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In July, the district announced it would replace its pioneering homegrown curriculum with a third-party textbook for this year.\u003c/p>\n\u003cfigure id=\"attachment_12052662\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052662 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite the online chatter, fewer than 50 ninth graders chose not to take ethnic studies this fall, and the classrooms the other 3,800 freshmen entered looked much the same as in previous years.\u003c/p>\n\u003cp>When teachers began flipping through the new course materials in early August, Aguirre said she and other veterans reached an almost ironic understanding: “This textbook that’s been quote-unquote ‘vetted and approved’ is not radically different from what most of us have been teaching already,” she said.\u003c/p>\n\u003cp>The first unit of the new textbook, \u003ca href=\"https://gibbssmitheducation.com/diversity-studies/voices\">\u003cem>Voices: An Ethnic Studies Survey\u003c/em>\u003c/a> by Gibbs Smith Education, focuses on race and ethnicity, sharing many of the themes that SFUSD’s opening “Self and Stories” unit covered.\u003c/p>\n\u003cp>“[\u003cem>Voices\u003c/em>] talks a little bit about colonialism and constructs and eugenics and hierarchy and race. It defines what race is and how that varies from ethnicity, “ Aguirre said. “It talks a little bit about scientific racism and pseudoscientists of the past. These are all things that were in the SFUSD curriculum.”[aside postID=news_12046580 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg']SFUSD first piloted ethnic studies as an elective at some high schools in 2010, and expanded to all campuses in 2015. San Francisco’s Board of Education voted to make a yearlong ethnic studies course a graduation requirement beginning with students who entered ninth grade last year.\u003c/p>\n\u003cp>Since its inception, the course has been lauded as one of the district’s great successes. When announcing a new \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">state-wide ethnic studies requirement\u003c/a> in 2021, Gov. Gavin Newsom pointed to San Francisco’s class, citing \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">Stanford University research\u003c/a> that showed it bolstered students’ attendance and graduation rates. Researchers from UC Irvine found that taking ethnic studies in ninth grade boosted the GPAs of SFUSD students throughout high school, especially among Black and Latino students.\u003c/p>\n\u003cp>But since the district’s course became a graduation requirement in 2024, it has faced intense criticism. Parents Defending Education, a national education group, published multiple reports last year accusing the class of bias and posted course documents it obtained through public records requests.\u003c/p>\n\u003cp>News articles cited one in-class activity \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">asking students to role-play as Israeli soldiers\u003c/a> putting Palestinians into refugee camps, and a slide deck comparing civil rights and other \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">social movements to the Red Guards\u003c/a>, an often-violent youth movement supporting Mao Zedong during China’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Multiple ethnic studies teachers previously told KQED they had never seen those materials, much less used them in their classrooms. But the documents sparked a movement to pause the course, led by parents and aided by moderate political action groups like \u003ca href=\"https://www.sfblueprint.org/blog/ethnic-studies-is-yet-another-disastrous-misstep-for-our-public-school-district\">Blueprint for a Better San Francisco\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052663 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They say ethnic studies should focus less on oppression, resistance and activism, and more on the histories of different ethnic groups. The new curriculum, however, changes little, according to Nikhil Laud, who heads the department.\u003c/p>\n\u003cp>“Things are taught in a bit of a different sequence than we’re used to teaching, but we’re not planets apart or continents apart, it’s like the next town over,” he said.\u003c/p>\n\u003cp>The course’s two guiding questions — “How have race and ethnicity shaped or been shaped by history, policy and beliefs?” and “How, if at all, are race and ethnicity significant today?” — remain the same.\u003c/p>\n\u003cp>That makes sense, he said, since SFUSD’s curriculum is one of the longest-standing in the state and served as a model for the state implementing a graduation requirement.[aside postID=news_11830384 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495678.750x-672x372.png']“Our course actually influenced a lot of the values and principles of the state model curriculum,” he told KQED.\u003c/p>\n\u003cp>Sarita Lavin, another ethnic studies educator, said she feels the \u003cem>Voice\u003c/em>s book has gaps, lacking sections on the LGBTQ+ movement, disability rights and women’s history.\u003c/p>\n\u003cp>“It has no mention of trans people or queer people or their struggles, which is pretty appalling considering the student populations we serve and the fact that we are in San Francisco, which has been a historic hub for queer resistance and rights,” she said.\u003c/p>\n\u003cp>The biggest change teachers face, though, is not the new curriculum itself.\u003c/p>\n\u003cp>“A lot of us are kind of afraid of a witch hunt,” Aguirre said. “It’s very disheartening that … [teachers] feel like they have to look over their shoulder. To question ‘Is this going to be objectionable? Am I going to get doxxed online?’”\u003c/p>\n\u003cp>She worries ethnic studies classes will be under a microscope this year, especially after the district implemented a new regulation last month governing when supplemental materials that aren’t from the approved curriculum can be used.\u003c/p>\n\u003cp>In August, Superintendent Maria Su announced that any outside documents teachers use in any class must go through the district’s review process. That protocol said teachers can use their judgment to decide when something is appropriate. If they are unsure, they must get approval from the superintendent or another designated top official.\u003c/p>\n\u003cp>Aguirre said when she and teachers asked for more concrete details about the vetting and complaint process, they were told little.\u003c/p>\n\u003cp>The district referred KQED to a \u003ca href=\"https://www.sfusd.edu/departments/curriculum-instruction/administrative-regulation-616111-supplemental-instructional-materials\">page on its website\u003c/a> that said if a teacher requests a consult, the superintendent’s designee will assess the new material’s “educational value, relevance, appropriateness, and alignment with District criteria.”\u003c/p>\n\u003cp>SFUSD also said parents can request feedback forms from school principals.\u003c/p>\n\u003cp>She said she was told to continue sharing curriculum with her department head and campus administrators — which teachers already do — but it did little to ease the anxiety of new and non-tenured teachers.\u003c/p>\n\u003cp>Lavin said she fears that using unapproved supplements could lead to discipline or removal.\u003c/p>\n\u003cp>“What we’re seeing realistically is that people who are not educational professionals are having a voice over the people who are educational professionals,” Lavin said. “People who are not education professionals are determining what is allowed for your students to learn in a classroom space.\u003c/p>\n\u003cp>“This is a very dangerous precedent to set.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Samantha Aguirre’s ninth graders shuffled into \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">ethnic studies\u003c/a> on the first day of school this fall, many had no idea of the drama and strife surrounding the course all summer — still looming in the background of Aguirre’s and many teachers’ minds.\u003c/p>\n\u003cp>She delivered her opening spiel, refined over a decade teaching the class in the San Francisco Unified School District, introducing herself to new students, establishing a welcoming environment and posing one of the year’s guiding questions: “What are race and ethnicities and how have they changed over time?”\u003c/p>\n\u003cp>Discussing that question has always been where Aguirre starts, she said. \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">Despite months of parent pushback\u003c/a> against ethnic studies, prompting a late-summer \u003ca href=\"https://www.kqed.org/news/12046580/sf-school-district-wont-cancel-ethnic-studies-but-pauses-its-homegrown-curriculum\">curriculum change\u003c/a> and new oversight regulations, she hasn’t had to alter much.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since school let out in the spring, SFUSD’s ethnic studies course has come under major scrutiny after a cohort of parents, backed by local political groups and a national education organization, raised alarms that the curriculum in their children’s classrooms comes from a biased, “activist-driven” perspective.\u003c/p>\n\u003cp>Petitions cropped up to pause the class, parents created a \u003ca href=\"https://www.opt-out-toolkit-sfusd-ethnic-studies.com/\">toolkit to opt kids out\u003c/a> and media scrutiny intensified. In July, the district announced it would replace its pioneering homegrown curriculum with a third-party textbook for this year.\u003c/p>\n\u003cfigure id=\"attachment_12052662\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052662 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-03-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite the online chatter, fewer than 50 ninth graders chose not to take ethnic studies this fall, and the classrooms the other 3,800 freshmen entered looked much the same as in previous years.\u003c/p>\n\u003cp>When teachers began flipping through the new course materials in early August, Aguirre said she and other veterans reached an almost ironic understanding: “This textbook that’s been quote-unquote ‘vetted and approved’ is not radically different from what most of us have been teaching already,” she said.\u003c/p>\n\u003cp>The first unit of the new textbook, \u003ca href=\"https://gibbssmitheducation.com/diversity-studies/voices\">\u003cem>Voices: An Ethnic Studies Survey\u003c/em>\u003c/a> by Gibbs Smith Education, focuses on race and ethnicity, sharing many of the themes that SFUSD’s opening “Self and Stories” unit covered.\u003c/p>\n\u003cp>“[\u003cem>Voices\u003c/em>] talks a little bit about colonialism and constructs and eugenics and hierarchy and race. It defines what race is and how that varies from ethnicity, “ Aguirre said. “It talks a little bit about scientific racism and pseudoscientists of the past. These are all things that were in the SFUSD curriculum.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>SFUSD first piloted ethnic studies as an elective at some high schools in 2010, and expanded to all campuses in 2015. San Francisco’s Board of Education voted to make a yearlong ethnic studies course a graduation requirement beginning with students who entered ninth grade last year.\u003c/p>\n\u003cp>Since its inception, the course has been lauded as one of the district’s great successes. When announcing a new \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">state-wide ethnic studies requirement\u003c/a> in 2021, Gov. Gavin Newsom pointed to San Francisco’s class, citing \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">Stanford University research\u003c/a> that showed it bolstered students’ attendance and graduation rates. Researchers from UC Irvine found that taking ethnic studies in ninth grade boosted the GPAs of SFUSD students throughout high school, especially among Black and Latino students.\u003c/p>\n\u003cp>But since the district’s course became a graduation requirement in 2024, it has faced intense criticism. Parents Defending Education, a national education group, published multiple reports last year accusing the class of bias and posted course documents it obtained through public records requests.\u003c/p>\n\u003cp>News articles cited one in-class activity \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">asking students to role-play as Israeli soldiers\u003c/a> putting Palestinians into refugee camps, and a slide deck comparing civil rights and other \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">social movements to the Red Guards\u003c/a>, an often-violent youth movement supporting Mao Zedong during China’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Multiple ethnic studies teachers previously told KQED they had never seen those materials, much less used them in their classrooms. But the documents sparked a movement to pause the course, led by parents and aided by moderate political action groups like \u003ca href=\"https://www.sfblueprint.org/blog/ethnic-studies-is-yet-another-disastrous-misstep-for-our-public-school-district\">Blueprint for a Better San Francisco\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12052663 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They say ethnic studies should focus less on oppression, resistance and activism, and more on the histories of different ethnic groups. The new curriculum, however, changes little, according to Nikhil Laud, who heads the department.\u003c/p>\n\u003cp>“Things are taught in a bit of a different sequence than we’re used to teaching, but we’re not planets apart or continents apart, it’s like the next town over,” he said.\u003c/p>\n\u003cp>The course’s two guiding questions — “How have race and ethnicity shaped or been shaped by history, policy and beliefs?” and “How, if at all, are race and ethnicity significant today?” — remain the same.\u003c/p>\n\u003cp>That makes sense, he said, since SFUSD’s curriculum is one of the longest-standing in the state and served as a model for the state implementing a graduation requirement.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Our course actually influenced a lot of the values and principles of the state model curriculum,” he told KQED.\u003c/p>\n\u003cp>Sarita Lavin, another ethnic studies educator, said she feels the \u003cem>Voice\u003c/em>s book has gaps, lacking sections on the LGBTQ+ movement, disability rights and women’s history.\u003c/p>\n\u003cp>“It has no mention of trans people or queer people or their struggles, which is pretty appalling considering the student populations we serve and the fact that we are in San Francisco, which has been a historic hub for queer resistance and rights,” she said.\u003c/p>\n\u003cp>The biggest change teachers face, though, is not the new curriculum itself.\u003c/p>\n\u003cp>“A lot of us are kind of afraid of a witch hunt,” Aguirre said. “It’s very disheartening that … [teachers] feel like they have to look over their shoulder. To question ‘Is this going to be objectionable? Am I going to get doxxed online?’”\u003c/p>\n\u003cp>She worries ethnic studies classes will be under a microscope this year, especially after the district implemented a new regulation last month governing when supplemental materials that aren’t from the approved curriculum can be used.\u003c/p>\n\u003cp>In August, Superintendent Maria Su announced that any outside documents teachers use in any class must go through the district’s review process. That protocol said teachers can use their judgment to decide when something is appropriate. If they are unsure, they must get approval from the superintendent or another designated top official.\u003c/p>\n\u003cp>Aguirre said when she and teachers asked for more concrete details about the vetting and complaint process, they were told little.\u003c/p>\n\u003cp>The district referred KQED to a \u003ca href=\"https://www.sfusd.edu/departments/curriculum-instruction/administrative-regulation-616111-supplemental-instructional-materials\">page on its website\u003c/a> that said if a teacher requests a consult, the superintendent’s designee will assess the new material’s “educational value, relevance, appropriateness, and alignment with District criteria.”\u003c/p>\n\u003cp>SFUSD also said parents can request feedback forms from school principals.\u003c/p>\n\u003cp>She said she was told to continue sharing curriculum with her department head and campus administrators — which teachers already do — but it did little to ease the anxiety of new and non-tenured teachers.\u003c/p>\n\u003cp>Lavin said she fears that using unapproved supplements could lead to discipline or removal.\u003c/p>\n\u003cp>“What we’re seeing realistically is that people who are not educational professionals are having a voice over the people who are educational professionals,” Lavin said. “People who are not education professionals are determining what is allowed for your students to learn in a classroom space.\u003c/p>\n\u003cp>“This is a very dangerous precedent to set.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/wildfires\">Wildfire\u003c/a> smoke, extreme heat and contagious viruses — unhealthy for anyone — are especially dangerous for young bodies, so schools and \u003ca href=\"https://www.kqed.org/news/12051850/as-californias-electricity-rates-rise-parents-struggle-to-pay-their-bills\">child care\u003c/a> are often forced to close when disasters hit.\u003c/p>\n\u003cp>Since 2017, the staff at North Bay Children’s Center has seen the rippling consequences of these emergencies: parents had to drop what they were doing to pick up their children.\u003c/p>\n\u003cp>“During the fires, because of poor air quality, and during the pandemic, the natural reaction to our school districts and many of our colleagues in child care was to close,” said Susan Gilmore, CEO of the nonprofit, which operates 14 child development centers in Sonoma and Marin counties.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“And our parents can’t afford that,” she said. “Most of them are essential employees; they live paycheck to paycheck and cannot miss work.”\u003c/p>\n\u003cp>This week, the NBCC opened its biggest center in Novato, serving 176 infants, toddlers and preschoolers, and it’s designed to stay open amidst wildfire smoke, extreme heat and other climate-related events, and provide not just for kids but their families as well.\u003c/p>\n\u003cfigure id=\"attachment_12054027\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054027\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A preschool classroom at the North Bay Children’s Center in Novato on Aug. 27, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inside, each classroom has its own climate control and filtration system to ensure the air stays cool and clean — and to minimize germs spreading from one room to another.\u003c/p>\n\u003cp>Outside, trees and shade structures protect the play yard from the heat. The ground is mostly covered in mulch and astroturf instead of asphalt, which can radiate dangerously high temperatures, cutting outdoor playtime short.\u003c/p>\n\u003cp>To extend that time, playground builders studied the sun.\u003c/p>\n\u003cfigure id=\"attachment_12054024\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054024\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A child from the infant program plays in the outdoor area at the North Bay Children’s Center in Novato on Aug. 27, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Babies, toddlers and kids under 5 are more vulnerable to heat exhaustion because their bodies heat up faster, and they have a harder time cooling down.\u003c/p>\n\u003cp>“We live in an area where those extreme heat days are hotter and they last longer, so we have to make sure that our environments can support what children need,” Gilmore said.\u003c/p>\n\u003cp>Crews carefully positioned fabric panels above the sandbox to provide shade as sunlight shifts, said Brian St. Peter, head of facilities for the NBCC.\u003c/p>\n\u003cfigure id=\"attachment_12054028\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054028\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Teresa Fogolini, director of Garden of Eatin’, checks on lettuce growing in the garden at the North Bay Children’s Center in Novato on Aug. 27, 2025. The program teaches children about healthy food through hands-on gardening. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We really had to look at exactly where it’s coming during the summer months, just to be able to accommodate the most shade for kids where they’re actually going to be playing,” he said.\u003c/p>\n\u003cp>The $12.5 million campus is on former military land that the NBCC purchased from the federal government for $1 years ago.\u003c/p>\n\u003cp>Gilmore already had blueprints for the building in 2015, but when the 2017 North Bay wildfires devastated the region and upended the lives of many families — including teachers and other members of the staff — Gilmore said it became crucial to add design features that address climate change.\u003c/p>\n\u003cfigure id=\"attachment_12054031\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054031\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students learn how to cut vegetables for a salad at the North Bay Children’s Center in Novato on Aug. 27, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To prepare for future emergencies, the new building will serve as a “resiliency hub” where families can go and be safe instead of an evacuation shelter.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>If they’re in a place where they can’t get to their home, it’s important that we do have enough food, we do have enough water, and that we do have space outside of the classrooms where families can gather,” she said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/wildfires\">Wildfire\u003c/a> smoke, extreme heat and contagious viruses — unhealthy for anyone — are especially dangerous for young bodies, so schools and \u003ca href=\"https://www.kqed.org/news/12051850/as-californias-electricity-rates-rise-parents-struggle-to-pay-their-bills\">child care\u003c/a> are often forced to close when disasters hit.\u003c/p>\n\u003cp>Since 2017, the staff at North Bay Children’s Center has seen the rippling consequences of these emergencies: parents had to drop what they were doing to pick up their children.\u003c/p>\n\u003cp>“During the fires, because of poor air quality, and during the pandemic, the natural reaction to our school districts and many of our colleagues in child care was to close,” said Susan Gilmore, CEO of the nonprofit, which operates 14 child development centers in Sonoma and Marin counties.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“And our parents can’t afford that,” she said. “Most of them are essential employees; they live paycheck to paycheck and cannot miss work.”\u003c/p>\n\u003cp>This week, the NBCC opened its biggest center in Novato, serving 176 infants, toddlers and preschoolers, and it’s designed to stay open amidst wildfire smoke, extreme heat and other climate-related events, and provide not just for kids but their families as well.\u003c/p>\n\u003cfigure id=\"attachment_12054027\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054027\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-11-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A preschool classroom at the North Bay Children’s Center in Novato on Aug. 27, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inside, each classroom has its own climate control and filtration system to ensure the air stays cool and clean — and to minimize germs spreading from one room to another.\u003c/p>\n\u003cp>Outside, trees and shade structures protect the play yard from the heat. The ground is mostly covered in mulch and astroturf instead of asphalt, which can radiate dangerously high temperatures, cutting outdoor playtime short.\u003c/p>\n\u003cp>To extend that time, playground builders studied the sun.\u003c/p>\n\u003cfigure id=\"attachment_12054024\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054024\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-05-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A child from the infant program plays in the outdoor area at the North Bay Children’s Center in Novato on Aug. 27, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Babies, toddlers and kids under 5 are more vulnerable to heat exhaustion because their bodies heat up faster, and they have a harder time cooling down.\u003c/p>\n\u003cp>“We live in an area where those extreme heat days are hotter and they last longer, so we have to make sure that our environments can support what children need,” Gilmore said.\u003c/p>\n\u003cp>Crews carefully positioned fabric panels above the sandbox to provide shade as sunlight shifts, said Brian St. Peter, head of facilities for the NBCC.\u003c/p>\n\u003cfigure id=\"attachment_12054028\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054028\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-12-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Teresa Fogolini, director of Garden of Eatin’, checks on lettuce growing in the garden at the North Bay Children’s Center in Novato on Aug. 27, 2025. The program teaches children about healthy food through hands-on gardening. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We really had to look at exactly where it’s coming during the summer months, just to be able to accommodate the most shade for kids where they’re actually going to be playing,” he said.\u003c/p>\n\u003cp>The $12.5 million campus is on former military land that the NBCC purchased from the federal government for $1 years ago.\u003c/p>\n\u003cp>Gilmore already had blueprints for the building in 2015, but when the 2017 North Bay wildfires devastated the region and upended the lives of many families — including teachers and other members of the staff — Gilmore said it became crucial to add design features that address climate change.\u003c/p>\n\u003cfigure id=\"attachment_12054031\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054031\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250827-CLIMATERESILIENTCHILDCARECENTER-19-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students learn how to cut vegetables for a salad at the North Bay Children’s Center in Novato on Aug. 27, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To prepare for future emergencies, the new building will serve as a “resiliency hub” where families can go and be safe instead of an evacuation shelter.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>If they’re in a place where they can’t get to their home, it’s important that we do have enough food, we do have enough water, and that we do have space outside of the classrooms where families can gather,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "former-san-jose-principal-sues-alum-rock-school-district-alleging-retaliation-over-abuse-report",
