for their first two years. This coming fall, at the start of Doamaral’s third year, she will have earned the benefit of tenure. “You can take more risks with students if you know your principal is not just going to walk in and fire you,” she said. “I’m sure I would think about going on field trips.” \u003c/p>\n\u003cp>But to the main backer of this case, wealthy Silicon Valley businessman and charter school proponent Dave Welch, too many grossly ineffective teachers hide behind tenure laws.\u003c/p>\n\u003cp>“I would say it’s clear that these laws seriously do hurt children,” Welch said, “and they hurt a large number of children. Hundreds of thousands of children a year are impacted by teachers in this system that are ineffective at their job.”\u003c/p>\n\u003cp>The issue of teacher tenure in California public schools is now up to a judge — a decision is expected this summer.\u003c/p>\n\u003cp>\u003cem>This story was produced by Youth Radio.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More: \u003ca href=\"http://www.californiareport.org/archive/R201404290850/c\" target=\"_blank\" rel=\"noopener\">Silicon Valley Entrepreneur Takes on Teacher Tenure With Massive Lawsuit\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Both students have horror stories about bad teachers, like one that let kids smoke pot and another who called Latino students “housecleaners” and “cholos.” The case zeroes in on the ease with which teachers get tenure and how hard it is to get rid of the worst ones. But after more than a year of coaching from a high-powered legal team, these students echo their lawyers’ talking points.\u003c/p>\n\u003cp>Brandon attends Skyline High School in the hills overlooking Oakland, where his classmates are also critical of some of their teachers but are more willing to share the blame. \u003c/p>\n\u003cp>Julian Hamilton, another student at Skyline, said, “You’ve got to realize we’re in high school. We should be grown enough to control ourselves. Sometimes it’s on the teachers, sometimes it’s on the students.”\u003c/p>\n\u003cp>Students also say sometimes it’s on the administration to provide support to struggling teachers, and conduct more comprehensive assessments of teachers that include student input. Because, as Skyline student Dacobi Anderson explained, administrators aren’t getting the whole story.\u003c/p>\n\u003cp>“For instance, like a teacher could put up on a different attitude, like they’re frontin’ when an administrator or someone of authority over them is in the classroom, but as soon as that administrator leaves they go back to the same old habit,” he said.\u003c/p>\n\u003cp>Kids see things administrators don’t. That’s the idea that drives the research of Harvard economist Ronald Ferguson, who’s been studying students’ ability to assess their own teachers. According to Ferguson, “The student surveys are perhaps the most reliable measure of what goes on in a classroom.”\u003c/p>\n\u003cp>Ferguson said student input should be included when measuring teachers’ ability. This doesn’t happen in California public schools, but kids like Julian are eager for the chance to grade their teachers.\u003c/p>\n\u003cp>“A good teacher keeps a student up, keeps him positive and makes sure they’re on their game,” he said. He contrasted this with a “bad” teacher, who “puts you on an island and hopes that you survive.”\u003c/p>\n\u003cp>Dave Orphal, a former teachers union rep who is tenured at Skyline, said we already have a way of dealing with bad teachers. “The reality is that there’s a process by which I can be released for unprofessional conduct that takes a couple of years.”\u003c/p>\n\u003cfigure id=\"attachment_10141022\" class=\"wp-caption alignright\" style=\"max-width: 370px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/CATeachers.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/09/CATeachers-370x225.jpg\" alt=\"Teachers and their supporters defend their job security in front of the L.A. Superior Courthouse. (Ike Sriskandarajah/KQED)\" width=\"370\" height=\"225\" class=\"size-thumbnail wp-image-10141022\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teachers and their supporters defend their job security in front of the L.A. Superior Courthouse. (Ike Sriskandarajah/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>For him, the Vergara lawsuit misses the real issue. “We’re losing so many great teachers, before they become as great as they could be, because of the lack of support,” he said. “Somehow the solution to that is making it easier to fire more teachers?”\u003c/p>\n\u003cp>According to industry analysis, nearly half of all new teachers nationwide will leave the profession in their first five years of teaching. A second-year social studies teacher at Skyline, Amanda Doamaral, is in that crucial period. “This year is a lot better than last year,” she said. “Last year was really rough. You know, first-year teachers are just trying to figure it out.”\u003c/p>\n\u003cp>In addition to the steep learning curve, teachers in California can lose their jobs without warning or cause for their first two years. This coming fall, at the start of Doamaral’s third year, she will have earned the benefit of tenure. “You can take more risks with students if you know your principal is not just going to walk in and fire you,” she said. “I’m sure I would think about going on field trips.” \u003c/p>\n\u003cp>But to the main backer of this case, wealthy Silicon Valley businessman and charter school proponent Dave Welch, too many grossly ineffective teachers hide behind tenure laws.\u003c/p>\n\u003cp>“I would say it’s clear that these laws seriously do hurt children,” Welch said, “and they hurt a large number of children. Hundreds of thousands of children a year are impacted by teachers in this system that are ineffective at their job.”\u003c/p>\n\u003cp>The issue of teacher tenure in California public schools is now up to a judge — a decision is expected this summer.\u003c/p>\n\u003cp>\u003cem>This story was produced by Youth Radio.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More: \u003ca href=\"http://www.californiareport.org/archive/R201404290850/c\" target=\"_blank\" rel=\"noopener\">Silicon Valley Entrepreneur Takes on Teacher Tenure With Massive Lawsuit\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"order": 9
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"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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"hyphenacion": {
"id": "hyphenacion",
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"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. ",
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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. ",
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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"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"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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