"title": "Former San José Principal Sues Alum Rock School District, Alleging Retaliation Over Abuse Report",
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"headTitle": "Former San José Principal Sues Alum Rock School District, Alleging Retaliation Over Abuse Report | KQED",
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"content": "\u003cp>More than two years ago, parents of children at Adelante Dual Language Academy in San José called on the district to bring back their principal, Maria Gutierrez. Now, Gutierrez is suing Alum Rock Union School District, alleging she was placed on leave and eventually terminated in retaliation for \u003ca href=\"https://www.kqed.org/news/11990571/east-san-jose-school-conspired-to-hide-teachers-sexual-abuse-11-victims-allege-in-lawsuit\">reporting the school’s music teacher\u003c/a>, Israel Santiago, to authorities for suspected abuse.\u003c/p>\n\u003cp>Gutierrez said she was a well-respected principal, known for her dedication to student success and fostering a supportive school culture. But she claims district administrators responded with hostility, engaging in a systemic effort to discredit, intimidate and isolate her.\u003c/p>\n\u003cp>The Alum Rock Union School District declined to comment on pending litigation.\u003c/p>\n\u003cp>According to the complaint, Gutierrez reported Santiago to Child Protective Services and law enforcement in November 2022, triggering a criminal investigation that led to his arrest for multiple counts of molestation and lewd acts on a child by force. Santiago is currently serving a prison sentence for the abuse.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Days after reporting Santiago, Gutierrez said she was placed on administrative leave and later terminated. She alleges the district reported her to the Commission on Teacher Credentialing in an effort to damage her career prospects and prevent future employment in education.\u003c/p>\n\u003cp>“Defendants made Plaintiff a scapegoat for their systemic failures in addressing Santiago’s misconduct,” the suit reads. “Rather than taking accountability, they shifted blame onto Plaintiff to protect their reputations and evade responsibility for their inaction.”\u003c/p>\n\u003cfigure id=\"attachment_12053963\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed.jpg\" alt=\"\" width=\"2000\" height=\"1331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed-1536x1022.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A sign outside Adelante Dual Language Academy is pictured in San José, California on June 8 2023. Records obtained by KQED show a music teacher arrested this year for sexually abusing 10 students at Adelante Academy had complaints at a different school for inappropriately touching students before he was transferred. \u003ccite>(Kori Suzuki/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Records obtained by KQED show that students at two other district schools had reported Santiago’s behavior from 2012 through 2014. Despite repeated complaints of inappropriate touching, the district issued a letter of reprimand and transferred him to another school.\u003c/p>\n\u003cp>After transferring Santiago to Adelante, the district did not inform site leadership or parents about his history of complaints, according to the lawsuit. Gutierrez alleges she was punished for exposing the district’s institutional failures, while those who failed to report or shielded Santiago were not disciplined.\u003c/p>\n\u003cp>Imee Almazan, the former Sheppard Middle School principal who investigated Santiago in 2014, was appointed interim superintendent in 2024, though she is no longer with the district, according to her LinkedIn.[aside postID=news_11990571 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66175_20230608_ksuzuki_adelanteschool-111-KQED-1020x678.jpg']The Alum Rock school board is also facing scrutiny over its decision to close or consolidate schools, and the abrupt firing of its most recent superintendent. In an interview with \u003ca href=\"https://sanjosespotlight.com/east-san-jose-alum-rock-union-school-district-leader-fired-for-looking-into-questionable-expenses/\">\u003cem>San José Spotlight\u003c/em>\u003c/a>, former superintendent German Cerda said he was let go after asking board members to reimburse questionable expenses billed to the district. Cerda said Board Vice President Andres Quintero received more than $27,000 in reimbursements from the district for an online doctorate program.\u003c/p>\n\u003cp>In a written statement, Quintero called the claims “baseless,” saying every reimbursement request he submitted followed proper procedures and was approved by district administration.\u003c/p>\n\u003cp>He is calling on Cerda to release his own personnel file.\u003c/p>\n\u003cp>“The Alum Rock community deserves facts, not insinuations. While I remain committed to transparency and accountability, I will not be silent in the face of false and damaging accusations,” Quintero wrote.\u003c/p>\n\u003cp>The Santa Clara County Office of Education has \u003ca href=\"https://www.sccoe.org/news/NR/Pages/audit-request-ARUSD.aspx\">requested an audit\u003c/a> of the Alum Rock Union School District in response to concerns regarding the “reimbursement of board members for education and training.”\u003c/p>\n\u003cp>The next Alum Rock board meeting is scheduled for Thursday night.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The lawsuit highlights alleged retaliation against a principal who reported child abuse, raising questions about district oversight, board accountability and student safety in San José schools.",
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"title": "Former San José Principal Sues Alum Rock School District, Alleging Retaliation Over Abuse Report | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than two years ago, parents of children at Adelante Dual Language Academy in San José called on the district to bring back their principal, Maria Gutierrez. Now, Gutierrez is suing Alum Rock Union School District, alleging she was placed on leave and eventually terminated in retaliation for \u003ca href=\"https://www.kqed.org/news/11990571/east-san-jose-school-conspired-to-hide-teachers-sexual-abuse-11-victims-allege-in-lawsuit\">reporting the school’s music teacher\u003c/a>, Israel Santiago, to authorities for suspected abuse.\u003c/p>\n\u003cp>Gutierrez said she was a well-respected principal, known for her dedication to student success and fostering a supportive school culture. But she claims district administrators responded with hostility, engaging in a systemic effort to discredit, intimidate and isolate her.\u003c/p>\n\u003cp>The Alum Rock Union School District declined to comment on pending litigation.\u003c/p>\n\u003cp>According to the complaint, Gutierrez reported Santiago to Child Protective Services and law enforcement in November 2022, triggering a criminal investigation that led to his arrest for multiple counts of molestation and lewd acts on a child by force. Santiago is currently serving a prison sentence for the abuse.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Days after reporting Santiago, Gutierrez said she was placed on administrative leave and later terminated. She alleges the district reported her to the Commission on Teacher Credentialing in an effort to damage her career prospects and prevent future employment in education.\u003c/p>\n\u003cp>“Defendants made Plaintiff a scapegoat for their systemic failures in addressing Santiago’s misconduct,” the suit reads. “Rather than taking accountability, they shifted blame onto Plaintiff to protect their reputations and evade responsibility for their inaction.”\u003c/p>\n\u003cfigure id=\"attachment_12053963\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed.jpg\" alt=\"\" width=\"2000\" height=\"1331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/20230608_ksuzuki_adelanteschool-081_qed-1536x1022.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A sign outside Adelante Dual Language Academy is pictured in San José, California on June 8 2023. Records obtained by KQED show a music teacher arrested this year for sexually abusing 10 students at Adelante Academy had complaints at a different school for inappropriately touching students before he was transferred. \u003ccite>(Kori Suzuki/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Records obtained by KQED show that students at two other district schools had reported Santiago’s behavior from 2012 through 2014. Despite repeated complaints of inappropriate touching, the district issued a letter of reprimand and transferred him to another school.\u003c/p>\n\u003cp>After transferring Santiago to Adelante, the district did not inform site leadership or parents about his history of complaints, according to the lawsuit. Gutierrez alleges she was punished for exposing the district’s institutional failures, while those who failed to report or shielded Santiago were not disciplined.\u003c/p>\n\u003cp>Imee Almazan, the former Sheppard Middle School principal who investigated Santiago in 2014, was appointed interim superintendent in 2024, though she is no longer with the district, according to her LinkedIn.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The Alum Rock school board is also facing scrutiny over its decision to close or consolidate schools, and the abrupt firing of its most recent superintendent. In an interview with \u003ca href=\"https://sanjosespotlight.com/east-san-jose-alum-rock-union-school-district-leader-fired-for-looking-into-questionable-expenses/\">\u003cem>San José Spotlight\u003c/em>\u003c/a>, former superintendent German Cerda said he was let go after asking board members to reimburse questionable expenses billed to the district. Cerda said Board Vice President Andres Quintero received more than $27,000 in reimbursements from the district for an online doctorate program.\u003c/p>\n\u003cp>In a written statement, Quintero called the claims “baseless,” saying every reimbursement request he submitted followed proper procedures and was approved by district administration.\u003c/p>\n\u003cp>He is calling on Cerda to release his own personnel file.\u003c/p>\n\u003cp>“The Alum Rock community deserves facts, not insinuations. While I remain committed to transparency and accountability, I will not be silent in the face of false and damaging accusations,” Quintero wrote.\u003c/p>\n\u003cp>The Santa Clara County Office of Education has \u003ca href=\"https://www.sccoe.org/news/NR/Pages/audit-request-ARUSD.aspx\">requested an audit\u003c/a> of the Alum Rock Union School District in response to concerns regarding the “reimbursement of board members for education and training.”\u003c/p>\n\u003cp>The next Alum Rock board meeting is scheduled for Thursday night.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Trump Administration last week canceled funding for a \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> sexual health education program serving homeless, foster care and incarcerated youth, alleging it is an “attempt to indoctrinate children with gender ideology.”\u003c/p>\n\u003cp>At issue is California’s curricula, which teach that gender identity can differ from biological sex and that trans and nonbinary people exist.\u003c/p>\n\u003cp>“We know that trans people exist and we know that there are trans kids in our schools,” said Perryn Reis, a longtime sex and puberty educator. “They need to feel included and seen in the curriculum and ultimately to try to decrease bullying, to try to increase comfort for them in their school communities.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California law requires public and charter schools to teach comprehensive, inclusive and medically accurate sex and relationship education, including information about gender, gender expression and gender identity, a California Department of Public Health spokesperson said in a statement.\u003c/p>\n\u003cp>The California Personal Responsibility Education Program, known as CA PREP, provides grants to 20 schools and local nonprofits to offer classes, reaching about 13,000 youth annually across the state.\u003c/p>\n\u003cp>“California’s students deserve access to educational information and materials that help them make healthy decisions about sexual activity, including the decision to delay sexual activity, while honoring and respecting their dignity, including gender identity,” CDPH said in a statement. “California maintains its position that the curriculum is medically accurate, comprehensive, and age-appropriate.”\u003c/p>\n\u003cfigure id=\"attachment_12023046\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12023046 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192.jpg\" alt='A woman wearing a white hat holds a white sign with the word \"Obsessed\" in large letters.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a sign for women’s rights while marching with hundreds who came out to protest along 24th Street for the People’s March in San Francisco’s Mission District, on Jan. 18, 2025. The protesters represent several causes, including the war in Gaza, women’s rights, targeting of undocumented people, minorities and more, part of a nationwide day of action protesting President-elect Donald Trump’s second term. \u003ccite>(David M. Barreda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the Bay Area, Health Initiatives for Youth was awarded $274,398 for services in Alameda County.\u003c/p>\n\u003cp>The curricula used by CA PREP were previously reviewed and approved by the federal Administration for Children and Families, but the Trump administration is now revoking that approval. California is now about $5.8 million in federal funding for local organizations and schools.\u003c/p>\n\u003cp>That loss will likely fall on the grantees who serve high-needs children, who are already struggling financially, Reis said.[aside postID=news_12050618 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/20250725_KaiserTransProtest_GC-7_qed.jpg']“I don’t know who’s going to make up the funding,” Reis said. “I think there’s just going to be a lack of services for our young people, and I think the burden will fall more on our state government to make up the funding or on schools … to make up the difference to either train teachers or hire outside folks to come in and teach a sex ed curriculum, or then they wouldn’t be in compliance with the Ed code.”\u003c/p>\n\u003cp>Of the California grantees losing funding, three are Planned Parenthood affiliates.\u003c/p>\n\u003cp>Shelby McMichael with the Planned Parenthood Affiliates of California called the cuts an attack not only on reproductive health care, but also “a clear attack on California and its values.”\u003c/p>\n\u003cp>“Make no mistake, these cuts will cause harm: unplanned teen pregnancies will go up, the STI crisis will worsen, and countless youth across the state will be deprived of the knowledge they need to make the decisions that are best for their health, relationships, and lives,” McMichael said.\u003c/p>\n\u003cp>California has 30 days to appeal, but CDPH has not confirmed whether or not it will do so.\u003c/p>\n\u003cp>In a letter to the federal Administration for Children and Families before the funding cutoff, Matthew Green with the Center for Family Health at CDPH said the department would not change its curricula.\u003c/p>\n\u003cfigure id=\"attachment_11913111\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11913111\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/Image-from-iOS-4-scaled-e1651632298608.jpg\" alt='A large crowed assembles in downtown San Francisco. Many are chanting and holding up signs. One sign reads, \"My body, my choice.\"' width=\"1920\" height=\"1278\">\u003cfigcaption class=\"wp-caption-text\">Hundreds gathered outside the Phillip Burton Federal Building in San Francisco on May 3, 2022, in support of abortion rights after the Supreme Court’s draft opinion of Dobbs v. Jackson Women’s Health Organization was leaked. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The materials are medically accurate and directly relevant to the purposes of personal responsibility education programs set out in the authorizing statute,” Green wrote. “In short, CDPH will continue to comply with federal and California law regarding personal responsibility and sexual health education of youth and pupils in the state.”\u003c/p>\n\u003cp>California is one of just five states that require comprehensive sex education in schools by law.\u003c/p>\n\u003cp>Reis said she hopes California stands strong and continues to offer trans-inclusive sex education.\u003c/p>\n\u003cp>“None of the curricula out there are trying to change people’s mind or they’re trying to get kids to go through operations or things like that,” she said. “It’s just about recognizing the diversity in the world and that our world is really diverse … and our bodies are really diverse.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Trump Administration last week canceled funding for a \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> sexual health education program serving homeless, foster care and incarcerated youth, alleging it is an “attempt to indoctrinate children with gender ideology.”\u003c/p>\n\u003cp>At issue is California’s curricula, which teach that gender identity can differ from biological sex and that trans and nonbinary people exist.\u003c/p>\n\u003cp>“We know that trans people exist and we know that there are trans kids in our schools,” said Perryn Reis, a longtime sex and puberty educator. “They need to feel included and seen in the curriculum and ultimately to try to decrease bullying, to try to increase comfort for them in their school communities.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California law requires public and charter schools to teach comprehensive, inclusive and medically accurate sex and relationship education, including information about gender, gender expression and gender identity, a California Department of Public Health spokesperson said in a statement.\u003c/p>\n\u003cp>The California Personal Responsibility Education Program, known as CA PREP, provides grants to 20 schools and local nonprofits to offer classes, reaching about 13,000 youth annually across the state.\u003c/p>\n\u003cp>“California’s students deserve access to educational information and materials that help them make healthy decisions about sexual activity, including the decision to delay sexual activity, while honoring and respecting their dignity, including gender identity,” CDPH said in a statement. “California maintains its position that the curriculum is medically accurate, comprehensive, and age-appropriate.”\u003c/p>\n\u003cfigure id=\"attachment_12023046\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12023046 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192.jpg\" alt='A woman wearing a white hat holds a white sign with the word \"Obsessed\" in large letters.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250118_Peoples-March_DMB_00192-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a sign for women’s rights while marching with hundreds who came out to protest along 24th Street for the People’s March in San Francisco’s Mission District, on Jan. 18, 2025. The protesters represent several causes, including the war in Gaza, women’s rights, targeting of undocumented people, minorities and more, part of a nationwide day of action protesting President-elect Donald Trump’s second term. \u003ccite>(David M. Barreda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the Bay Area, Health Initiatives for Youth was awarded $274,398 for services in Alameda County.\u003c/p>\n\u003cp>The curricula used by CA PREP were previously reviewed and approved by the federal Administration for Children and Families, but the Trump administration is now revoking that approval. California is now about $5.8 million in federal funding for local organizations and schools.\u003c/p>\n\u003cp>That loss will likely fall on the grantees who serve high-needs children, who are already struggling financially, Reis said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I don’t know who’s going to make up the funding,” Reis said. “I think there’s just going to be a lack of services for our young people, and I think the burden will fall more on our state government to make up the funding or on schools … to make up the difference to either train teachers or hire outside folks to come in and teach a sex ed curriculum, or then they wouldn’t be in compliance with the Ed code.”\u003c/p>\n\u003cp>Of the California grantees losing funding, three are Planned Parenthood affiliates.\u003c/p>\n\u003cp>Shelby McMichael with the Planned Parenthood Affiliates of California called the cuts an attack not only on reproductive health care, but also “a clear attack on California and its values.”\u003c/p>\n\u003cp>“Make no mistake, these cuts will cause harm: unplanned teen pregnancies will go up, the STI crisis will worsen, and countless youth across the state will be deprived of the knowledge they need to make the decisions that are best for their health, relationships, and lives,” McMichael said.\u003c/p>\n\u003cp>California has 30 days to appeal, but CDPH has not confirmed whether or not it will do so.\u003c/p>\n\u003cp>In a letter to the federal Administration for Children and Families before the funding cutoff, Matthew Green with the Center for Family Health at CDPH said the department would not change its curricula.\u003c/p>\n\u003cfigure id=\"attachment_11913111\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11913111\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/Image-from-iOS-4-scaled-e1651632298608.jpg\" alt='A large crowed assembles in downtown San Francisco. Many are chanting and holding up signs. One sign reads, \"My body, my choice.\"' width=\"1920\" height=\"1278\">\u003cfigcaption class=\"wp-caption-text\">Hundreds gathered outside the Phillip Burton Federal Building in San Francisco on May 3, 2022, in support of abortion rights after the Supreme Court’s draft opinion of Dobbs v. Jackson Women’s Health Organization was leaked. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The materials are medically accurate and directly relevant to the purposes of personal responsibility education programs set out in the authorizing statute,” Green wrote. “In short, CDPH will continue to comply with federal and California law regarding personal responsibility and sexual health education of youth and pupils in the state.”\u003c/p>\n\u003cp>California is one of just five states that require comprehensive sex education in schools by law.\u003c/p>\n\u003cp>Reis said she hopes California stands strong and continues to offer trans-inclusive sex education.\u003c/p>\n\u003cp>“None of the curricula out there are trying to change people’s mind or they’re trying to get kids to go through operations or things like that,” she said. “It’s just about recognizing the diversity in the world and that our world is really diverse … and our bodies are really diverse.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "SF School Board Unanimously Denies Mandarin Immersion Charter",
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"content": "\u003cp>\u003cem>Updated 10 a.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a>’s school board unanimously rejected a petition on Tuesday to open a kindergarten-through-eighth-grade Mandarin Immersion school in the city next fall, citing concerns with the parent-led effort’s educational model and the new school’s financial impact on the cash-strapped district.\u003c/p>\n\u003cp>After two hours of debate, the board voted 7-0 to deny the charter, following the recommendation of \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> staff, which said they didn’t believe the plan was “workable.”\u003c/p>\n\u003cp>In addition to concerns about the educational model and feasibility of the plan, staff also wrote in a report earlier this month that the school could siphon away funding the district can’t stand to lose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“At full scale, Dragon Gate Academy would serve approximately 396 students and could lead to a loss of funding in excess of $5 million annually,” the report reads. “SFUSD … is not positioned to absorb the impact of the proposed charter school.”\u003c/p>\n\u003cp>The rejection isn’t the end of the road for the charter petitioners — they can still appeal to the state, and seem prepared to do so. Here’s what’s happened in the saga so far and what could be coming next.\u003c/p>\n\u003cfigure id=\"attachment_12036911\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12036911\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Catch up fast:\u003c/strong> In June, a group of parents, led by Brian Hollinger, submitted a petition to the San Francisco Board of Education, seeking a charter to open and operate \u003ca href=\"https://www.dragongateacademy.org/\">Dragon Gate Academy\u003c/a> starting next fall.\u003c/p>\n\u003cp>The proposal argued that SFUSD has long lacked enough seats in Mandarin immersion classrooms and that the current model, which separates elementary and middle school students, makes commuting a challenge for families. Currently, the district offers just 66 seats across two elementary schools to incoming kindergarteners each year, with two-thirds reserved for native speakers.\u003c/p>\n\u003cp>The new school would nearly double that number in the next five years, opening to an estimated 154 students in grades K-4 next fall and expanding to 396 students in K-8 by the 2030-2031 school year.[aside postID=news_12048313 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/SanFranciscoK8SchoolGetty.jpg']The new school would teach students in both English and Mandarin, introducing some Cantonese “as a cultural feature” in fourth grade.\u003c/p>\n\u003cp>\u003cstrong>What’s new: \u003c/strong>The school board held a public hearing to gauge support for the school in July, and issued a scathing staff report panning the application on Aug. 11.\u003c/p>\n\u003cp>That report urged the school board to deny the charter, citing concerns with its proposed methods to measure student achievement, ensure proper staffing, recruit a diverse student body and support special education students.\u003c/p>\n\u003cp>While Dragon Gate’s petition has about 200 signatures from parents of elementary-age children, the report also questions how broad their reach is.\u003c/p>\n\u003cp>“It appears at most 16 members of the public, including some of the named petitioners, voiced support for the charter school,” at the public hearing, the report says. “Staff do not consider 16 members of the public as representing significant community support.”\u003c/p>\n\u003cp>During Tuesday’s meeting, Hollinger said that some of the criticisms felt hypocritical because they stemmed from policies modeled by the district. He defended the school’s proposal and questioned whether some board members’ preconceived opinions of charter schools.\u003c/p>\n\u003cfigure id=\"attachment_12053776\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053776\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The context: \u003c/strong>In the months since Dragon Gate submitted its proposal, SFUSD also unexpectedly announced plans to \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">launch its own K-8 Mandarin immersion school\u003c/a> by 2027, aided by an anonymous benefactor and led by former principal Liana Szeto.\u003c/p>\n\u003cp>Superintendent Maria Su said the move was part of her effort to expand specialized programs to meet a growing need for language immersion education and attract families to the district, but Hollinger believes the announcement was a direct response to Dragon Gate.\u003c/p>\n\u003cp>“They say imitation is the greatest form of flattery,” he said last week, speaking with reporters outside the district’s headquarters.\u003c/p>\n\u003cp>Some experts agree the district’s plan could strengthen the argument to deny the petition, but Hollinger said the news only energized his group.\u003c/p>\n\u003cp>“We didn’t slow down, we just felt incredibly validated,” he said.\u003c/p>\n\u003cp>\u003cstrong>What’s next: \u003c/strong>Charter school petitioners have a robust appeals process in California, and Dragon Gate is expected to take advantage of it now that the board has denied its proposal.\u003c/p>\n\u003cp>Under most jurisdictions, Dragon Gate would be required to appeal to a county board of education that oversees the petitioned school district, but since the school board in San Francisco — as a city and county — oversees both SFUSD and the county office of education, there is no independent county board.\u003c/p>\n\u003cp>Dragon Gate can appeal directly to the state Board of Education, which typically reviews charters as a last resort and can only reverse a local decision if it was erroneous or unreasonable. In this case, however, the state board will review the petition independently and decide whether to approve the school.\u003c/p>\n\u003cp>That could work in Dragon Gate’s favor, since the state board has historically been more likely to grant charters than local boards.\u003c/p>\n\u003cp>If Dragon Gate is approved by the state board of education, it would technically be the school’s oversight. But that doesn’t mean SFUSD would be off the hook financially — the district’s estimate that Dragon Gate could increase costs and intensify competition for students and staff still stands.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 10 a.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a>’s school board unanimously rejected a petition on Tuesday to open a kindergarten-through-eighth-grade Mandarin Immersion school in the city next fall, citing concerns with the parent-led effort’s educational model and the new school’s financial impact on the cash-strapped district.\u003c/p>\n\u003cp>After two hours of debate, the board voted 7-0 to deny the charter, following the recommendation of \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> staff, which said they didn’t believe the plan was “workable.”\u003c/p>\n\u003cp>In addition to concerns about the educational model and feasibility of the plan, staff also wrote in a report earlier this month that the school could siphon away funding the district can’t stand to lose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“At full scale, Dragon Gate Academy would serve approximately 396 students and could lead to a loss of funding in excess of $5 million annually,” the report reads. “SFUSD … is not positioned to absorb the impact of the proposed charter school.”\u003c/p>\n\u003cp>The rejection isn’t the end of the road for the charter petitioners — they can still appeal to the state, and seem prepared to do so. Here’s what’s happened in the saga so far and what could be coming next.\u003c/p>\n\u003cfigure id=\"attachment_12036911\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12036911\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Catch up fast:\u003c/strong> In June, a group of parents, led by Brian Hollinger, submitted a petition to the San Francisco Board of Education, seeking a charter to open and operate \u003ca href=\"https://www.dragongateacademy.org/\">Dragon Gate Academy\u003c/a> starting next fall.\u003c/p>\n\u003cp>The proposal argued that SFUSD has long lacked enough seats in Mandarin immersion classrooms and that the current model, which separates elementary and middle school students, makes commuting a challenge for families. Currently, the district offers just 66 seats across two elementary schools to incoming kindergarteners each year, with two-thirds reserved for native speakers.\u003c/p>\n\u003cp>The new school would nearly double that number in the next five years, opening to an estimated 154 students in grades K-4 next fall and expanding to 396 students in K-8 by the 2030-2031 school year.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The new school would teach students in both English and Mandarin, introducing some Cantonese “as a cultural feature” in fourth grade.\u003c/p>\n\u003cp>\u003cstrong>What’s new: \u003c/strong>The school board held a public hearing to gauge support for the school in July, and issued a scathing staff report panning the application on Aug. 11.\u003c/p>\n\u003cp>That report urged the school board to deny the charter, citing concerns with its proposed methods to measure student achievement, ensure proper staffing, recruit a diverse student body and support special education students.\u003c/p>\n\u003cp>While Dragon Gate’s petition has about 200 signatures from parents of elementary-age children, the report also questions how broad their reach is.\u003c/p>\n\u003cp>“It appears at most 16 members of the public, including some of the named petitioners, voiced support for the charter school,” at the public hearing, the report says. “Staff do not consider 16 members of the public as representing significant community support.”\u003c/p>\n\u003cp>During Tuesday’s meeting, Hollinger said that some of the criticisms felt hypocritical because they stemmed from policies modeled by the district. He defended the school’s proposal and questioned whether some board members’ preconceived opinions of charter schools.\u003c/p>\n\u003cfigure id=\"attachment_12053776\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053776\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFirstDay-01_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The context: \u003c/strong>In the months since Dragon Gate submitted its proposal, SFUSD also unexpectedly announced plans to \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">launch its own K-8 Mandarin immersion school\u003c/a> by 2027, aided by an anonymous benefactor and led by former principal Liana Szeto.\u003c/p>\n\u003cp>Superintendent Maria Su said the move was part of her effort to expand specialized programs to meet a growing need for language immersion education and attract families to the district, but Hollinger believes the announcement was a direct response to Dragon Gate.\u003c/p>\n\u003cp>“They say imitation is the greatest form of flattery,” he said last week, speaking with reporters outside the district’s headquarters.\u003c/p>\n\u003cp>Some experts agree the district’s plan could strengthen the argument to deny the petition, but Hollinger said the news only energized his group.\u003c/p>\n\u003cp>“We didn’t slow down, we just felt incredibly validated,” he said.\u003c/p>\n\u003cp>\u003cstrong>What’s next: \u003c/strong>Charter school petitioners have a robust appeals process in California, and Dragon Gate is expected to take advantage of it now that the board has denied its proposal.\u003c/p>\n\u003cp>Under most jurisdictions, Dragon Gate would be required to appeal to a county board of education that oversees the petitioned school district, but since the school board in San Francisco — as a city and county — oversees both SFUSD and the county office of education, there is no independent county board.\u003c/p>\n\u003cp>Dragon Gate can appeal directly to the state Board of Education, which typically reviews charters as a last resort and can only reverse a local decision if it was erroneous or unreasonable. In this case, however, the state board will review the petition independently and decide whether to approve the school.\u003c/p>\n\u003cp>That could work in Dragon Gate’s favor, since the state board has historically been more likely to grant charters than local boards.\u003c/p>\n\u003cp>If Dragon Gate is approved by the state board of education, it would technically be the school’s oversight. But that doesn’t mean SFUSD would be off the hook financially — the district’s estimate that Dragon Gate could increase costs and intensify competition for students and staff still stands.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Harnesha Burks’ financial setback began with a high-risk pregnancy.\u003c/p>\n\u003cp>At the time, she was working as a mail handler for the U.S. Postal Service in \u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a>, and her doctor told her the heavy lifting she was doing at work wasn’t safe for her and the baby she was carrying.\u003c/p>\n\u003cp>The doctor advised her to take time off, but the postal service doesn’t offer paid maternity leave, and she didn’t qualify for state benefits, so she started to fall behind on her monthly bills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It was really, really stressful, really hard,” she said.\u003c/p>\n\u003cp>Burks got help from local churches and public assistance programs to cover food and rent for the apartment she shared with her baby and teenage son in Antioch. But she didn’t always have enough money to pay her gas, electricity and cellphone bills. Eventually, she owed Pacific Gas & Electric $1,700.\u003c/p>\n\u003cp>Her debt caught up to her when, a month after coming from the hospital with her newborn, the power was cut off.\u003c/p>\n\u003cfigure id=\"attachment_12053521\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053521\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks plays with her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I ended up going straight to rock bottom,” she said.\u003c/p>\n\u003cp>Burks is among one in three California parents of young kids who struggle to afford their utility bills, \u003ca href=\"https://rapidsurveyproject.com/article/utility-costs-rise-leaving-california-parents-of-young-children-in-a-tough-spot/\">according to \u003c/a>a statewide survey, which found that when parents have trouble making ends meet, their children’s well-being and development suffer. As \u003ca href=\"https://www.kqed.org/news/12033386/pge-electricity-rates-have-jumped-nearly-70-since-2020\">electricity rates rise sharply\u003c/a> in California, parents told the survey they need to make tough choices between basic needs.\u003c/p>\n\u003cp>“People pay for food and housing first and foremost but utilities are, I think, something that often falls between the cracks because if people can’t pay for basic things like the rent they get evicted, or if they don’t have enough food on their table, it constitutes an emergency,” said Philip Fisher, director of the Stanford Center on Early Childhood, which surveyed as part of its multi-year RAPID project. [aside postID=news_12023805 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/P1100923_qed-1020x680.jpg']Fisher said when researchers followed up with these parents, they reported feeling elevated levels of anxiety, loneliness, depression and stress, and that their children were more fussy or defiant.\u003c/p>\n\u003cp>The parents also filled out \u003ca href=\"https://www.unmc.edu/publichealth/research/multidisciplinary-programs/kidsights/index\">an online survey\u003c/a> that measures the typical development of children under 5 years old. The results showed that when parents face economic hardships, their babies experience emotional distress and developmental delays, which affects their ability to learn in the long term.\u003c/p>\n\u003cp>Previous research has pointed to the impacts that financial strain has on parents and their children. Fisher cited a UC Berkeley study that found that caregivers with low socioeconomic status ran short on money, and they \u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13151\">spoke less to their infants and toddlers at the end of the month\u003c/a>. The “word gap” is a concern for researchers because chatting with babies, even before they can talk, boosts their communication and social skills later on.\u003c/p>\n\u003cp>“If we’re concerned about kids’ education and [their] readiness to attend school, then these economic hardship issues are really at the center of what we’re talking about,” he said.\u003c/p>\n\u003cp>After her power was cut off, Burks said she spent several weeks couch surfing with relatives. Her older son, Bradley, went to her grandparents’ house to be closer to his high school. She felt guilty about being away from him while living out of bags with her baby, Zyon.\u003c/p>\n\u003cfigure id=\"attachment_12053525\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053525\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>“\u003c/strong>We were ripped from our nests,” she said.\u003c/p>\n\u003cp>Family members helped Burks pay the PG&E bill to get the electricity flowing again. She returned home after six weeks to a refrigerator full of spoiled food.\u003c/p>\n\u003cp>“I had to pretty much start over with [restocking] the refrigerator and the freezer … so I had a setback on that,” she said. “It was so hard.”\u003c/p>\n\u003cp>To get out of what she called a financial “black hole,” Burks returned to work. But going back meant working a graveyard shift and leaving Bradley to care for his brother by himself. She felt bad for making Bradley take on a huge responsibility and for leaving Zyon so soon.[aside postID=news_12052609 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-32-BL_qed.jpg']“We didn’t get the bonding time that I felt that we needed. A lot of nights, he had to go to sleep without me,” she said. “I was in an unstable place, but I had to go back to work because who’s going to keep the lights on? Who’s going to take care of me and my kids?”\u003cem> \u003c/em>\u003c/p>\n\u003cp>When she came home, she tried to make up for lost time with Zyon but sacrificed her own sleep. Relief came on the two days Zyon’s dad, with whom she shares custody, took him to his house, but she was still exhausted. Burks began to experience debilitating postpartum depression, which she had never had after giving birth to Bradley.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>I was supposed to be sleeping, cuddling, bonding with my baby. I didn’t have that. So that depression set heavy: I gained a lot of weight, my hair fell out, it was so stressful,” she said.\u003cem> \u003c/em>\u003c/p>\n\u003cp>For a while, she shut out her family members as she slid deeper into her depression, but eventually she turned to a sister who works for the advocacy group Parent Voices for help.\u003c/p>\n\u003cp>Burks applied for CalWORKS, the state welfare program, but was denied cash aid because, although she was on unpaid leave, she was technically employed. Her sister helped her sign up for a monthly discount on her energy bill, and when she fell behind again on her payments, \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance/arrearage-management-plan-amp.html\">PG&E offered to enroll her in its debt forgiveness program\u003c/a> as long as she made on-time payments for 12 consecutive months.\u003c/p>\n\u003cfigure id=\"attachment_12053523\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053523\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The utility giant offers several \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance.html?vnt=billhelp\">financial assistance programs\u003c/a> to help lower-income customers cope with their bills. But almost one in three parents told the RAPID survey team they didn’t apply because they weren’t sure they would qualify, even though they were eligible.\u003c/p>\n\u003cp>Burks said when she first tried to arrange a payment plan with a PG&E representative to prevent losing power, that person didn’t offer financial aid.\u003c/p>\n\u003cp>When we met at her home in late Spring, Burks said she was starting to feel more stable as Bradley prepared to graduate and head to community college. She also planned to enroll Zyon in a local Head Start program.\u003c/p>\n\u003cp>The tot was energetic and chatty after waking up from a nap, but was willing to sit still to watch Ms. Rachel, his favorite YouTube personality, while his mom prepared chicken nuggets for dinner.\u003c/p>\n\u003cp>Burks said even though caregiving has gotten easier now that Zyon is two years old, she thinks he’s still clingy whenever she leaves him for work.\u003c/p>\n\u003cp>“He’s very joyful, but he has his moments. He has these tantrums I’ve never seen before,” Burks said. “It’s probably from my depression and my issues, you know, [kids] pick up what they see.”\u003c/p>\n\u003cp>Burks said she’s come out of postpartum depression, but on certain days, she gets overwhelmed.\u003c/p>\n\u003cp>“I don’t go back into that deep depression, but just that feeling comes over me, like what am I going to do,” she said. “Not knowing if I can pay this bill or not knowing how much food is gonna last this month.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was really, really stressful, really hard,” she said.\u003c/p>\n\u003cp>Burks got help from local churches and public assistance programs to cover food and rent for the apartment she shared with her baby and teenage son in Antioch. But she didn’t always have enough money to pay her gas, electricity and cellphone bills. Eventually, she owed Pacific Gas & Electric $1,700.\u003c/p>\n\u003cp>Her debt caught up to her when, a month after coming from the hospital with her newborn, the power was cut off.\u003c/p>\n\u003cfigure id=\"attachment_12053521\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053521\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-03-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks plays with her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I ended up going straight to rock bottom,” she said.\u003c/p>\n\u003cp>Burks is among one in three California parents of young kids who struggle to afford their utility bills, \u003ca href=\"https://rapidsurveyproject.com/article/utility-costs-rise-leaving-california-parents-of-young-children-in-a-tough-spot/\">according to \u003c/a>a statewide survey, which found that when parents have trouble making ends meet, their children’s well-being and development suffer. As \u003ca href=\"https://www.kqed.org/news/12033386/pge-electricity-rates-have-jumped-nearly-70-since-2020\">electricity rates rise sharply\u003c/a> in California, parents told the survey they need to make tough choices between basic needs.\u003c/p>\n\u003cp>“People pay for food and housing first and foremost but utilities are, I think, something that often falls between the cracks because if people can’t pay for basic things like the rent they get evicted, or if they don’t have enough food on their table, it constitutes an emergency,” said Philip Fisher, director of the Stanford Center on Early Childhood, which surveyed as part of its multi-year RAPID project. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Fisher said when researchers followed up with these parents, they reported feeling elevated levels of anxiety, loneliness, depression and stress, and that their children were more fussy or defiant.\u003c/p>\n\u003cp>The parents also filled out \u003ca href=\"https://www.unmc.edu/publichealth/research/multidisciplinary-programs/kidsights/index\">an online survey\u003c/a> that measures the typical development of children under 5 years old. The results showed that when parents face economic hardships, their babies experience emotional distress and developmental delays, which affects their ability to learn in the long term.\u003c/p>\n\u003cp>Previous research has pointed to the impacts that financial strain has on parents and their children. Fisher cited a UC Berkeley study that found that caregivers with low socioeconomic status ran short on money, and they \u003ca href=\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13151\">spoke less to their infants and toddlers at the end of the month\u003c/a>. The “word gap” is a concern for researchers because chatting with babies, even before they can talk, boosts their communication and social skills later on.\u003c/p>\n\u003cp>“If we’re concerned about kids’ education and [their] readiness to attend school, then these economic hardship issues are really at the center of what we’re talking about,” he said.\u003c/p>\n\u003cp>After her power was cut off, Burks said she spent several weeks couch surfing with relatives. Her older son, Bradley, went to her grandparents’ house to be closer to his high school. She felt guilty about being away from him while living out of bags with her baby, Zyon.\u003c/p>\n\u003cfigure id=\"attachment_12053525\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053525\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-09-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>“\u003c/strong>We were ripped from our nests,” she said.\u003c/p>\n\u003cp>Family members helped Burks pay the PG&E bill to get the electricity flowing again. She returned home after six weeks to a refrigerator full of spoiled food.\u003c/p>\n\u003cp>“I had to pretty much start over with [restocking] the refrigerator and the freezer … so I had a setback on that,” she said. “It was so hard.”\u003c/p>\n\u003cp>To get out of what she called a financial “black hole,” Burks returned to work. But going back meant working a graveyard shift and leaving Bradley to care for his brother by himself. She felt bad for making Bradley take on a huge responsibility and for leaving Zyon so soon.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We didn’t get the bonding time that I felt that we needed. A lot of nights, he had to go to sleep without me,” she said. “I was in an unstable place, but I had to go back to work because who’s going to keep the lights on? Who’s going to take care of me and my kids?”\u003cem> \u003c/em>\u003c/p>\n\u003cp>When she came home, she tried to make up for lost time with Zyon but sacrificed her own sleep. Relief came on the two days Zyon’s dad, with whom she shares custody, took him to his house, but she was still exhausted. Burks began to experience debilitating postpartum depression, which she had never had after giving birth to Bradley.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>I was supposed to be sleeping, cuddling, bonding with my baby. I didn’t have that. So that depression set heavy: I gained a lot of weight, my hair fell out, it was so stressful,” she said.\u003cem> \u003c/em>\u003c/p>\n\u003cp>For a while, she shut out her family members as she slid deeper into her depression, but eventually she turned to a sister who works for the advocacy group Parent Voices for help.\u003c/p>\n\u003cp>Burks applied for CalWORKS, the state welfare program, but was denied cash aid because, although she was on unpaid leave, she was technically employed. Her sister helped her sign up for a monthly discount on her energy bill, and when she fell behind again on her payments, \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance/arrearage-management-plan-amp.html\">PG&E offered to enroll her in its debt forgiveness program\u003c/a> as long as she made on-time payments for 12 consecutive months.\u003c/p>\n\u003cfigure id=\"attachment_12053523\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053523\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250822-ECONOMICINSTABILITYIMPACTONKIDS-07-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Harnesha Burks holds her son Zyon, 2, at a park near their home in Antioch on Aug. 22, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The utility giant offers several \u003ca href=\"https://www.pge.com/en/account/billing-and-assistance/financial-assistance.html?vnt=billhelp\">financial assistance programs\u003c/a> to help lower-income customers cope with their bills. But almost one in three parents told the RAPID survey team they didn’t apply because they weren’t sure they would qualify, even though they were eligible.\u003c/p>\n\u003cp>Burks said when she first tried to arrange a payment plan with a PG&E representative to prevent losing power, that person didn’t offer financial aid.\u003c/p>\n\u003cp>When we met at her home in late Spring, Burks said she was starting to feel more stable as Bradley prepared to graduate and head to community college. She also planned to enroll Zyon in a local Head Start program.\u003c/p>\n\u003cp>The tot was energetic and chatty after waking up from a nap, but was willing to sit still to watch Ms. Rachel, his favorite YouTube personality, while his mom prepared chicken nuggets for dinner.\u003c/p>\n\u003cp>Burks said even though caregiving has gotten easier now that Zyon is two years old, she thinks he’s still clingy whenever she leaves him for work.\u003c/p>\n\u003cp>“He’s very joyful, but he has his moments. He has these tantrums I’ve never seen before,” Burks said. “It’s probably from my depression and my issues, you know, [kids] pick up what they see.”\u003c/p>\n\u003cp>Burks said she’s come out of postpartum depression, but on certain days, she gets overwhelmed.\u003c/p>\n\u003cp>“I don’t go back into that deep depression, but just that feeling comes over me, like what am I going to do,” she said. “Not knowing if I can pay this bill or not knowing how much food is gonna last this month.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Updated at 6:30 p.m.\u003c/em>\u003c/p>\n\u003cp>On its \u003ca href=\"https://www.kqed.org/news/12052399/a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems\">first day of school last week\u003c/a>, the \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> announced that it had fully staffed schools — albeit some with substitute teachers — and was prepared for a year of smooth sailing, focused on the “basics.”\u003c/p>\n\u003cp>But that was far from the scene at Mission Education Center, a campus serving pre-kindergarten through fifth grade for newly arrived Spanish-speaking immigrants.\u003c/p>\n\u003cp>“It was just kind of a cacophony of catastrophe that first morning, because as the conversations unfolded throughout the morning, we realized to what extent the school was just severely understaffed,” said Jeremiah Mayfield, whose daughter started transitional kindergarten last week. The school recently expanded to add Spanish-immersion transitional kindergarten classrooms for the district’s youngest students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mayfield and a coalition of 13 other parents wrote in a letter to the district on Wednesday that when they and their 4-year-olds arrived on campus that morning, there was no smiling principal waiting to greet them. That role remains vacant, along with three classroom teaching positions and multiple paraeducator jobs.\u003c/p>\n\u003cp>“We are writing to raise urgent concerns about the unsafe and unacceptable conditions at Mission Education Center,” the letter reads. “We love SFUSD. We believe in public education. We trusted the system — and the system failed us and our children.”\u003c/p>\n\u003cp>SFUSD said in a message to families Monday afternoon that it had offered the principal and pre-kindergarten teacher roles to candidates, and extended offers for instructional aide positions to three other people. It said it was still looking for two TK teachers.\u003c/p>\n\u003cp>“Please know that we see and understand these challenges, and we are truly grateful for your patience and partnership during this time,” the message, which the district shared with KQED, reads. “We are fully committed to providing the very best care and quality education to each of the 76 students enrolled at MEC.”\u003c/p>\n\u003cfigure id=\"attachment_12053561\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053561\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Mission Education Center, a bilingual elementary school in the San Francisco Unified School District, in San Francisco’s Noe Valley neighborhood, on Aug. 25, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the children lined up and were led to their classrooms, the site’s interim principal — who himself has been teaching one of the classes, according to Mayfield — corralled worried parents in the cafeteria.\u003c/p>\n\u003cp>“We don’t have teachers. We don’t have staff. We are scrambling to try to get resources here the rest of the week,” Mayfield recalled the interim leader saying. “It’s going to be pretty chaotic and pretty much adjusting targets every day.”\u003c/p>\n\u003cp>Mayfield said before the school year started, his daughter’s class had been assigned a teacher, a longtime bilingual educator in SFUSD who taught older classes prior to this year. He met her during a back-to-school event the previous week, but on the first day, she wasn’t there.\u003c/p>\n\u003cp>“The parents showed up and we’re being told, ‘[This teacher’s] class line up here,’” Mayfield said. “We’re lined up, and this woman is in the front of the line, and I said, ‘Well, that’s not [our teacher]. I met her on Friday. Who is this?’[aside postID=news_12052579 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses.jpg']“That’s when we found out, oh, this is a substitute,” he continued.\u003c/p>\n\u003cp>Mayfield said the school later told him and other parents that the teacher who was assigned to the classroom didn’t have the necessary early education training, and that they were working all week to “get her credentialed.”\u003c/p>\n\u003cp>In the meantime, his daughter has had three substitutes.\u003c/p>\n\u003cp>“She’s progressively gotten worse and worse about wanting to go in after they line up in the morning — crying, hugging me, saying to me, ‘I don’t know who those people are,’” Mayfield said. “It’s hard to see your kid … you want them to have a great educational experience. You want her to love school. You want her to feel safe at school. And literally she’s showing up every day, and she doesn’t know who’s going to be her teacher.”\u003c/p>\n\u003cp>Mission Education Center has operated for years as a small pre-kindergarten through fifth-grade campus meant to serve as a transitional school for newly arrived immigrant students, helping them get up to speed with the district’s grade-level learning standards and move into general education classrooms.\u003c/p>\n\u003cp>SFUSD announced \u003ca href=\"https://www.ppssf.org/news/the-sfusd-transitional-kindergarten-program-is-opening-six-new-sites-in-2022-2023\">it would introduce\u003c/a> Spanish immersion TK at MEC for the 2022–23 school year, and last year, the site had \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrgrdlevels.aspx?cds=38684786089585&agglevel=School&year=2024-25&ro=y\">47 TK students\u003c/a>, according to state data. Mayfield explained the site as almost containing two separate schools.\u003c/p>\n\u003cfigure id=\"attachment_12051869\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12051869\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The early education expansion appears to be where most of MEC’s staffing issues are.\u003c/p>\n\u003cp>As of Friday, two of the three TK classes and the pre-kindergarten didn’t have permanent teachers, according to parents. All but one paraeducator position across those classrooms — since state staffing rules say each group of 20 TKers should have two supervising adults — were still vacant.\u003c/p>\n\u003cp>While Mayfield said he and other parents were assured that a principal had been hired in June and was being onboarded over the summer, the interim principal said last week that the position hadn’t been filled.\u003c/p>\n\u003cp>The letter from concerned parents to the district said that on the first day, one paraeducator floated between three rooms. By Wednesday, the district had sent in central office employees as support, Mayfield said.[aside postID=news_12052609 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-32-BL_qed.jpg']The letter also said that on the first day, parents anxiously lingering around the school until midmorning saw one child go to the bathroom alone, while others were left in the halls. They say they had to step in to lead early morning circle time for a group of TK kids. Substitute staff sent to teach the Spanish immersion classes, which include some children who only speak Spanish fluently, don’t have the necessary language skills, according to multiple parents.\u003c/p>\n\u003cp>“These conditions are unsafe, inequitable, and a violation of the state’s expectations for early education,” the parents wrote in their letter. “On-site staff have been transparent and honest about these challenges to us and are doing their best — and for this, we are grateful, we applaud them — but this clearly needs immediate support from the district.”\u003c/p>\n\u003cp>Lucia Gonzalezz Ippolito’s daughter, who started TK last week, had been in a Spanish Immersion preschool for the last two years. She said that the program was great, and her daughter could have continued there for one more year before enrolling in kindergarten, but she felt pressure to put her in TK at SFUSD so she would have a better chance of getting one of the district’s competitive Spanish immersion spots.\u003c/p>\n\u003cp>“If I want her in a Spanish immersion program, I have to stay in MEC,” Gonzalez Ippolito said. “If you go to a regular TK or if you stay in preschool, then you’ll probably be like number 50 on the wait list.”\u003c/p>\n\u003cp>Since she took the helm as superintendent last year, Maria Su has said that one of her goals is to expand the district’s TK offerings, first \u003ca href=\"https://www.kqed.org/news/12052609/as-transitional-kindergarten-opens-to-all-4-year-olds-sf-parents-compete-for-seats\">adding 16 classrooms this year\u003c/a>, and looking at potential locations for more early education programs in the future to meet enrollment demands. This fall, an influx of applications to the grade level, which California now guarantees access to for all students, \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">boosted the district’s struggling enrollment\u003c/a>.\u003c/p>\n\u003cp>But, “if you’re going to focus and make this an early education hub and have multiple classes of TKs there, you need to give it the attention that it deserves,” Mayfield said.\u003c/p>\n\u003cp>After the parents’ letter, a follow-up message on Friday morning, and more individual emails asking district leaders for information throughout the week, Mayfield said parents finally got a response from SFUSD’s assistant superintendent of early education late Friday morning.\u003c/p>\n\u003cp>“We are working closely with HR to address the staffing needs at MEC, and by end of day Monday, we will be able to share additional updates regarding staffing plans and next steps,” Christie Herrera wrote in the message shared with KQED.\u003c/p>\n\u003cp>While parents wait to see what those updates will be, Mayfield said it feels like too little, too late.\u003c/p>\n\u003cp>“If this is the way that the district acts and carries itself and works with parents, then I understand why parents don’t trust the district,” he told KQED. “I understand why the district has the reputation that they do for being very mismanaged and chaotic and disorganized and probably wasteful. It just feels like the district is there to try to protect the district, and nobody’s thinking about the kids.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mayfield and a coalition of 13 other parents wrote in a letter to the district on Wednesday that when they and their 4-year-olds arrived on campus that morning, there was no smiling principal waiting to greet them. That role remains vacant, along with three classroom teaching positions and multiple paraeducator jobs.\u003c/p>\n\u003cp>“We are writing to raise urgent concerns about the unsafe and unacceptable conditions at Mission Education Center,” the letter reads. “We love SFUSD. We believe in public education. We trusted the system — and the system failed us and our children.”\u003c/p>\n\u003cp>SFUSD said in a message to families Monday afternoon that it had offered the principal and pre-kindergarten teacher roles to candidates, and extended offers for instructional aide positions to three other people. It said it was still looking for two TK teachers.\u003c/p>\n\u003cp>“Please know that we see and understand these challenges, and we are truly grateful for your patience and partnership during this time,” the message, which the district shared with KQED, reads. “We are fully committed to providing the very best care and quality education to each of the 76 students enrolled at MEC.”\u003c/p>\n\u003cfigure id=\"attachment_12053561\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053561\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825-SFUSDMISSIONEDCENTER-08-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Mission Education Center, a bilingual elementary school in the San Francisco Unified School District, in San Francisco’s Noe Valley neighborhood, on Aug. 25, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the children lined up and were led to their classrooms, the site’s interim principal — who himself has been teaching one of the classes, according to Mayfield — corralled worried parents in the cafeteria.\u003c/p>\n\u003cp>“We don’t have teachers. We don’t have staff. We are scrambling to try to get resources here the rest of the week,” Mayfield recalled the interim leader saying. “It’s going to be pretty chaotic and pretty much adjusting targets every day.”\u003c/p>\n\u003cp>Mayfield said before the school year started, his daughter’s class had been assigned a teacher, a longtime bilingual educator in SFUSD who taught older classes prior to this year. He met her during a back-to-school event the previous week, but on the first day, she wasn’t there.\u003c/p>\n\u003cp>“The parents showed up and we’re being told, ‘[This teacher’s] class line up here,’” Mayfield said. “We’re lined up, and this woman is in the front of the line, and I said, ‘Well, that’s not [our teacher]. I met her on Friday. Who is this?’\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“That’s when we found out, oh, this is a substitute,” he continued.\u003c/p>\n\u003cp>Mayfield said the school later told him and other parents that the teacher who was assigned to the classroom didn’t have the necessary early education training, and that they were working all week to “get her credentialed.”\u003c/p>\n\u003cp>In the meantime, his daughter has had three substitutes.\u003c/p>\n\u003cp>“She’s progressively gotten worse and worse about wanting to go in after they line up in the morning — crying, hugging me, saying to me, ‘I don’t know who those people are,’” Mayfield said. “It’s hard to see your kid … you want them to have a great educational experience. You want her to love school. You want her to feel safe at school. And literally she’s showing up every day, and she doesn’t know who’s going to be her teacher.”\u003c/p>\n\u003cp>Mission Education Center has operated for years as a small pre-kindergarten through fifth-grade campus meant to serve as a transitional school for newly arrived immigrant students, helping them get up to speed with the district’s grade-level learning standards and move into general education classrooms.\u003c/p>\n\u003cp>SFUSD announced \u003ca href=\"https://www.ppssf.org/news/the-sfusd-transitional-kindergarten-program-is-opening-six-new-sites-in-2022-2023\">it would introduce\u003c/a> Spanish immersion TK at MEC for the 2022–23 school year, and last year, the site had \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrgrdlevels.aspx?cds=38684786089585&agglevel=School&year=2024-25&ro=y\">47 TK students\u003c/a>, according to state data. Mayfield explained the site as almost containing two separate schools.\u003c/p>\n\u003cfigure id=\"attachment_12051869\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12051869\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The early education expansion appears to be where most of MEC’s staffing issues are.\u003c/p>\n\u003cp>As of Friday, two of the three TK classes and the pre-kindergarten didn’t have permanent teachers, according to parents. All but one paraeducator position across those classrooms — since state staffing rules say each group of 20 TKers should have two supervising adults — were still vacant.\u003c/p>\n\u003cp>While Mayfield said he and other parents were assured that a principal had been hired in June and was being onboarded over the summer, the interim principal said last week that the position hadn’t been filled.\u003c/p>\n\u003cp>The letter from concerned parents to the district said that on the first day, one paraeducator floated between three rooms. By Wednesday, the district had sent in central office employees as support, Mayfield said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The letter also said that on the first day, parents anxiously lingering around the school until midmorning saw one child go to the bathroom alone, while others were left in the halls. They say they had to step in to lead early morning circle time for a group of TK kids. Substitute staff sent to teach the Spanish immersion classes, which include some children who only speak Spanish fluently, don’t have the necessary language skills, according to multiple parents.\u003c/p>\n\u003cp>“These conditions are unsafe, inequitable, and a violation of the state’s expectations for early education,” the parents wrote in their letter. “On-site staff have been transparent and honest about these challenges to us and are doing their best — and for this, we are grateful, we applaud them — but this clearly needs immediate support from the district.”\u003c/p>\n\u003cp>Lucia Gonzalezz Ippolito’s daughter, who started TK last week, had been in a Spanish Immersion preschool for the last two years. She said that the program was great, and her daughter could have continued there for one more year before enrolling in kindergarten, but she felt pressure to put her in TK at SFUSD so she would have a better chance of getting one of the district’s competitive Spanish immersion spots.\u003c/p>\n\u003cp>“If I want her in a Spanish immersion program, I have to stay in MEC,” Gonzalez Ippolito said. “If you go to a regular TK or if you stay in preschool, then you’ll probably be like number 50 on the wait list.”\u003c/p>\n\u003cp>Since she took the helm as superintendent last year, Maria Su has said that one of her goals is to expand the district’s TK offerings, first \u003ca href=\"https://www.kqed.org/news/12052609/as-transitional-kindergarten-opens-to-all-4-year-olds-sf-parents-compete-for-seats\">adding 16 classrooms this year\u003c/a>, and looking at potential locations for more early education programs in the future to meet enrollment demands. This fall, an influx of applications to the grade level, which California now guarantees access to for all students, \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">boosted the district’s struggling enrollment\u003c/a>.\u003c/p>\n\u003cp>But, “if you’re going to focus and make this an early education hub and have multiple classes of TKs there, you need to give it the attention that it deserves,” Mayfield said.\u003c/p>\n\u003cp>After the parents’ letter, a follow-up message on Friday morning, and more individual emails asking district leaders for information throughout the week, Mayfield said parents finally got a response from SFUSD’s assistant superintendent of early education late Friday morning.\u003c/p>\n\u003cp>“We are working closely with HR to address the staffing needs at MEC, and by end of day Monday, we will be able to share additional updates regarding staffing plans and next steps,” Christie Herrera wrote in the message shared with KQED.\u003c/p>\n\u003cp>While parents wait to see what those updates will be, Mayfield said it feels like too little, too late.\u003c/p>\n\u003cp>“If this is the way that the district acts and carries itself and works with parents, then I understand why parents don’t trust the district,” he told KQED. “I understand why the district has the reputation that they do for being very mismanaged and chaotic and disorganized and probably wasteful. It just feels like the district is there to try to protect the district, and nobody’s thinking about the kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "que-es-kinder-de-transicion-tk-california",
"title": "¿Qué es el kínder de transición o \"TK\" en las escuelas de California?",
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"headTitle": "¿Qué es el kínder de transición o “TK” en las escuelas de California? | KQED",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">\u003cem>Read in English\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Este año, todos los niños de 4 años de edad en California pueden entrar a la escuela, ya que el estado requiere que cada distrito escolar ofrezcan lo que se conoce en inglés como “transitional kindergarten” o “TK”. En español, este programa educativo también se conoce como “kínder de transición” o “jardín de infancia transicional”.\u003c/p>\n\u003cp>Según \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-transitional-kindergarten-awareness-research-stanford\">una encuesta realizada por el Centro sobre la primera infancia de la universidad de Stanford\u003c/a>, son pocos los padres que conocen lo que es el kínder de transición y saben que puede ser una opción para su familia.\u003c/p>\n\u003cp>A continuación, respondemos algunas preguntas frecuentes sobre este nuevo grado en \u003ca href=\"https://www.kqed.org/news/11989465/california-teacher-shortage-hinders-transitional-kindergarten-and-bilingual-education-goals\">el sistema de escuelas públicas de California\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué es el kínder de transición?\u003c/strong>\u003c/h2>\n\u003cp>El kínder de transición \u003ca href=\"https://www.kqed.org/forum/2010101906814/can-californias-universal-transitional-kindergarten-plan-make-the-grade\">forma parte del ambicioso plan de California\u003c/a> para crear el programa de educación infantil gratuita más grande del país. Según funcionarios del estado, el TK es la primera parte de un programa de kínder que dura dos años para preparar a los niños para las exigencias de la escuela primaria.\u003c/p>\n\u003cp>Todo esto comenzó en 2012, cuando algunos distritos escolares formaron el TK para atender a niños que no aún no tenían la edad mínima para entrar al kínder regular.\u003c/p>\n\u003cfigure id=\"attachment_12052581\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">La maestra Erika Vargas supervisa a los alumnos durante el recreo en una clase de transición bilingüe de preescolar en la escuela primaria Global Family Elementary School de Oakland, el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>En 2021, comenzaron a aceptar a más niños de 4 años ampliando cada año los límites de edad. A partir de este año escolar, todos los distritos escolares deben ofrecer acceso universal al TK. También deben limitar el tamaño de las aulas a un adulto por cada diez alumnos.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si mi hijo cumple los requisitos para acceder al TK?\u003c/strong>\u003c/h2>\n\u003cp>Pueden inscribirse los alumnos que cumplan 4 años antes del 1 de septiembre del año escolar.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003ch2>\u003cstrong>¿Qué aprenden los niños en el TK?\u003c/strong>\u003c/h2>\n\u003cp>El TK es un programa basado en el aprendizaje a través del juego, en el que los niños aprenden jugando e interactuando entre ellos. Se espera que las escuelas se ajusten al marco estatal, el \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">Preschool/Transitional Kindergarten Learning Foundations\u003c/a> (Fundamentos del aprendizaje en preescolar y kínder de transición), a la hora de establecer el plan de estudios del TK.\u003c/p>\n\u003cp>El documento establece los conocimientos y habilidades que los niños de 3 a 5 años de edad pueden adquirir, como concentrar su attention y colaborar con los demás, si se les brinda los beneficios de una educación temprana de alta calidad.[aside label='Más en español' tag='kqed-en-espanol']Erika Vargas, maestra de kínder de transición en la escuela primaria Global Family de Oakland, afirma que un año en TK ofrece a los niños un “periodo de gracia” para aprender las rutinas y expectativas de la escuela y desarrollar las habilidades necesarias para el kínder.\u003c/p>\n\u003cp>“Nuestro objetivo es exponerlos a la literatura, desarrollar ese amor por los libros, la lectura, la escritura y el dibujo”, explica. “En el ámbito social, queremos que aprendan a hacer amigos y a resolver conflictos”.\u003c/p>\n\u003cp>Los niños también comienzan con habilidades básicas, tales como aprender el alfabeto y los números, pero el enfoque se centra más en el desarrollo socioemocional, según Tanya Harris, directora de educación primaria del distrito escolar unificado de Alameda.\u003c/p>\n\u003ch2>\u003cstrong>¿En qué se diferencia TK de otros tipos de preescolar?\u003c/strong>\u003c/h2>\n\u003cp>TK es la única opción escolar gratuita para todos los niños de 4 años en California. Otros dos programas preescolares financiados con fondos públicos, \u003ca href=\"https://headstart.gov/es\">Head Start\u003c/a> y el \u003ca href=\"https://www.ccrcca.org/es/headstart/programs/california-state-preschool-program-ages-3-5/\">Programa preescolar del estado de California\u003c/a> (CSPP por sus siglas en inglés), dan prioridad a los alumnos en función de determinados criterios, como los ingresos y la situación familiar.\u003c/p>\n\u003cp>Los centros preescolares privados son empresas o organizaciones sin ánimo de lucro que deben cumplir con la normativa local en materia de salud, seguridad y zonificación. Ellos establecen su propio plan de estudios.\u003c/p>\n\u003ch2>\u003cstrong>¿Por qué California quiere ofrecer el TK a todos los niños?\u003c/strong>\u003c/h2>\n\u003cp>El gobernador Gavin Newsom sostiene que el objetivo de hacer universal el TK es que “todos los niños de 4 años de California puedan, a partir de ahora, comenzar su trayectoria escolar por el buen camino, preparándolos para el éxito en el futuro”.\u003c/p>\n\u003cfigure id=\"attachment_12052583\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gina Viggiano enseña a sus alumnos de kínder de transicion en la escuela Holbrook Language Academy en Concord, el 20 de mayo, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Los expertos también afirman que el TK permite a los alumnos incorporarse antes al sistema educativo K-12, de modo que pueden acostumbrarse a la escuela y sentirse cómodos en el aula, mientras que los padres se benefician de un año adicional de cuidado y educación gratuita para sus hijos.\u003c/p>\n\u003ch2>\u003cstrong>¿Mi hijo tiene que asistir al TK?\u003c/strong>\u003c/h2>\n\u003cp>No. El TK y el kínder son opcionales en California. Los niños no están obligados a matricularse en la escuela hasta el primer grado (en inglés conocido como “first grade”).\u003c/p>\n\u003ch2>\u003cstrong>¿Cuándo debo empezar a buscar opciones de kínder de transición para mi hijo?\u003c/strong>\u003c/h2>\n\u003cp>Muchos distritos escolares comienzan la inscripción en enero para el otoño y pueden dar prioridad a la asignación de plazas en la escuela a quienes se inscriban antes. Además, las escuelas suelen organizar visitas y sesiones informativas en primavera.\u003c/p>\n\u003cp>Pero no espere que su distrito escolar local se ponga en contacto con usted para recordarle que inscriba a su hijo. Muchos padres nos han dicho que se enteran del TK a través de otros padres y que ellos mismos buscan opciones y plazos.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si espero hasta el último momento para inscribir a mi hijo al TK?\u003c/strong>\u003c/h2>\n\u003cp>Los niños pueden inscribirse en la escuela en cualquier momento, pero eso puede limitar sus opciones en cuanto a la escuela o el programa en el que puede inscribirse su hijo. Algunas escuelas pueden llenarse, lo que significa que tendrá que buscar otras opciones.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si el kínder de transición es la mejor opción para mi hija o hijo?\u003c/strong>\u003c/h2>\n\u003cp>Dado que el TK puede no cubrir todas las horas de cuidado infantil que los padres necesitan para adaptarse a su horario de trabajo, las familias deben considerar si pueden cumplir con este compromiso y si su hijo puede adaptarse a ir a un servicio de cuidado después de la escuela (o “after school program”).\u003c/p>\n\u003cfigure id=\"attachment_12052584\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Pilar Zermeño, una educadora multilingüe de primera infancia, se sienta con alumnos de kínder de transición durante la merienda en la Escuela comunitaria internacional de Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Algunas familias prefieren mantener a sus hijos en un programa que les proporcione cuidado durante todo el día, según Kym Johnson, directora ejecutiva de Bananas, una agencia que orienta a los padres sobre las opciones de cuidado infantil en el condado de Alameda.\u003c/p>\n\u003cp>Por otro lado, algunos padres quieren que sus hijos entren en un entorno escolar. “Los niños de cuatro años se encuentran en diferentes etapas y niveles de independencia”, afirma Johnson. “Creemos que las familias saben lo que es mejor para sus hijos”.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo buscar en un programa de TK?\u003c/strong>\u003c/h2>\n\u003cp>Un aula TK de alta calidad debe tener un amplio espacio para actividades basadas en el juego, según Hanna Melnick, asesora sénior de políticas del Learning Policy Institute con sede en Palo Alto.\u003c/p>\n\u003cp>“Se debe ver en el aula actividades de alfabetización, matemáticas y ciencias que estén cuidadosamente planificadas”, dijo Melnick. “Y se quiere estar seguro de que el plan de estudios y las evaluaciones tengan en cuenta las necesidades del niño en su totalidad: sus necesidades socioemocionales, su desarrollo físico y lo que se considera un desarrollo académico más tradicional en matemáticas y lectura”.\u003c/p>\n\u003cp>Dale Farran, investigador en educación infantil y profesor emérito de la universidad de Vanderbilt, afirma que los padres deben buscar oportunidades de aprendizaje en el aula que vayan más allá de la enseñanza básica.\u003c/p>\n\u003cp>“Necesitan estar activos, necesitan explorar, necesitan interactuar entre ellos y con el profesor, y necesitan un entorno que facilite todo eso”, afirma Farran.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo preguntar a la escuela sobre su programa de TK?\u003c/strong>\u003c/h2>\n\u003cul>\n\u003cli>¿Qué tipo de actividades al aire libre realizan los niños y qué ofrecen esos espacios?\u003c/li>\n\u003cli>¿Cómo se incorpora el juego en el plan de estudios?\\\u003c/li>\n\u003cli>¿Hay baños junto al aula?\u003c/li>\n\u003cli>Si no es así, ¿hay un baño dentro del aula? ¿Dónde están los baños más cercanos y cómo llegan los niños hasta ellos?\u003c/li>\n\u003cli>¿Dónde comerán el almuerzo y la merienda? ¿Será en el aula o en la cafetería?\u003c/li>\n\u003cli>¿Hay algún programa adicional especial para los alumnos de TK, por ejemplo, inmersión dual?\u003c/li>\n\u003cli>¿Qué tipo de servicio de guardería hay después del horario escolar?\u003c/li>\n\u003cli>¿Puedo visitar el aula?\u003c/li>\n\u003cli>¿Puedo hablar con el director y los profesores?\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cstrong>¿Cuáles son los retos más comunes a los que se enfrentan los padres?\u003c/strong>\u003c/h2>\n\u003cp>Para muchos padres, el mayor reto es llevar y recoger a sus hijos, dependiendo de sus horarios de trabajo. Otro gran reto es encontrar servicios de cuidado antes y después de la escuela, ya que los horarios del TK varían en duración, desde tres hasta cinco horas al día.\u003c/p>\n\u003cp>El estado ha proporcionado fondos a las escuelas para que añadan servicios de cuidado después de la escuela y clases de enriquecimiento en arte, STEM (ciencia, tecnología, ingeniería y matemáticas) o deportes, pero la disponibilidad varía de una escuela a otra. Algunos programas cobran cuotas, mientras que otros son gratuitos.\u003c/p>\n\u003ch2>\u003cstrong>¿Hay algo más que deba considerar?\u003c/strong>\u003c/h2>\n\u003cp>La siesta y el aprender a ir al baño. Algunos niños de 4 años todavía duermen la siesta por la tarde, lo cual no forma parte de la mayoría de los programas del TK. Si eso es un problema, tal vez puede cambiar la rutina de su hija o hijo para que la siesta ocurra después de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_12052585\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052585\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Alumnos de preescolar juegan al aire libre durante el recreo en la Escuela Comunitaria Internacional de Oakland el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Otra cuestión que preocupa a algunos padres es si sus hijos están preparados para ir al baño solos. Marji D. Calbeck, directora de apoyo a la educación primaria del distrito escolar unificado de Mount Diablo, recomienda a los padres que hablen con los profesores al comienzo del curso escolar sobre cualquier preocupación que tengan e incluso que preparen a sus hijos ropa de repuesto por si tienen algún accidente. Los accidentes al ir al baño ocurren en la escuela, afirma, y señala que es algo para lo que los educadores deben estar preparados.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si mi hijo no está listo para el TK? ¿Qué otras opciones tengo?\u003c/strong>\u003c/h2>\n\u003cp>California ofrece varios programas de educación infantil financiados con fondos públicos para ayudar a satisfacer las diversas necesidades de cuidado infantil de las familias.\u003c/p>\n\u003cp>En el marco de la iniciativa estatal \u003ca href=\"https://cauniversalprek.org/\">Universal Pre-Kindergarten\u003c/a> (o UPK pos sus siglas en inglés), las familias que cumplen los requisitos de ingresos pueden inscribirse en los programas federales Head Start, el Programa preescolar del estado de California o programas de aprendizaje temprano subvencionados, como el “cuidado infantil familiar” en el hogar o los centros preescolares privados.\u003c/p>\n\u003cp>El Programa preescolar del estado de California ofrece opciones de medio día y día completo para niños de 2 a 4 años. \u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2306.asp\">Haga clic aquí\u003c/a> para averiguar si cumple los requisitos de ingresos para inscribir a su hijo en este servicio.\u003c/p>\n\u003ch2>\u003cstrong>¿Dónde puedo encontrar más información?\u003c/strong>\u003c/h2>\n\u003cp>El estado ha creado un \u003ca href=\"https://cauniversalprek.org/families/\">sitio web con información sobre UPK\u003c/a>. Para encontrar un programa en su área, comience por su distrito escolar local. También puede explorar foros o grupos de padres en las redes sociales.\u003c/p>\n\u003cp>Los padres también pueden buscar servicios de cuidado infantil que se adapten a sus necesidades específicas a través de \u003ca href=\"http://mychildcareplan.org/\">MyChildCarePlan.org\u003c/a>, una herramienta de búsqueda respaldada por la red de agencias de recursos y referencias de California.\u003c/p>\n\u003cp>Si tiene alguna pregunta que no hayamos incluido, no dude en ponerse en contacto con nosotros, \u003ca href=\"http://daisynguyen@kqed.org\">Daisy Nguyen\u003c/a> o \u003ca href=\"http://eyu@laist.com\">Elly Yu\u003c/a>, y haremos todo lo posible por encontrar una respuesta.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y esa traducción fue editada por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">\u003cem>Read in English\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Este año, todos los niños de 4 años de edad en California pueden entrar a la escuela, ya que el estado requiere que cada distrito escolar ofrezcan lo que se conoce en inglés como “transitional kindergarten” o “TK”. En español, este programa educativo también se conoce como “kínder de transición” o “jardín de infancia transicional”.\u003c/p>\n\u003cp>Según \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-transitional-kindergarten-awareness-research-stanford\">una encuesta realizada por el Centro sobre la primera infancia de la universidad de Stanford\u003c/a>, son pocos los padres que conocen lo que es el kínder de transición y saben que puede ser una opción para su familia.\u003c/p>\n\u003cp>A continuación, respondemos algunas preguntas frecuentes sobre este nuevo grado en \u003ca href=\"https://www.kqed.org/news/11989465/california-teacher-shortage-hinders-transitional-kindergarten-and-bilingual-education-goals\">el sistema de escuelas públicas de California\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué es el kínder de transición?\u003c/strong>\u003c/h2>\n\u003cp>El kínder de transición \u003ca href=\"https://www.kqed.org/forum/2010101906814/can-californias-universal-transitional-kindergarten-plan-make-the-grade\">forma parte del ambicioso plan de California\u003c/a> para crear el programa de educación infantil gratuita más grande del país. Según funcionarios del estado, el TK es la primera parte de un programa de kínder que dura dos años para preparar a los niños para las exigencias de la escuela primaria.\u003c/p>\n\u003cp>Todo esto comenzó en 2012, cuando algunos distritos escolares formaron el TK para atender a niños que no aún no tenían la edad mínima para entrar al kínder regular.\u003c/p>\n\u003cfigure id=\"attachment_12052581\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-students-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">La maestra Erika Vargas supervisa a los alumnos durante el recreo en una clase de transición bilingüe de preescolar en la escuela primaria Global Family Elementary School de Oakland, el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>En 2021, comenzaron a aceptar a más niños de 4 años ampliando cada año los límites de edad. A partir de este año escolar, todos los distritos escolares deben ofrecer acceso universal al TK. También deben limitar el tamaño de las aulas a un adulto por cada diez alumnos.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si mi hijo cumple los requisitos para acceder al TK?\u003c/strong>\u003c/h2>\n\u003cp>Pueden inscribirse los alumnos que cumplan 4 años antes del 1 de septiembre del año escolar.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>¿Qué aprenden los niños en el TK?\u003c/strong>\u003c/h2>\n\u003cp>El TK es un programa basado en el aprendizaje a través del juego, en el que los niños aprenden jugando e interactuando entre ellos. Se espera que las escuelas se ajusten al marco estatal, el \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">Preschool/Transitional Kindergarten Learning Foundations\u003c/a> (Fundamentos del aprendizaje en preescolar y kínder de transición), a la hora de establecer el plan de estudios del TK.\u003c/p>\n\u003cp>El documento establece los conocimientos y habilidades que los niños de 3 a 5 años de edad pueden adquirir, como concentrar su attention y colaborar con los demás, si se les brinda los beneficios de una educación temprana de alta calidad.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Erika Vargas, maestra de kínder de transición en la escuela primaria Global Family de Oakland, afirma que un año en TK ofrece a los niños un “periodo de gracia” para aprender las rutinas y expectativas de la escuela y desarrollar las habilidades necesarias para el kínder.\u003c/p>\n\u003cp>“Nuestro objetivo es exponerlos a la literatura, desarrollar ese amor por los libros, la lectura, la escritura y el dibujo”, explica. “En el ámbito social, queremos que aprendan a hacer amigos y a resolver conflictos”.\u003c/p>\n\u003cp>Los niños también comienzan con habilidades básicas, tales como aprender el alfabeto y los números, pero el enfoque se centra más en el desarrollo socioemocional, según Tanya Harris, directora de educación primaria del distrito escolar unificado de Alameda.\u003c/p>\n\u003ch2>\u003cstrong>¿En qué se diferencia TK de otros tipos de preescolar?\u003c/strong>\u003c/h2>\n\u003cp>TK es la única opción escolar gratuita para todos los niños de 4 años en California. Otros dos programas preescolares financiados con fondos públicos, \u003ca href=\"https://headstart.gov/es\">Head Start\u003c/a> y el \u003ca href=\"https://www.ccrcca.org/es/headstart/programs/california-state-preschool-program-ages-3-5/\">Programa preescolar del estado de California\u003c/a> (CSPP por sus siglas en inglés), dan prioridad a los alumnos en función de determinados criterios, como los ingresos y la situación familiar.\u003c/p>\n\u003cp>Los centros preescolares privados son empresas o organizaciones sin ánimo de lucro que deben cumplir con la normativa local en materia de salud, seguridad y zonificación. Ellos establecen su propio plan de estudios.\u003c/p>\n\u003ch2>\u003cstrong>¿Por qué California quiere ofrecer el TK a todos los niños?\u003c/strong>\u003c/h2>\n\u003cp>El gobernador Gavin Newsom sostiene que el objetivo de hacer universal el TK es que “todos los niños de 4 años de California puedan, a partir de ahora, comenzar su trayectoria escolar por el buen camino, preparándolos para el éxito en el futuro”.\u003c/p>\n\u003cfigure id=\"attachment_12052583\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/teacher-with-a-little-girl-with-glasses-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gina Viggiano enseña a sus alumnos de kínder de transicion en la escuela Holbrook Language Academy en Concord, el 20 de mayo, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Los expertos también afirman que el TK permite a los alumnos incorporarse antes al sistema educativo K-12, de modo que pueden acostumbrarse a la escuela y sentirse cómodos en el aula, mientras que los padres se benefician de un año adicional de cuidado y educación gratuita para sus hijos.\u003c/p>\n\u003ch2>\u003cstrong>¿Mi hijo tiene que asistir al TK?\u003c/strong>\u003c/h2>\n\u003cp>No. El TK y el kínder son opcionales en California. Los niños no están obligados a matricularse en la escuela hasta el primer grado (en inglés conocido como “first grade”).\u003c/p>\n\u003ch2>\u003cstrong>¿Cuándo debo empezar a buscar opciones de kínder de transición para mi hijo?\u003c/strong>\u003c/h2>\n\u003cp>Muchos distritos escolares comienzan la inscripción en enero para el otoño y pueden dar prioridad a la asignación de plazas en la escuela a quienes se inscriban antes. Además, las escuelas suelen organizar visitas y sesiones informativas en primavera.\u003c/p>\n\u003cp>Pero no espere que su distrito escolar local se ponga en contacto con usted para recordarle que inscriba a su hijo. Muchos padres nos han dicho que se enteran del TK a través de otros padres y que ellos mismos buscan opciones y plazos.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si espero hasta el último momento para inscribir a mi hijo al TK?\u003c/strong>\u003c/h2>\n\u003cp>Los niños pueden inscribirse en la escuela en cualquier momento, pero eso puede limitar sus opciones en cuanto a la escuela o el programa en el que puede inscribirse su hijo. Algunas escuelas pueden llenarse, lo que significa que tendrá que buscar otras opciones.\u003c/p>\n\u003ch2>\u003cstrong>¿Cómo sé si el kínder de transición es la mejor opción para mi hija o hijo?\u003c/strong>\u003c/h2>\n\u003cp>Dado que el TK puede no cubrir todas las horas de cuidado infantil que los padres necesitan para adaptarse a su horario de trabajo, las familias deben considerar si pueden cumplir con este compromiso y si su hijo puede adaptarse a ir a un servicio de cuidado después de la escuela (o “after school program”).\u003c/p>\n\u003cfigure id=\"attachment_12052584\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/boy-giving-high-five-to-teacher-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Pilar Zermeño, una educadora multilingüe de primera infancia, se sienta con alumnos de kínder de transición durante la merienda en la Escuela comunitaria internacional de Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Algunas familias prefieren mantener a sus hijos en un programa que les proporcione cuidado durante todo el día, según Kym Johnson, directora ejecutiva de Bananas, una agencia que orienta a los padres sobre las opciones de cuidado infantil en el condado de Alameda.\u003c/p>\n\u003cp>Por otro lado, algunos padres quieren que sus hijos entren en un entorno escolar. “Los niños de cuatro años se encuentran en diferentes etapas y niveles de independencia”, afirma Johnson. “Creemos que las familias saben lo que es mejor para sus hijos”.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo buscar en un programa de TK?\u003c/strong>\u003c/h2>\n\u003cp>Un aula TK de alta calidad debe tener un amplio espacio para actividades basadas en el juego, según Hanna Melnick, asesora sénior de políticas del Learning Policy Institute con sede en Palo Alto.\u003c/p>\n\u003cp>“Se debe ver en el aula actividades de alfabetización, matemáticas y ciencias que estén cuidadosamente planificadas”, dijo Melnick. “Y se quiere estar seguro de que el plan de estudios y las evaluaciones tengan en cuenta las necesidades del niño en su totalidad: sus necesidades socioemocionales, su desarrollo físico y lo que se considera un desarrollo académico más tradicional en matemáticas y lectura”.\u003c/p>\n\u003cp>Dale Farran, investigador en educación infantil y profesor emérito de la universidad de Vanderbilt, afirma que los padres deben buscar oportunidades de aprendizaje en el aula que vayan más allá de la enseñanza básica.\u003c/p>\n\u003cp>“Necesitan estar activos, necesitan explorar, necesitan interactuar entre ellos y con el profesor, y necesitan un entorno que facilite todo eso”, afirma Farran.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué debo preguntar a la escuela sobre su programa de TK?\u003c/strong>\u003c/h2>\n\u003cul>\n\u003cli>¿Qué tipo de actividades al aire libre realizan los niños y qué ofrecen esos espacios?\u003c/li>\n\u003cli>¿Cómo se incorpora el juego en el plan de estudios?\\\u003c/li>\n\u003cli>¿Hay baños junto al aula?\u003c/li>\n\u003cli>Si no es así, ¿hay un baño dentro del aula? ¿Dónde están los baños más cercanos y cómo llegan los niños hasta ellos?\u003c/li>\n\u003cli>¿Dónde comerán el almuerzo y la merienda? ¿Será en el aula o en la cafetería?\u003c/li>\n\u003cli>¿Hay algún programa adicional especial para los alumnos de TK, por ejemplo, inmersión dual?\u003c/li>\n\u003cli>¿Qué tipo de servicio de guardería hay después del horario escolar?\u003c/li>\n\u003cli>¿Puedo visitar el aula?\u003c/li>\n\u003cli>¿Puedo hablar con el director y los profesores?\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cstrong>¿Cuáles son los retos más comunes a los que se enfrentan los padres?\u003c/strong>\u003c/h2>\n\u003cp>Para muchos padres, el mayor reto es llevar y recoger a sus hijos, dependiendo de sus horarios de trabajo. Otro gran reto es encontrar servicios de cuidado antes y después de la escuela, ya que los horarios del TK varían en duración, desde tres hasta cinco horas al día.\u003c/p>\n\u003cp>El estado ha proporcionado fondos a las escuelas para que añadan servicios de cuidado después de la escuela y clases de enriquecimiento en arte, STEM (ciencia, tecnología, ingeniería y matemáticas) o deportes, pero la disponibilidad varía de una escuela a otra. Algunos programas cobran cuotas, mientras que otros son gratuitos.\u003c/p>\n\u003ch2>\u003cstrong>¿Hay algo más que deba considerar?\u003c/strong>\u003c/h2>\n\u003cp>La siesta y el aprender a ir al baño. Algunos niños de 4 años todavía duermen la siesta por la tarde, lo cual no forma parte de la mayoría de los programas del TK. Si eso es un problema, tal vez puede cambiar la rutina de su hija o hijo para que la siesta ocurra después de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_12052585\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052585\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/kids-in-school-playground-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Alumnos de preescolar juegan al aire libre durante el recreo en la Escuela Comunitaria Internacional de Oakland el 17 de mayo de 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Otra cuestión que preocupa a algunos padres es si sus hijos están preparados para ir al baño solos. Marji D. Calbeck, directora de apoyo a la educación primaria del distrito escolar unificado de Mount Diablo, recomienda a los padres que hablen con los profesores al comienzo del curso escolar sobre cualquier preocupación que tengan e incluso que preparen a sus hijos ropa de repuesto por si tienen algún accidente. Los accidentes al ir al baño ocurren en la escuela, afirma, y señala que es algo para lo que los educadores deben estar preparados.\u003c/p>\n\u003ch2>\u003cstrong>¿Qué pasa si mi hijo no está listo para el TK? ¿Qué otras opciones tengo?\u003c/strong>\u003c/h2>\n\u003cp>California ofrece varios programas de educación infantil financiados con fondos públicos para ayudar a satisfacer las diversas necesidades de cuidado infantil de las familias.\u003c/p>\n\u003cp>En el marco de la iniciativa estatal \u003ca href=\"https://cauniversalprek.org/\">Universal Pre-Kindergarten\u003c/a> (o UPK pos sus siglas en inglés), las familias que cumplen los requisitos de ingresos pueden inscribirse en los programas federales Head Start, el Programa preescolar del estado de California o programas de aprendizaje temprano subvencionados, como el “cuidado infantil familiar” en el hogar o los centros preescolares privados.\u003c/p>\n\u003cp>El Programa preescolar del estado de California ofrece opciones de medio día y día completo para niños de 2 a 4 años. \u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2306.asp\">Haga clic aquí\u003c/a> para averiguar si cumple los requisitos de ingresos para inscribir a su hijo en este servicio.\u003c/p>\n\u003ch2>\u003cstrong>¿Dónde puedo encontrar más información?\u003c/strong>\u003c/h2>\n\u003cp>El estado ha creado un \u003ca href=\"https://cauniversalprek.org/families/\">sitio web con información sobre UPK\u003c/a>. Para encontrar un programa en su área, comience por su distrito escolar local. También puede explorar foros o grupos de padres en las redes sociales.\u003c/p>\n\u003cp>Los padres también pueden buscar servicios de cuidado infantil que se adapten a sus necesidades específicas a través de \u003ca href=\"http://mychildcareplan.org/\">MyChildCarePlan.org\u003c/a>, una herramienta de búsqueda respaldada por la red de agencias de recursos y referencias de California.\u003c/p>\n\u003cp>Si tiene alguna pregunta que no hayamos incluido, no dude en ponerse en contacto con nosotros, \u003ca href=\"http://daisynguyen@kqed.org\">Daisy Nguyen\u003c/a> o \u003ca href=\"http://eyu@laist.com\">Elly Yu\u003c/a>, y haremos todo lo posible por encontrar una respuesta.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y esa traducción fue editada por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "as-sf-students-return-to-school-city-leaders-aim-to-soothe-frayed-nerves",
"title": "As SF Students Return to School, City Leaders Aim to Soothe Frayed Nerves",
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"headTitle": "As SF Students Return to School, City Leaders Aim to Soothe Frayed Nerves | KQED",
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"content": "\u003cp>The \u003ca href=\"https://www.kqed.org/news/12052399/a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems\">first day of school was in full swing\u003c/a> in San Francisco on Monday morning — packed buses squeezed down neighborhood streets, parents walked hand in hand with kids loaded down by new backpacks, and music and excited chatter poured out of the schoolyard at Sanchez Elementary in the Mission District.\u003c/p>\n\u003cp>Fourth-grader Leilani stood by the school’s front door, eager to begin all of the learning in store in math class this year, while third-graders Miles and Miguel reunited on the play yard, their moms hoping they’d run out the first-day jitters before the morning bell rang.\u003c/p>\n\u003cp>“Get it all out before class,” they yelled to the boys as they sped across the turf-covered blacktop.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These kids have all been in the same cohort together going all the way through, so they’re really excited to be back with their friends,” said Miles’ mom, Lindsey Husband. “We have a really strong community here, and our principal really holds things together. Everyone that works at Sanchez is just so great. We’re lucky to be a part of it.”\u003c/p>\n\u003cp>From the familiar greetings that teachers and Principal Ann Marin — joined by Superintendent Maria Su and Mayor Daniel Lurie — gave nearly 300 transitional kindergarten through fifth grade students streaming onto the well-loved campus, it didn’t look like much had changed within the \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> since this time last year.\u003c/p>\n\u003cfigure id=\"attachment_12052661\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052661\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s how Su seems to want it. On the heels of \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">major budget concerns\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership changes\u003c/a>, and as a new set of unpredictable challenges from the federal government loomed, she assured students and parents that their school would be safe and stable this year.\u003c/p>\n\u003cp>“Over the last several months, your principal, your teachers, your social worker, your counselor have all been working to make sure that we start the school year great,” she told the families gathered for a morning meeting just after 8 a.m. “We come together to make sure that we continue on the wonderful thing that we already started last year.”[aside postID=news_12052399 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/241023-SFUSDSuperintendent-12-BL_qed-1.jpg']While the energy was high, SFUSD is emerging from a challenging few years since the COVID-19 pandemic. Funding shortfalls, declining enrollment, and strife between educators and leadership have plagued the district.\u003c/p>\n\u003cp>Last fall, then-Superintendent Matt Wayne resigned after a poorly executed attempt to close schools, and in the spring, the district cut 400 staff positions to balance a $114 million budget deficit.\u003c/p>\n\u003cp>After related \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">employee buyouts\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">layoffs\u003c/a>, there won’t be quite as many adults on campuses this fall, but Su told reporters that there will be more permanent classroom teachers on Monday than there have been on the first day in recent years.\u003c/p>\n\u003cp>Nearly 95% of district classrooms have a permanent, certificated teacher, leaving just about 50 with substitutes. Last year, nearly 100 classrooms were without permanent educators, and in 2023, it was more than 140.\u003c/p>\n\u003cp>Su also said kinks in the district’s \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">new payroll system\u003c/a> were under control after more than 100 educators reported struggles to get proper payment since it launched last month.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052663\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for threats from outside the district, including growing fears among the large immigrant community in SFUSD that federal enforcement officers could target schools, Su said she is collaborating with city and state leaders to protect campuses.\u003c/p>\n\u003cp>“SFUSD is a sanctuary district that is within a sanctuary city, that is within a sanctuary state,” she said. “We also have policies and procedures in place that will protect our students once they are inside our school building. [We will] continue to work with all of our community partners, like our Rapid Response Network, like the city-funded S.F. legal services community.”\u003c/p>\n\u003cp>Lurie told those gathered at Sanchez Elementary that his top priority for city schools was keeping students and their parents safe.\u003c/p>\n\u003cp>“We as your city leaders have your back,” he said. “We’re going to look out for you; we’re going to protect you and keep you safe. Focus on your reading and your math and your writing, and get stronger and better each and every day.”\u003c/p>\n\u003cfigure id=\"attachment_12052660\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052660\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All focus was on families and encouraging them to buy into their school communities this year.\u003c/p>\n\u003cp>The district launched a new campaign, “Be Here,” to decrease absenteeism on campuses, is expanding transitional kindergarten classes, and is eyeing an expansion of its Mandarin immersion program in the next two years.\u003c/p>\n\u003cp>In addition to building up some families’ tenuous relationships with the district after a rocky few years, the efforts could also help shore up much-needed funding.\u003c/p>\n\u003cp>Despite last year’s budget cuts, SFUSD still has a tough financial road ahead due to\u003ca href=\"https://www.kqed.org/news/12027218/how-trumps-drastic-k-12-plans-will-and-wont-change-california-schools\"> federal threats\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11989857/how-will-californias-budget-deficit-impact-schools\">state budget constraints\u003c/a> and a new\u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\"> campaign to open a charter school\u003c/a> in the city, which could siphon more money away.\u003c/p>\n\u003cp>“The right thing to do [is] when we center our students in all the decisions that we make,” Su said. “And that is what I commit to continuing to do.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "San Francisco city and district leaders sought to assure students and their parents that their school will be safe and stable amid budget issues and fears of immigration enforcement.",
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"title": "As SF Students Return to School, City Leaders Aim to Soothe Frayed Nerves | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.kqed.org/news/12052399/a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems\">first day of school was in full swing\u003c/a> in San Francisco on Monday morning — packed buses squeezed down neighborhood streets, parents walked hand in hand with kids loaded down by new backpacks, and music and excited chatter poured out of the schoolyard at Sanchez Elementary in the Mission District.\u003c/p>\n\u003cp>Fourth-grader Leilani stood by the school’s front door, eager to begin all of the learning in store in math class this year, while third-graders Miles and Miguel reunited on the play yard, their moms hoping they’d run out the first-day jitters before the morning bell rang.\u003c/p>\n\u003cp>“Get it all out before class,” they yelled to the boys as they sped across the turf-covered blacktop.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These kids have all been in the same cohort together going all the way through, so they’re really excited to be back with their friends,” said Miles’ mom, Lindsey Husband. “We have a really strong community here, and our principal really holds things together. Everyone that works at Sanchez is just so great. We’re lucky to be a part of it.”\u003c/p>\n\u003cp>From the familiar greetings that teachers and Principal Ann Marin — joined by Superintendent Maria Su and Mayor Daniel Lurie — gave nearly 300 transitional kindergarten through fifth grade students streaming onto the well-loved campus, it didn’t look like much had changed within the \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a> since this time last year.\u003c/p>\n\u003cfigure id=\"attachment_12052661\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052661\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That’s how Su seems to want it. On the heels of \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">major budget concerns\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership changes\u003c/a>, and as a new set of unpredictable challenges from the federal government loomed, she assured students and parents that their school would be safe and stable this year.\u003c/p>\n\u003cp>“Over the last several months, your principal, your teachers, your social worker, your counselor have all been working to make sure that we start the school year great,” she told the families gathered for a morning meeting just after 8 a.m. “We come together to make sure that we continue on the wonderful thing that we already started last year.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>While the energy was high, SFUSD is emerging from a challenging few years since the COVID-19 pandemic. Funding shortfalls, declining enrollment, and strife between educators and leadership have plagued the district.\u003c/p>\n\u003cp>Last fall, then-Superintendent Matt Wayne resigned after a poorly executed attempt to close schools, and in the spring, the district cut 400 staff positions to balance a $114 million budget deficit.\u003c/p>\n\u003cp>After related \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">employee buyouts\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">layoffs\u003c/a>, there won’t be quite as many adults on campuses this fall, but Su told reporters that there will be more permanent classroom teachers on Monday than there have been on the first day in recent years.\u003c/p>\n\u003cp>Nearly 95% of district classrooms have a permanent, certificated teacher, leaving just about 50 with substitutes. Last year, nearly 100 classrooms were without permanent educators, and in 2023, it was more than 140.\u003c/p>\n\u003cp>Su also said kinks in the district’s \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">new payroll system\u003c/a> were under control after more than 100 educators reported struggles to get proper payment since it launched last month.\u003c/p>\n\u003cfigure id=\"attachment_12052663\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052663\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Maria Su speaks to students at Sanchez Elementary School on the first day of classes for the new school year in San Francisco on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for threats from outside the district, including growing fears among the large immigrant community in SFUSD that federal enforcement officers could target schools, Su said she is collaborating with city and state leaders to protect campuses.\u003c/p>\n\u003cp>“SFUSD is a sanctuary district that is within a sanctuary city, that is within a sanctuary state,” she said. “We also have policies and procedures in place that will protect our students once they are inside our school building. [We will] continue to work with all of our community partners, like our Rapid Response Network, like the city-funded S.F. legal services community.”\u003c/p>\n\u003cp>Lurie told those gathered at Sanchez Elementary that his top priority for city schools was keeping students and their parents safe.\u003c/p>\n\u003cp>“We as your city leaders have your back,” he said. “We’re going to look out for you; we’re going to protect you and keep you safe. Focus on your reading and your math and your writing, and get stronger and better each and every day.”\u003c/p>\n\u003cfigure id=\"attachment_12052660\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052660\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250818-SFUSDFIRSTDAY-01-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All focus was on families and encouraging them to buy into their school communities this year.\u003c/p>\n\u003cp>The district launched a new campaign, “Be Here,” to decrease absenteeism on campuses, is expanding transitional kindergarten classes, and is eyeing an expansion of its Mandarin immersion program in the next two years.\u003c/p>\n\u003cp>In addition to building up some families’ tenuous relationships with the district after a rocky few years, the efforts could also help shore up much-needed funding.\u003c/p>\n\u003cp>Despite last year’s budget cuts, SFUSD still has a tough financial road ahead due to\u003ca href=\"https://www.kqed.org/news/12027218/how-trumps-drastic-k-12-plans-will-and-wont-change-california-schools\"> federal threats\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11989857/how-will-californias-budget-deficit-impact-schools\">state budget constraints\u003c/a> and a new\u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\"> campaign to open a charter school\u003c/a> in the city, which could siphon more money away.\u003c/p>\n\u003cp>“The right thing to do [is] when we center our students in all the decisions that we make,” Su said. “And that is what I commit to continuing to do.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "as-transitional-kindergarten-opens-to-all-4-year-olds-sf-parents-compete-for-seats",
"title": "As Transitional Kindergarten Opens to All 4-Year-Olds, SF Parents Compete for Seats",
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"headTitle": "As Transitional Kindergarten Opens to All 4-Year-Olds, SF Parents Compete for Seats | KQED",
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"content": "\u003cp>When Atticus Floc heard that \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> was allowing universal access to transitional kindergarten starting this school year, he enrolled his son in the San Francisco Unified School District.\u003c/p>\n\u003cp>Under new rules, any child in California who turns 4 by Sept. 1 is guaranteed a seat in a TK classroom. With a late August birthday, Floc said his little boy, Ryden, just barely made the cutoff, but he was ready.\u003c/p>\n\u003cp>“TK would be great because it’s like a head start on everything. Me and my wife both felt this would be wonderful for our son to have,” Floc said, adding that Ryden would benefit most from socializing with kids his age.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the couple was dismayed to discover that the district’s complex student assignment system — known locally as “the lottery” — placed Ryden in a school across town instead of the one mere blocks from where they live in the Sunset District.\u003c/p>\n\u003cp>Now placed on long waitlists for several nearby schools, they’re wondering whether to keep Ryden home for another year under his grandparents’ care and miss out on TK.\u003c/p>\n\u003cp>“I don’t understand why it has to be like this. It’s so crazy,” he said.\u003c/p>\n\u003cfigure id=\"attachment_12052485\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052485\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victor and Karina Buendia, along with their son Fabian, 3, pick up their daughter Galilea, 5, after a transitional kindergarten class at Holbrook Language Academy in Concord on May 20, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The competition, especially for a seat in a language immersion school or a school in a wealthy neighborhood, points to strong demand for TK in San Francisco. This year, SFUSD is opening 16 new transitional kindergarten classrooms to accommodate the incoming class.\u003c/p>\n\u003cp>While it’s too early to provide final enrollment data for 2025–26, the district reported in March that it received \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">the largest number of applications in more than a decade\u003c/a>, and the biggest surge in applications was for TK.\u003c/p>\n\u003cp>While a recent\u003ca href=\"https://rapidsurveyproject.com/article/interest-in-using-transitional-kindergarten-is-linked-with-california-parents-awareness-of-the-program/\"> statewide survey found that fewer parents of young kids know about TK\u003c/a> than they did just a few years ago, experts say San Francisco parents are more aware of it because the city has been offering free or low-cost preschool for children since 2004. Four-year-olds in the city participate in preschool at a higher rate than their peers in other parts of the state.[aside postID=news_11989955 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-07-BL-KQED-1020x680.jpg']\u003cstrong>“\u003c/strong>With the price of rent shooting through the sky, working families need those options,” said Henry Wong, principal of Dr. William Cobb Elementary School in Lower Pacific Heights, which has one TK classroom this year.\u003c/p>\n\u003cp>“A TK program is really wonderful in the sense [that] we’re preparing our kids for school, they’re gaining that foundation of being in a classroom and being around other children, which is very useful,” he said.\u003c/p>\n\u003cp>The district said 61% of students who applied for TK will be assigned to their first-choice school. After the main round of school assignments, the district uses waitlists to manage school enrollment, leaving many parents holding out for better options.\u003c/p>\n\u003cp>Floc said the enrollment office told him Ryden stood a better chance of getting into his neighborhood school for kindergarten than for TK, where there was only enough room for 20 students this year.\u003c/p>\n\u003cp>The district said that \u003ca href=\"https://www.kqed.org/news/11989615/california-struggles-with-classroom-space-for-transitional-kindergarten\">due to strict state standards\u003c/a> for TK that require adequate space to play indoors and outdoors, and a bathroom nearby for 4-year-olds, some schools don’t have the necessary facilities. That’s why some get assigned to a school outside of their neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_12052481\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052481\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque prepares her transitional kindergarten classroom for the first day of school at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As Floc and his wife consider their options, he said his top priority is ensuring his son experiences continuity.\u003c/p>\n\u003cp>“We don’t want to put our son in that position where he’s on the other side of town making friends, and then having to sever those friendships,” Floc said. “We’d rather have him start fresh, knowing that he’s going to stay in one school, and he’s going to make friends and that they’re going to be lasting friendships.”\u003c/p>\n\u003cp>The school district has long promised to \u003ca href=\"https://www.sfusd.edu/schools/enroll/student-assignment-policy/student-assignment-changes\">overhaul the current student assignment \u003c/a>system, which was intended to create racial and socioeconomic diversity at each school but hasn’t achieved that goal. The district said it will allow families to choose a school within their designated zone, but hasn’t said when it will introduce the new system.\u003c/p>\n\u003cp>It’s also \u003ca href=\"https://docs.google.com/presentation/d/1e1gbAcdJErRUKIeJ9-nP8GdZ5METxrvWo8ONivgz5Oc/edit?slide=id.g1fa15ff0a8_0_140#slide=id.g1fa15ff0a8_0_140\">proposing to create a “feeder system”\u003c/a> starting in the next school year, in which TK students who are grouped in the same classroom at a site with appropriate facilities for 4-year-olds would automatically move up to kindergarten at their neighborhood elementary school together.\u003c/p>\n\u003cfigure id=\"attachment_12052480\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052480\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque’s transitional kindergarten classroom at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think we’re moving in that direction where we want our families to be within walking distance of their schools or closer, you know, so that they’re not traveling across the city on multiple buses to get there,” Wong said.\u003c/p>\n\u003cp>Besides the TK classroom, Cobb includes a separate wing for a part-day state preschool program for children under 4. Wong said having the program at the same school site helps ease the transition when young learners move to the next grade level, and allows parents to build their community.\u003c/p>\n\u003cp>“That continuity is very powerful in the sense that it’s good for the families and it’s good for this school,” he said. “You understand how schools work. You get to know the staff. We understand the needs of the family.”\u003c/p>\n\u003cp>The school’s new TK teacher, Joselyn Manigque, taught in the preschool classroom at Cobb last year. That means some of the incoming transitional kindergarteners will see a familiar face when they start on Monday.\u003c/p>\n\u003cp>“They’re excited,” Manigque said. “They know me, and I know them and where they’re at developmentally.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "SFUSD is opening 16 new TK classrooms to accommodate the incoming class. But waitlists, especially for language immersion schools or those in wealthy neighborhoods, point to strong demand.",
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"title": "As Transitional Kindergarten Opens to All 4-Year-Olds, SF Parents Compete for Seats | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Atticus Floc heard that \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> was allowing universal access to transitional kindergarten starting this school year, he enrolled his son in the San Francisco Unified School District.\u003c/p>\n\u003cp>Under new rules, any child in California who turns 4 by Sept. 1 is guaranteed a seat in a TK classroom. With a late August birthday, Floc said his little boy, Ryden, just barely made the cutoff, but he was ready.\u003c/p>\n\u003cp>“TK would be great because it’s like a head start on everything. Me and my wife both felt this would be wonderful for our son to have,” Floc said, adding that Ryden would benefit most from socializing with kids his age.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the couple was dismayed to discover that the district’s complex student assignment system — known locally as “the lottery” — placed Ryden in a school across town instead of the one mere blocks from where they live in the Sunset District.\u003c/p>\n\u003cp>Now placed on long waitlists for several nearby schools, they’re wondering whether to keep Ryden home for another year under his grandparents’ care and miss out on TK.\u003c/p>\n\u003cp>“I don’t understand why it has to be like this. It’s so crazy,” he said.\u003c/p>\n\u003cfigure id=\"attachment_12052485\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052485\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-60-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victor and Karina Buendia, along with their son Fabian, 3, pick up their daughter Galilea, 5, after a transitional kindergarten class at Holbrook Language Academy in Concord on May 20, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The competition, especially for a seat in a language immersion school or a school in a wealthy neighborhood, points to strong demand for TK in San Francisco. This year, SFUSD is opening 16 new transitional kindergarten classrooms to accommodate the incoming class.\u003c/p>\n\u003cp>While it’s too early to provide final enrollment data for 2025–26, the district reported in March that it received \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">the largest number of applications in more than a decade\u003c/a>, and the biggest surge in applications was for TK.\u003c/p>\n\u003cp>While a recent\u003ca href=\"https://rapidsurveyproject.com/article/interest-in-using-transitional-kindergarten-is-linked-with-california-parents-awareness-of-the-program/\"> statewide survey found that fewer parents of young kids know about TK\u003c/a> than they did just a few years ago, experts say San Francisco parents are more aware of it because the city has been offering free or low-cost preschool for children since 2004. Four-year-olds in the city participate in preschool at a higher rate than their peers in other parts of the state.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cstrong>“\u003c/strong>With the price of rent shooting through the sky, working families need those options,” said Henry Wong, principal of Dr. William Cobb Elementary School in Lower Pacific Heights, which has one TK classroom this year.\u003c/p>\n\u003cp>“A TK program is really wonderful in the sense [that] we’re preparing our kids for school, they’re gaining that foundation of being in a classroom and being around other children, which is very useful,” he said.\u003c/p>\n\u003cp>The district said 61% of students who applied for TK will be assigned to their first-choice school. After the main round of school assignments, the district uses waitlists to manage school enrollment, leaving many parents holding out for better options.\u003c/p>\n\u003cp>Floc said the enrollment office told him Ryden stood a better chance of getting into his neighborhood school for kindergarten than for TK, where there was only enough room for 20 students this year.\u003c/p>\n\u003cp>The district said that \u003ca href=\"https://www.kqed.org/news/11989615/california-struggles-with-classroom-space-for-transitional-kindergarten\">due to strict state standards\u003c/a> for TK that require adequate space to play indoors and outdoors, and a bathroom nearby for 4-year-olds, some schools don’t have the necessary facilities. That’s why some get assigned to a school outside of their neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_12052481\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052481\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque prepares her transitional kindergarten classroom for the first day of school at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As Floc and his wife consider their options, he said his top priority is ensuring his son experiences continuity.\u003c/p>\n\u003cp>“We don’t want to put our son in that position where he’s on the other side of town making friends, and then having to sever those friendships,” Floc said. “We’d rather have him start fresh, knowing that he’s going to stay in one school, and he’s going to make friends and that they’re going to be lasting friendships.”\u003c/p>\n\u003cp>The school district has long promised to \u003ca href=\"https://www.sfusd.edu/schools/enroll/student-assignment-policy/student-assignment-changes\">overhaul the current student assignment \u003c/a>system, which was intended to create racial and socioeconomic diversity at each school but hasn’t achieved that goal. The district said it will allow families to choose a school within their designated zone, but hasn’t said when it will introduce the new system.\u003c/p>\n\u003cp>It’s also \u003ca href=\"https://docs.google.com/presentation/d/1e1gbAcdJErRUKIeJ9-nP8GdZ5METxrvWo8ONivgz5Oc/edit?slide=id.g1fa15ff0a8_0_140#slide=id.g1fa15ff0a8_0_140\">proposing to create a “feeder system”\u003c/a> starting in the next school year, in which TK students who are grouped in the same classroom at a site with appropriate facilities for 4-year-olds would automatically move up to kindergarten at their neighborhood elementary school together.\u003c/p>\n\u003cfigure id=\"attachment_12052480\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052480\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250815-SF-TK-DN-01-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Joselyn Manigque’s transitional kindergarten classroom at Dr. William Cobb Elementary School in San Francisco on Aug. 15, 2025. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think we’re moving in that direction where we want our families to be within walking distance of their schools or closer, you know, so that they’re not traveling across the city on multiple buses to get there,” Wong said.\u003c/p>\n\u003cp>Besides the TK classroom, Cobb includes a separate wing for a part-day state preschool program for children under 4. Wong said having the program at the same school site helps ease the transition when young learners move to the next grade level, and allows parents to build their community.\u003c/p>\n\u003cp>“That continuity is very powerful in the sense that it’s good for the families and it’s good for this school,” he said. “You understand how schools work. You get to know the staff. We understand the needs of the family.”\u003c/p>\n\u003cp>The school’s new TK teacher, Joselyn Manigque, taught in the preschool classroom at Cobb last year. That means some of the incoming transitional kindergarteners will see a familiar face when they start on Monday.\u003c/p>\n\u003cp>“They’re excited,” Manigque said. “They know me, and I know them and where they’re at developmentally.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "a-new-school-year-begins-in-san-francisco-with-new-possibilities-and-problems",
"title": "A New School Year Begins in San Francisco, With New Possibilities and Problems",
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"headTitle": "A New School Year Begins in San Francisco, With New Possibilities and Problems | KQED",
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"content": "\u003cp>Class is back in session for \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a>, and the new school year promises lots of change for the nearly 50,000 students and thousands more staffers headed back to campuses.\u003c/p>\n\u003cp>While a \u003ca href=\"https://www.kqed.org/news/12008405/these-san-francisco-schools-could-close-list-isnt-final\">list of closing schools\u003c/a> is no longer looming overhead, and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership feels more stable \u003c/a>without the \u003ca href=\"https://www.kqed.org/news/12005932/sf-mayor-sends-team-to-address-crisis-at-school-district-but-dont-call-it-a-takeover\">flurry of major city elections\u003c/a>, SFUSD is teed up for plenty of changes and growing pains.\u003c/p>\n\u003cp>Here’s what we’re watching heading into the fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Slimmed down staffing\u003c/h2>\n\u003cp>To close a record-high budget deficit projected for the 2025–26 school year, SFUSD last spring \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">laid off 109 members of its staff\u003c/a> and offered \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">early retirement packages\u003c/a> to another 345 who agreed to leave their positions in June.\u003c/p>\n\u003cp>San Francisco’s school board \u003ca href=\"https://www.kqed.org/news/12028317/sf-schools-brace-hundreds-layoffs-including-teachers-librarians-counselors\">approved much higher layoff projections\u003c/a> in March, totalling more than 500 across school sites and the district’s administrative office, but was able to\u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\"> rescind most preliminary pink slips\u003c/a> thanks to high participation in the voluntary buyout.\u003c/p>\n\u003cfigure id=\"attachment_12046126\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046126\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though the final layoff numbers ended up being relatively low, especially for student-facing positions, campuses are going to have noticeably fewer staff members this fall.\u003c/p>\n\u003cp>The district eliminated 400 positions in schools and across its administration, shifting many educators working in specialized roles, like curriculum development or reading support, into classroom positions vacated by buyout recipients.[aside postID=news_12044768 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-07-BL_qed.jpg']Schools will operate this fall according to a new bare-bones staffing model, which guarantees a principal, classroom teachers, a clerk and custodial staff.\u003c/p>\n\u003cp>Other professionals, however, who families have grown accustomed to having around — like additional teachers who help keep class sizes small, or support English language learners — will only work in schools that have discretionary budgets available.\u003c/p>\n\u003cp>SFUSD has publicly shared a supplementary staffing guide explaining how those roles could be filled, but how much funding individual schools have, and what they’re using it for, will start coming into view in the first few weeks of the year.\u003c/p>\n\u003cp>It also remains to be seen how many classes will start the year without a permanent teacher.\u003c/p>\n\u003cp>The district did not provide data on how many teacher vacancies it had on Friday, but in May, principals indicated that they were falling behind in \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">trying to fill the positions\u003c/a> of those retiring or leaving the district.\u003c/p>\n\u003ch2>Curriculum changes\u003c/h2>\n\u003cp>The district is also introducing some pretty significant curriculum changes — both planned and unplanned.\u003c/p>\n\u003cp>This week, kindergarten through eighth-grade math classes will begin using new lesson plans focused on problem-based learning and real-world applications. Both Imagine Learning and Amplify Desmos Math lessons were piloted in some SFUSD elementary and middle schools, respectively, last year.\u003c/p>\n\u003cfigure id=\"attachment_12008414\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg\" alt=\"\" width=\"2000\" height=\"1336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1920x1283.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students from the San Francisco Unified School District return to their buses after a field trip in San Francisco, California, on Sept. 13, 2012. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new curriculum will cost the district a total of $11.6 million — to fund new textbooks, digital licenses and professional development over the next five years in elementary grades and one year in middle school classes, according to SFUSD’s adoption \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DEYNRV60952B/%24file/K-8%20Math%20Curriculum%20Adoption%20-%20Mar.%202025.pdf\">documents\u003c/a>.\u003c/p>\n\u003cp>While the district has been working toward acquiring new math materials for multiple years, it also decided to make a last-minute change to another course curriculum: ninth-grade ethnic studies.\u003c/p>\n\u003cp>After parents and a \u003ca href=\"https://defendinged.org/map/\">national education organization\u003c/a> with a record of efforts to \u003ca href=\"https://web.archive.org/web/20250521190020/https:/www.bostonglobe.com/2022/11/14/metro/right-leaning-nonprofit-increasingly-targets-massachusetts-teaching-gender-race-sex-education/\">curtail education\u003c/a> about gender, race and sexual orientation in public schools expressed \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">concerns with SFUSD’s longstanding Ethnic Studies curriculum\u003c/a>, Superintendent Maria Su decided to swap it out for a more regulated curriculum used by other districts across the state.\u003c/p>\n\u003cp>She told school leaders and families in June that SFUSD would\u003ca href=\"https://www.kqed.org/news/12046580/sf-school-district-wont-cancel-ethnic-studies-but-pauses-its-homegrown-curriculum\"> pause instruction of its homegrown curriculum\u003c/a>, developed by educators over more than 15 years, to audit course materials. Throughout the 2025–26 school year, she said the district will work on a more regulated internal curriculum to bring to the school board for approval ahead of fall 2026.\u003c/p>\n\u003ch2>Payroll problems persist\u003c/h2>\n\u003cp>As teachers returned to classrooms last week, some dealt with what has become a fairly typical point of tension in recent years: \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">getting paid\u003c/a>.\u003c/p>\n\u003cp>After two years and more than $30 million trying to make a payroll system operated by EMPower work, the district ditched it last year, shelling out even more money to purchase new software from companies Frontline and Red Rover to manage paychecks and employee benefits.[aside postID=news_12051862 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250418-SFUSD-04-BL_qed.jpg']That program launched in July, but in its first few weeks, some educators are already experiencing familiar issues.\u003c/p>\n\u003cp>United Educators of San Francisco said some of its members’ dues haven’t been properly deducted from their summer paychecks, while other employees have reported being paid at the wrong rate or missing money for clocked vacation and sick days.\u003c/p>\n\u003cp>The district said that kinks are expected, and some of the issues are byproducts of the EMPower system, since a lot of data had to be transferred over from that software.\u003c/p>\n\u003cp>Marin Trujillo, SFUSD’s head of staff, assured board members last week that, unlike issues that arose in EMPower, he’s confident the district can identify and fix the root causes quickly.\u003c/p>\n\u003ch2>Declining enrollment and … a new school?\u003c/h2>\n\u003cp>While many of the problems SFUSD has been dealing with for years — long-term enrollment decline, funding shortfalls and teacher retention — persist, Su looks to be betting on new programs to draw in more students and resources.\u003c/p>\n\u003cp>SFUSD saw an uptick in interest for this fall, thanks to \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">expanding transitional kindergarten\u003c/a> offerings. Total applications were up 10%, led by families looking to enroll their 4-year-olds in district schools.\u003c/p>\n\u003cfigure id=\"attachment_12046127\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Su and San Francisco’s Board of Education President Phil Kim have both left the door open to the possibility of school closures in the coming years, Su said in the spring that she’s most interested in transforming SFUSD sites for more TK classes and \u003ca href=\"https://www.kqed.org/news/12044978/sfusd-pays-millions-for-special-ed-this-change-could-save-money-and-help-families\">expanded special education \u003c/a>offerings.\u003c/p>\n\u003cp>One such site might also become the home of a new kindergarten through eighth-grade \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">Mandarin immersion school\u003c/a> announced in July.[aside postID=news_12048313 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/SanFranciscoK8SchoolGetty.jpg']Su previously said the move follows years of growing interest in a new dual language program. Currently, SFUSD only has 66 seats across two kindergarten Mandarin immersion programs, more than half of which are reserved for Mandarin speakers.\u003c/p>\n\u003cp>But the announcement this summer also came as support grew for a parent-led effort to launch a charter school offering a similar program.\u003c/p>\n\u003cp>In June, leaders of the proposed Dragon Gate Academy, also a K–8 Mandarin immersion school, submitted a petition to the city’s school board asking for a charter to open next fall.\u003c/p>\n\u003cp>Last week, district staff urged the board to reject the proposal, citing educational and legal issues, and saying SFUSD “is not positioned to absorb the financial impact of the charter school.”\u003c/p>\n\u003cp>School districts have been generally wary of new charters, which can hurt their enrollment and siphon their per-pupil funding. The board will vote on the proposal Aug. 26.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Class is back in session for \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a>, and the new school year promises lots of change for the nearly 50,000 students and thousands more staffers headed back to campuses.\u003c/p>\n\u003cp>While a \u003ca href=\"https://www.kqed.org/news/12008405/these-san-francisco-schools-could-close-list-isnt-final\">list of closing schools\u003c/a> is no longer looming overhead, and \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">leadership feels more stable \u003c/a>without the \u003ca href=\"https://www.kqed.org/news/12005932/sf-mayor-sends-team-to-address-crisis-at-school-district-but-dont-call-it-a-takeover\">flurry of major city elections\u003c/a>, SFUSD is teed up for plenty of changes and growing pains.\u003c/p>\n\u003cp>Here’s what we’re watching heading into the fall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Slimmed down staffing\u003c/h2>\n\u003cp>To close a record-high budget deficit projected for the 2025–26 school year, SFUSD last spring \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">laid off 109 members of its staff\u003c/a> and offered \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">early retirement packages\u003c/a> to another 345 who agreed to leave their positions in June.\u003c/p>\n\u003cp>San Francisco’s school board \u003ca href=\"https://www.kqed.org/news/12028317/sf-schools-brace-hundreds-layoffs-including-teachers-librarians-counselors\">approved much higher layoff projections\u003c/a> in March, totalling more than 500 across school sites and the district’s administrative office, but was able to\u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\"> rescind most preliminary pink slips\u003c/a> thanks to high participation in the voluntary buyout.\u003c/p>\n\u003cfigure id=\"attachment_12046126\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046126\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though the final layoff numbers ended up being relatively low, especially for student-facing positions, campuses are going to have noticeably fewer staff members this fall.\u003c/p>\n\u003cp>The district eliminated 400 positions in schools and across its administration, shifting many educators working in specialized roles, like curriculum development or reading support, into classroom positions vacated by buyout recipients.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schools will operate this fall according to a new bare-bones staffing model, which guarantees a principal, classroom teachers, a clerk and custodial staff.\u003c/p>\n\u003cp>Other professionals, however, who families have grown accustomed to having around — like additional teachers who help keep class sizes small, or support English language learners — will only work in schools that have discretionary budgets available.\u003c/p>\n\u003cp>SFUSD has publicly shared a supplementary staffing guide explaining how those roles could be filled, but how much funding individual schools have, and what they’re using it for, will start coming into view in the first few weeks of the year.\u003c/p>\n\u003cp>It also remains to be seen how many classes will start the year without a permanent teacher.\u003c/p>\n\u003cp>The district did not provide data on how many teacher vacancies it had on Friday, but in May, principals indicated that they were falling behind in \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">trying to fill the positions\u003c/a> of those retiring or leaving the district.\u003c/p>\n\u003ch2>Curriculum changes\u003c/h2>\n\u003cp>The district is also introducing some pretty significant curriculum changes — both planned and unplanned.\u003c/p>\n\u003cp>This week, kindergarten through eighth-grade math classes will begin using new lesson plans focused on problem-based learning and real-world applications. Both Imagine Learning and Amplify Desmos Math lessons were piloted in some SFUSD elementary and middle schools, respectively, last year.\u003c/p>\n\u003cfigure id=\"attachment_12008414\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg\" alt=\"\" width=\"2000\" height=\"1336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsGetty-1920x1283.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students from the San Francisco Unified School District return to their buses after a field trip in San Francisco, California, on Sept. 13, 2012. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The new curriculum will cost the district a total of $11.6 million — to fund new textbooks, digital licenses and professional development over the next five years in elementary grades and one year in middle school classes, according to SFUSD’s adoption \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DEYNRV60952B/%24file/K-8%20Math%20Curriculum%20Adoption%20-%20Mar.%202025.pdf\">documents\u003c/a>.\u003c/p>\n\u003cp>While the district has been working toward acquiring new math materials for multiple years, it also decided to make a last-minute change to another course curriculum: ninth-grade ethnic studies.\u003c/p>\n\u003cp>After parents and a \u003ca href=\"https://defendinged.org/map/\">national education organization\u003c/a> with a record of efforts to \u003ca href=\"https://web.archive.org/web/20250521190020/https:/www.bostonglobe.com/2022/11/14/metro/right-leaning-nonprofit-increasingly-targets-massachusetts-teaching-gender-race-sex-education/\">curtail education\u003c/a> about gender, race and sexual orientation in public schools expressed \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">concerns with SFUSD’s longstanding Ethnic Studies curriculum\u003c/a>, Superintendent Maria Su decided to swap it out for a more regulated curriculum used by other districts across the state.\u003c/p>\n\u003cp>She told school leaders and families in June that SFUSD would\u003ca href=\"https://www.kqed.org/news/12046580/sf-school-district-wont-cancel-ethnic-studies-but-pauses-its-homegrown-curriculum\"> pause instruction of its homegrown curriculum\u003c/a>, developed by educators over more than 15 years, to audit course materials. Throughout the 2025–26 school year, she said the district will work on a more regulated internal curriculum to bring to the school board for approval ahead of fall 2026.\u003c/p>\n\u003ch2>Payroll problems persist\u003c/h2>\n\u003cp>As teachers returned to classrooms last week, some dealt with what has become a fairly typical point of tension in recent years: \u003ca href=\"https://www.kqed.org/news/12051862/sf-teachers-are-yet-again-having-payroll-issues-just-after-launch-of-costly-new-system\">getting paid\u003c/a>.\u003c/p>\n\u003cp>After two years and more than $30 million trying to make a payroll system operated by EMPower work, the district ditched it last year, shelling out even more money to purchase new software from companies Frontline and Red Rover to manage paychecks and employee benefits.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That program launched in July, but in its first few weeks, some educators are already experiencing familiar issues.\u003c/p>\n\u003cp>United Educators of San Francisco said some of its members’ dues haven’t been properly deducted from their summer paychecks, while other employees have reported being paid at the wrong rate or missing money for clocked vacation and sick days.\u003c/p>\n\u003cp>The district said that kinks are expected, and some of the issues are byproducts of the EMPower system, since a lot of data had to be transferred over from that software.\u003c/p>\n\u003cp>Marin Trujillo, SFUSD’s head of staff, assured board members last week that, unlike issues that arose in EMPower, he’s confident the district can identify and fix the root causes quickly.\u003c/p>\n\u003ch2>Declining enrollment and … a new school?\u003c/h2>\n\u003cp>While many of the problems SFUSD has been dealing with for years — long-term enrollment decline, funding shortfalls and teacher retention — persist, Su looks to be betting on new programs to draw in more students and resources.\u003c/p>\n\u003cp>SFUSD saw an uptick in interest for this fall, thanks to \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">expanding transitional kindergarten\u003c/a> offerings. Total applications were up 10%, led by families looking to enroll their 4-year-olds in district schools.\u003c/p>\n\u003cfigure id=\"attachment_12046127\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Su and San Francisco’s Board of Education President Phil Kim have both left the door open to the possibility of school closures in the coming years, Su said in the spring that she’s most interested in transforming SFUSD sites for more TK classes and \u003ca href=\"https://www.kqed.org/news/12044978/sfusd-pays-millions-for-special-ed-this-change-could-save-money-and-help-families\">expanded special education \u003c/a>offerings.\u003c/p>\n\u003cp>One such site might also become the home of a new kindergarten through eighth-grade \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">Mandarin immersion school\u003c/a> announced in July.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Su previously said the move follows years of growing interest in a new dual language program. Currently, SFUSD only has 66 seats across two kindergarten Mandarin immersion programs, more than half of which are reserved for Mandarin speakers.\u003c/p>\n\u003cp>But the announcement this summer also came as support grew for a parent-led effort to launch a charter school offering a similar program.\u003c/p>\n\u003cp>In June, leaders of the proposed Dragon Gate Academy, also a K–8 Mandarin immersion school, submitted a petition to the city’s school board asking for a charter to open next fall.\u003c/p>\n\u003cp>Last week, district staff urged the board to reject the proposal, citing educational and legal issues, and saying SFUSD “is not positioned to absorb the financial impact of the charter school.”\u003c/p>\n\u003cp>School districts have been generally wary of new charters, which can hurt their enrollment and siphon their per-pupil funding. The board will vote on the proposal Aug. 26.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "California invested millions pushing these careers for women. The results are disappointing",
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"headTitle": "California invested millions pushing these careers for women. The results are disappointing | KQED",
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"content": "\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Ten years ago, it seemed everyone was talking about women in science.\u003c/p>\n\u003cp>As the economy improved in the years after the Great Recession, women were slower to return to the workforce, causing alarm, especially in vital fields like computing. State and federal leaders turned their attention to women in science, technology, engineering and math, known by the acronym STEM.\u003c/p>\n\u003cp>Over the next few years, they poured millions of dollars into increasing the number of women pursuing STEM degrees. But the rate of women who attain those degrees has hardly improved, according to an analysis of colleges’ data by the Public Policy Institute of California on behalf of CalMatters.\u003c/p>\n\u003cp>“The unfortunate news is that the numbers haven’t changed much at all,” said Hans Johnson, a senior fellow at the institute who conducted the analysis of California’s four-year colleges using data from the 2009-10 school year and comparing it to the most recent numbers, from 2022-23. The share of women who received a bachelor’s degree increased from roughly 19% to about 25% in engineering and from nearly 16% to about 23% in computer science. In math and statistics, the percentage of women who graduate with a degree has gone down in the last five years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s not nothing, but at this pace it would take a very long time to reach parity,” Johnson said.\u003c/p>\n\u003cp>Girls are also underrepresented in certain high school classes, such as \u003ca href=\"https://code.org/en-US/computer-science-advanced-placement-data\">AP computer science\u003c/a>, and while women make up about 42% of California’s workforce, they comprise just a quarter of those working in STEM careers, according to a \u003ca href=\"https://www.msmu.edu/media/website/learning-amp-research-communities/center-for-the-advancement-of-women/MSMU_RSWG_2025_FNL.pdf\">study\u003c/a> by Mount Saint Mary’s University. Fewer women were working in math careers in 2023 than in the five or 10 years before that, the study found.\u003c/p>\n\u003cp>“It’s a cultural phenomenon, not a biological phenomenon,” said Mayya Tokman, a professor of applied mathematics at UC Merced. She said underrepresentation is a result of perceptions about women, the quality of their education, and a lack of role models in a given field.\u003c/p>\n\u003cp>Science and technology spurs innovation and economic growth while promoting national security, and these jobs are often lucrative and stable. Gender parity is critical, especially as U.S. science and technology industries struggle to find qualified workers, said Sue Rosser, provost emerita at San Francisco State and a longtime advocate for women in science. “We need more people in STEM. More people means immigrants, women, people of color as well as white men. There’s no point in excluding anyone.”\u003c/p>\n\u003cfigure id=\"attachment_12052538\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052538\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn, 20, a UC Berkeley undergraduate student, points to a poster she presented summarizing her mathematics research in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the last eight months, the federal government has made \u003ca href=\"https://calmatters.org/education/2025/03/university-of-california/\">extensive cuts\u003c/a> to scientific research at California’s universities, affecting work on \u003ca href=\"https://calmatters.org/education/higher-education/2025/04/health-research/\">dementia\u003c/a>, vaccines, women’s issues and on health problems affecting the LGBTQ+ community. The administration also ended programs that\u003ca href=\"https://calmatters.org/education/higher-education/2025/05/nih-science-research-california/\"> support undergraduate students\u003c/a> in science. In June a federal judge ruled that the administration needs to\u003ca href=\"https://calmatters.org/education/higher-education/2025/06/health-research-california/\"> restore some of those grants\u003c/a>, but a Supreme Court decision could reverse that ruling.\u003c/p>\n\u003cp>More recently, the administration halted hundreds of grants to UCLA — representing hundreds of millions in research funding — in response to a U.S. Justice Department investigation into allegations of \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/ucla/\">antisemitism\u003c/a>. Now the Trump administration is asking for a $1 billion settlement in return for the grants. A California district judge ruled on Tuesday that at least some of those grants need to\u003ca href=\"https://calmatters.org/education/2025/08/trump-ucla-research-grants/\"> be restored\u003c/a>.\u003c/p>\n\u003ch2>‘The cultural conversation has changed’\u003c/h2>\n\u003cp>In the past five years, attention has shifted away from women in science. Nonprofit leaders and researchers across the state say that many lawmakers and philanthropists turned away from women in STEM during the COVID-19 pandemic and focused more on racial justice following the police killing of George Floyd.\u003c/p>\n\u003cdiv id=\"datawrapper-vis-wO6k7\" style=\"min-height: 742px\">\n\u003cp>Since 1995, women have been outpacing men in college, and women are now much more likely to attain \u003ca href=\"https://www.pewresearch.org/short-reads/2024/11/18/us-women-are-outpacing-men-in-college-completion-including-in-every-major-racial-and-ethnic-group/\">a bachelor’s degree\u003c/a>. The unemployment rate for men\u003ca href=\"https://www.ppic.org/blog/who-is-unemployed-in-california-today/\"> is higher,\u003c/a> too, and men without college degrees are \u003ca href=\"https://www.ppic.org/blog/improving-californias-labor-market-for-men-without-four-year-degrees/\">opting out\u003c/a> of the labor force at unprecedented rates.On July 30 Gov. Gavin Newsom issued an executive order saying the state needs to do more to address the “growing crisis of connection and opportunity for \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2025/07/2025-7-30.Men-and-Boys-Workgroup-EO.FINAL-signed.pdf\">men and boys\u003c/a>.” It’s not a “zero-sum” game, he wrote: the state can, and should, support everyone. But some state investments for women’s education are lagging.\u003c/p>\n\u003cfigure id=\"attachment_12000027\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000027\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom is sending letters to every school district in California, calling on them to restrict smartphone use in classrooms. \u003ccite>(Derrick Tuskan/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2018, the Legislature agreed to put $10 million each year into a new initiative, the California Education Learning Laboratory, to “close equity and achievement gaps,” including the underrepresentation of girls and women in science and technology. But two years later, the state imposed large-scale cuts to the initiative due to the pandemic. As the state faced more fiscal challenges in 2024, lawmakers cut its budget to about half its former size.\u003c/p>\n\u003cp>This year, Newsom proposed cutting the Education Learning Laboratory altogether. After negotiations with the Legislature, Newsom agreed to fund the initiative through next year, at which point it’s set to close unless new funding is secured.\u003c/p>\n\u003cp>“While I think women are faring better in college generally, I would be skeptical that we can say ‘mission accomplished’ in terms of achieving parity for women in STEM undergraduate degrees,” said Lark Park, the director of the Education Learning Laboratory, which uses public money to provide grants to schools and nonprofits. “I think we’ve just gotten distracted and the cultural conversation has changed.”\u003c/p>\n\u003cp>Private and corporate foundations fund numerous nonprofit organizations that support girls and women in STEM, but grant recipients say some money has moved toward other, more popular topics or less controversial ones. “Funders focus on trends and they’re very trendy in how they give,” said Dawn Brown, president of the EmpowHer Institute, which offers education programs to girls and women across Los Angeles County.\u003c/p>\n\u003cfigure id=\"attachment_11963870\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11963870\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg\" alt=\"Young people walk outdoors in front of a large ornate tower.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students walk across the UC Berkeley campus on Aug. 17, 2023. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of her programs provides a free, five-week summer camp to girls, including a trip to Catalina Island, where they learn about environmental science and climate change. Since Trump took office, some corporate funders have pulled back support for the organization’s programs, which may be perceived as supporting “DEI,” she said. “The words ‘women,’ ‘girls,’ ‘climate change’ — those are banned words.”\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">Supporting women in math\u003c/span>\u003c/p>\n\u003cp>When Chloe Lynn, a rising junior at UC Berkeley and a double major in applied math and management science, started taking higher-level courses, she noticed a trend in her math classes: fewer women. “I’ll be one of three girls in a 30, 40-person class,” she said during an interview at the university’s division of equity and inclusion.\u003c/p>\n\u003cp>UC Berkeley has a center dedicated to promoting diversity in STEM, known as Cal NERDS, which features cozy study spots, a high-tech makerspace and various multi-purpose meeting rooms. The center receives much of its funding from the state but has a few grants from the federal government, some of which are currently on hold.[aside postID=news_12048432 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/EducationChatGPT.jpg']\u003c/p>\n\u003cp>On a Thursday last month, Lynn was one of 10 students who came to present their summer research in one of the multi-purpose rooms. More than half of the presenters were women or non-binary, and the rest were part of other underrepresented groups in STEM, including Hispanic, Black and LGBTQ+ students. She stood in front of a large poster, waiting for people to stop by and ask about her work.\u003c/p>\n\u003cp>“Say you’re at an auction, and say there’s \u003cem>n\u003c/em> bidders and \u003cem>k\u003c/em> identical items,” she said as another student approached. Over the next two hours, fellow mathematicians, classmates, friends and family stopped by, listening as she explained her formula for allocating resources in an optimal way. Some understood her work and asked questions about her variables, formulas or 3-D models. The rest nodded in admiration.\u003c/p>\n\u003cp>By the end of the event, many students had abandoned their own posters in order to learn about their friends’ research. In her free time, as the vice president of UC Berkeley’s undergraduate math association, Lynn has been trying to build this kind of community among other female math majors by organizing events where students can meet each other. Her end goal is graduate school, either in applied math or industrial engineering. Women are also \u003ca href=\"https://www.pewresearch.org/social-trends/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/#:~:text=But%20they%20accounted%20for%2053,these%20fields%20as%20of%202018.\">underrepresented\u003c/a> in those graduate programs.\u003c/p>\n\u003cp>“Creating an inclusive and uplifting community is so important for anyone that’s underrepresented,” she said after finishing her presentation.\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">How STEM helps people\u003c/span>\u003c/p>\n\u003cp>The lack of women in STEM has nothing to do with their abilities. In fact, women who major in STEM at California State University campuses are more likely than men to graduate, according to \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryOverview?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">data\u003c/a> from the college system, and in biology, women are overrepresented. Over 64% of biology bachelor’s degrees awarded in California during the 2022-23 school year went to women, according to the analysis from the Public Policy Institute of California.\u003c/p>\n\u003cfigure id=\"attachment_12052545\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052545\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn at her home in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brown said some female alumni of EmpowHer have said that college advisers push biology over other science, engineering or math courses, claiming that it’s “easier.” Better advising could create more parity, she said.\u003c/p>\n\u003cp>Rosser, who trained as a zoologist before becoming a college administrator, said women’s shift toward biology was a slow process, beginning in the 1970s. “Women are particularly attracted to STEM when they can see its usefulness, particularly to help people,” she said. Biology is often “an entryway to the health care professions,” she added, many of which are predominately female. She recommends that professors promote the application of their research as a way to increase the percentage of women in these fields.\u003c/p>\n\u003cp>In her studies at UC Berkeley, Lynn said she’s struggled with the relevance of her research. “There’s a lot going on in the world right now and I feel called to help,” she said. “Even though I did theory research this summer, I’ve been thinking about ways to apply this theory to real-world applications I care about.” In particular, she wants her research to help her community in the Bay Area, where she grew up.\u003c/p>\n\u003cp>“Say you’re an architect and you’re in charge of reinforcing San Francisco’s concrete structures in the event of an earthquake,” she said. “You want to minimize cost in San Francisco, and that’s going to help you choose which building you’re going to reinforce.”\u003c/p>\n\u003cp>It’s just another resource allocation problem, she said, so it could be solved with a similar formula.\u003c/p>\n\u003cp>“It does hit close to home,” she said. In fact, the UC Berkeley campus lies on a fault line.\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/chatbots/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Ten years ago, it seemed everyone was talking about women in science.\u003c/p>\n\u003cp>As the economy improved in the years after the Great Recession, women were slower to return to the workforce, causing alarm, especially in vital fields like computing. State and federal leaders turned their attention to women in science, technology, engineering and math, known by the acronym STEM.\u003c/p>\n\u003cp>Over the next few years, they poured millions of dollars into increasing the number of women pursuing STEM degrees. But the rate of women who attain those degrees has hardly improved, according to an analysis of colleges’ data by the Public Policy Institute of California on behalf of CalMatters.\u003c/p>\n\u003cp>“The unfortunate news is that the numbers haven’t changed much at all,” said Hans Johnson, a senior fellow at the institute who conducted the analysis of California’s four-year colleges using data from the 2009-10 school year and comparing it to the most recent numbers, from 2022-23. The share of women who received a bachelor’s degree increased from roughly 19% to about 25% in engineering and from nearly 16% to about 23% in computer science. In math and statistics, the percentage of women who graduate with a degree has gone down in the last five years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not nothing, but at this pace it would take a very long time to reach parity,” Johnson said.\u003c/p>\n\u003cp>Girls are also underrepresented in certain high school classes, such as \u003ca href=\"https://code.org/en-US/computer-science-advanced-placement-data\">AP computer science\u003c/a>, and while women make up about 42% of California’s workforce, they comprise just a quarter of those working in STEM careers, according to a \u003ca href=\"https://www.msmu.edu/media/website/learning-amp-research-communities/center-for-the-advancement-of-women/MSMU_RSWG_2025_FNL.pdf\">study\u003c/a> by Mount Saint Mary’s University. Fewer women were working in math careers in 2023 than in the five or 10 years before that, the study found.\u003c/p>\n\u003cp>“It’s a cultural phenomenon, not a biological phenomenon,” said Mayya Tokman, a professor of applied mathematics at UC Merced. She said underrepresentation is a result of perceptions about women, the quality of their education, and a lack of role models in a given field.\u003c/p>\n\u003cp>Science and technology spurs innovation and economic growth while promoting national security, and these jobs are often lucrative and stable. Gender parity is critical, especially as U.S. science and technology industries struggle to find qualified workers, said Sue Rosser, provost emerita at San Francisco State and a longtime advocate for women in science. “We need more people in STEM. More people means immigrants, women, people of color as well as white men. There’s no point in excluding anyone.”\u003c/p>\n\u003cfigure id=\"attachment_12052538\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052538\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_08-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn, 20, a UC Berkeley undergraduate student, points to a poster she presented summarizing her mathematics research in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the last eight months, the federal government has made \u003ca href=\"https://calmatters.org/education/2025/03/university-of-california/\">extensive cuts\u003c/a> to scientific research at California’s universities, affecting work on \u003ca href=\"https://calmatters.org/education/higher-education/2025/04/health-research/\">dementia\u003c/a>, vaccines, women’s issues and on health problems affecting the LGBTQ+ community. The administration also ended programs that\u003ca href=\"https://calmatters.org/education/higher-education/2025/05/nih-science-research-california/\"> support undergraduate students\u003c/a> in science. In June a federal judge ruled that the administration needs to\u003ca href=\"https://calmatters.org/education/higher-education/2025/06/health-research-california/\"> restore some of those grants\u003c/a>, but a Supreme Court decision could reverse that ruling.\u003c/p>\n\u003cp>More recently, the administration halted hundreds of grants to UCLA — representing hundreds of millions in research funding — in response to a U.S. Justice Department investigation into allegations of \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/ucla/\">antisemitism\u003c/a>. Now the Trump administration is asking for a $1 billion settlement in return for the grants. A California district judge ruled on Tuesday that at least some of those grants need to\u003ca href=\"https://calmatters.org/education/2025/08/trump-ucla-research-grants/\"> be restored\u003c/a>.\u003c/p>\n\u003ch2>‘The cultural conversation has changed’\u003c/h2>\n\u003cp>In the past five years, attention has shifted away from women in science. Nonprofit leaders and researchers across the state say that many lawmakers and philanthropists turned away from women in STEM during the COVID-19 pandemic and focused more on racial justice following the police killing of George Floyd.\u003c/p>\n\u003cdiv id=\"datawrapper-vis-wO6k7\" style=\"min-height: 742px\">\n\u003cp>Since 1995, women have been outpacing men in college, and women are now much more likely to attain \u003ca href=\"https://www.pewresearch.org/short-reads/2024/11/18/us-women-are-outpacing-men-in-college-completion-including-in-every-major-racial-and-ethnic-group/\">a bachelor’s degree\u003c/a>. The unemployment rate for men\u003ca href=\"https://www.ppic.org/blog/who-is-unemployed-in-california-today/\"> is higher,\u003c/a> too, and men without college degrees are \u003ca href=\"https://www.ppic.org/blog/improving-californias-labor-market-for-men-without-four-year-degrees/\">opting out\u003c/a> of the labor force at unprecedented rates.On July 30 Gov. Gavin Newsom issued an executive order saying the state needs to do more to address the “growing crisis of connection and opportunity for \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2025/07/2025-7-30.Men-and-Boys-Workgroup-EO.FINAL-signed.pdf\">men and boys\u003c/a>.” It’s not a “zero-sum” game, he wrote: the state can, and should, support everyone. But some state investments for women’s education are lagging.\u003c/p>\n\u003cfigure id=\"attachment_12000027\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000027\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/NewsomCellphonesSchools-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom is sending letters to every school district in California, calling on them to restrict smartphone use in classrooms. \u003ccite>(Derrick Tuskan/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2018, the Legislature agreed to put $10 million each year into a new initiative, the California Education Learning Laboratory, to “close equity and achievement gaps,” including the underrepresentation of girls and women in science and technology. But two years later, the state imposed large-scale cuts to the initiative due to the pandemic. As the state faced more fiscal challenges in 2024, lawmakers cut its budget to about half its former size.\u003c/p>\n\u003cp>This year, Newsom proposed cutting the Education Learning Laboratory altogether. After negotiations with the Legislature, Newsom agreed to fund the initiative through next year, at which point it’s set to close unless new funding is secured.\u003c/p>\n\u003cp>“While I think women are faring better in college generally, I would be skeptical that we can say ‘mission accomplished’ in terms of achieving parity for women in STEM undergraduate degrees,” said Lark Park, the director of the Education Learning Laboratory, which uses public money to provide grants to schools and nonprofits. “I think we’ve just gotten distracted and the cultural conversation has changed.”\u003c/p>\n\u003cp>Private and corporate foundations fund numerous nonprofit organizations that support girls and women in STEM, but grant recipients say some money has moved toward other, more popular topics or less controversial ones. “Funders focus on trends and they’re very trendy in how they give,” said Dawn Brown, president of the EmpowHer Institute, which offers education programs to girls and women across Los Angeles County.\u003c/p>\n\u003cfigure id=\"attachment_11963870\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11963870\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg\" alt=\"Young people walk outdoors in front of a large ornate tower.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/230817-UC-BERKELEY-CAMPUS-MD-03-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students walk across the UC Berkeley campus on Aug. 17, 2023. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of her programs provides a free, five-week summer camp to girls, including a trip to Catalina Island, where they learn about environmental science and climate change. Since Trump took office, some corporate funders have pulled back support for the organization’s programs, which may be perceived as supporting “DEI,” she said. “The words ‘women,’ ‘girls,’ ‘climate change’ — those are banned words.”\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">Supporting women in math\u003c/span>\u003c/p>\n\u003cp>When Chloe Lynn, a rising junior at UC Berkeley and a double major in applied math and management science, started taking higher-level courses, she noticed a trend in her math classes: fewer women. “I’ll be one of three girls in a 30, 40-person class,” she said during an interview at the university’s division of equity and inclusion.\u003c/p>\n\u003cp>UC Berkeley has a center dedicated to promoting diversity in STEM, known as Cal NERDS, which features cozy study spots, a high-tech makerspace and various multi-purpose meeting rooms. The center receives much of its funding from the state but has a few grants from the federal government, some of which are currently on hold.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On a Thursday last month, Lynn was one of 10 students who came to present their summer research in one of the multi-purpose rooms. More than half of the presenters were women or non-binary, and the rest were part of other underrepresented groups in STEM, including Hispanic, Black and LGBTQ+ students. She stood in front of a large poster, waiting for people to stop by and ask about her work.\u003c/p>\n\u003cp>“Say you’re at an auction, and say there’s \u003cem>n\u003c/em> bidders and \u003cem>k\u003c/em> identical items,” she said as another student approached. Over the next two hours, fellow mathematicians, classmates, friends and family stopped by, listening as she explained her formula for allocating resources in an optimal way. Some understood her work and asked questions about her variables, formulas or 3-D models. The rest nodded in admiration.\u003c/p>\n\u003cp>By the end of the event, many students had abandoned their own posters in order to learn about their friends’ research. In her free time, as the vice president of UC Berkeley’s undergraduate math association, Lynn has been trying to build this kind of community among other female math majors by organizing events where students can meet each other. Her end goal is graduate school, either in applied math or industrial engineering. Women are also \u003ca href=\"https://www.pewresearch.org/social-trends/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/#:~:text=But%20they%20accounted%20for%2053,these%20fields%20as%20of%202018.\">underrepresented\u003c/a> in those graduate programs.\u003c/p>\n\u003cp>“Creating an inclusive and uplifting community is so important for anyone that’s underrepresented,” she said after finishing her presentation.\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 24px;font-weight: bold\">How STEM helps people\u003c/span>\u003c/p>\n\u003cp>The lack of women in STEM has nothing to do with their abilities. In fact, women who major in STEM at California State University campuses are more likely than men to graduate, according to \u003ca href=\"https://tableau.calstate.edu/views/GraduationRatesPopulationPyramidPrototype_liveversion/SummaryOverview?iframeSizedToWindow=true&%3Aembed=y&%3Adisplay_count=no&%3AshowAppBanner=false&%3AshowVizHome=no\">data\u003c/a> from the college system, and in biology, women are overrepresented. Over 64% of biology bachelor’s degrees awarded in California during the 2022-23 school year went to women, according to the analysis from the Public Policy Institute of California.\u003c/p>\n\u003cfigure id=\"attachment_12052545\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12052545\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/080525_WomenInStem_FM_CM_15-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Chloe Lynn at her home in Berkeley on Aug. 5, 2025. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brown said some female alumni of EmpowHer have said that college advisers push biology over other science, engineering or math courses, claiming that it’s “easier.” Better advising could create more parity, she said.\u003c/p>\n\u003cp>Rosser, who trained as a zoologist before becoming a college administrator, said women’s shift toward biology was a slow process, beginning in the 1970s. “Women are particularly attracted to STEM when they can see its usefulness, particularly to help people,” she said. Biology is often “an entryway to the health care professions,” she added, many of which are predominately female. She recommends that professors promote the application of their research as a way to increase the percentage of women in these fields.\u003c/p>\n\u003cp>In her studies at UC Berkeley, Lynn said she’s struggled with the relevance of her research. “There’s a lot going on in the world right now and I feel called to help,” she said. “Even though I did theory research this summer, I’ve been thinking about ways to apply this theory to real-world applications I care about.” In particular, she wants her research to help her community in the Bay Area, where she grew up.\u003c/p>\n\u003cp>“Say you’re an architect and you’re in charge of reinforcing San Francisco’s concrete structures in the event of an earthquake,” she said. “You want to minimize cost in San Francisco, and that’s going to help you choose which building you’re going to reinforce.”\u003c/p>\n\u003cp>It’s just another resource allocation problem, she said, so it could be solved with a similar formula.\u003c/p>\n\u003cp>“It does hit close to home,” she said. In fact, the UC Berkeley campus lies on a fault line.\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/chatbots/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
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