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"excerpt": "In an email to staff, the county’s superintendent of schools said federal funds for the child care program came through at the last minute, avoiding disruption to services to some 1,200 families in the county’s Head Start program.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Veronica Arellano, a parent advocate for Head Start, said as recently as Friday, she was warning parents who were trying to enroll for the new year that the program was still waiting for more funding.\u003c/p>\n\u003cp>“The uncertainty was really hard for families who are part of our year-round program,” Arellano said. “They’re like ‘oh, we’re praying that hopefully you guys don’t close your doors because I really don’t have a Plan B here and it would ultimately have to come down to me staying home with my child.’”\u003c/p>\n\u003cp>In his email, Toston said while the grants ensured continuity for some 1200 low-income families enrolled in Head Start, “some individuals will still be impacted by staffing reductions.”\u003c/p>\n\u003cp>Arellano said that while she was happy to hear her job would most likely be saved, she was angry that the SCCOE put its employees through “a roller coaster of emotions.”\u003c/p>\n\u003cp>Already, the layoff notices prompted some colleagues to retire early or to look for work elsewhere.\u003c/p>\n\u003cp>“I don’t think it was necessary to put our staff and our families through all of that, but hopefully in the future this won’t happen again,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>After \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">controversy over its ethnic studies program\u003c/a>, San Francisco’s school district announced Monday that it would continue teaching the class but put a pause on its homegrown curriculum to audit course materials.\u003c/p>\n\u003cp>Last week, ethnic studies teachers, district employees and a school board member raised alarms after they said Superintendent Maria Su met with school leaders to discuss a possible plan to pause the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a>’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program entirely. For months, the course had come under fire from some parents who found it biased and “activist-driven.”\u003c/p>\n\u003cp>The district said Monday that it plans to keep ninth graders enrolled in ethnic studies this fall, but it will pilot a new interim curriculum used by other California school districts that meets state board of education guidelines as it reviews its own program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Over the next year, SFUSD will conduct an audit of the ethnic studies curriculum that teachers have developed and taught since the district was among the first in the U.S. to introduce such a course in 2010. District officials said they aim to develop a curriculum to bring to the city’s board of education for approval during that time.\u003c/p>\n\u003cp>“I remain deeply committed to the importance of Ethnic Studies in developing critical thinking, cultural understanding, and civic engagement among our students,” Su said in a statement. “As we prepare for a successful start to the school year, my goal is for SFUSD to offer Ethnic Studies with intention, quality, and shared purpose.”\u003c/p>\n\u003cfigure id=\"attachment_12046596\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046596\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A student works on a written assignment at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The class came under fire this spring after a national education group published an “incident report” criticizing curriculum focused on “white supremacy culture,” gender ideology and support for undocumented immigrants.\u003c/p>\n\u003cp>A flurry of articles weeks later found lesson plans asking students to role-play as Israeli soldiers and Palestinian refugees, and noting the Chinese youth militants known as the Red Guards among social movements that have “pushed for change and justice.”\u003c/p>\n\u003cp>Ethnic studies teachers in the district told KQED they had never used those course materials or heard of their colleagues teaching them.\u003c/p>\n\u003cp>The course has “been in the district for a decade and has never been an issue,” said Sam Aguirre, who has taught the course since 2015.[aside postID=news_12046122 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-09-BL_qed.jpg']After SFUSD launched its ethnic studies pilot program in 2010, it has had the course available as an elective for all high school students since the 2015–16 school year.\u003c/p>\n\u003cp>It became a graduation requirement for ninth graders last fall.\u003c/p>\n\u003cp>“We’re teaching the same units that have always been around, the same core values, the same mission statement for a decade,” Aguirre said.\u003c/p>\n\u003cp>A 2021 study from Stanford’s Graduate School of Education found that low-achieving students in the SFUSD class were more likely to attend and be engaged in school, graduate and go to college. New research from UC Irvine shows that taking the course in ninth grade boosted GPAs, especially among Black and Latino students.\u003c/p>\n\u003cp>Aguirre and other district teachers worried a pause to the class could turn into a repeal, as momentum surrounding the expansion of ethnic studies wanes more broadly.\u003c/p>\n\u003cp>California’s state budget, signed by Gov. Gavin Newsom over the weekend, excludes funding to implement a state mandate for ethnic studies in public schools, which was set to go into effect this fall.\u003c/p>\n\u003cp>Other districts in the Bay Area have also faced \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal pushback\u003c/a> to plans to expand the course, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>In addition to the audit, SFUSD plans to introduce a new administrative regulation on supplemental instructional materials in response to the backlash.\u003c/p>\n\u003cp>The rule will require that resources teachers plan to use in their classrooms be reviewed to ensure they are “aligned with district curriculum objectives,” directly related to the course they’re used in and age-appropriate.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After \u003ca href=\"https://www.kqed.org/news/12046122/sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause\">controversy over its ethnic studies program\u003c/a>, San Francisco’s school district announced Monday that it would continue teaching the class but put a pause on its homegrown curriculum to audit course materials.\u003c/p>\n\u003cp>Last week, ethnic studies teachers, district employees and a school board member raised alarms after they said Superintendent Maria Su met with school leaders to discuss a possible plan to pause the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a>’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program entirely. For months, the course had come under fire from some parents who found it biased and “activist-driven.”\u003c/p>\n\u003cp>The district said Monday that it plans to keep ninth graders enrolled in ethnic studies this fall, but it will pilot a new interim curriculum used by other California school districts that meets state board of education guidelines as it reviews its own program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Over the next year, SFUSD will conduct an audit of the ethnic studies curriculum that teachers have developed and taught since the district was among the first in the U.S. to introduce such a course in 2010. District officials said they aim to develop a curriculum to bring to the city’s board of education for approval during that time.\u003c/p>\n\u003cp>“I remain deeply committed to the importance of Ethnic Studies in developing critical thinking, cultural understanding, and civic engagement among our students,” Su said in a statement. “As we prepare for a successful start to the school year, my goal is for SFUSD to offer Ethnic Studies with intention, quality, and shared purpose.”\u003c/p>\n\u003cfigure id=\"attachment_12046596\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046596\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/018_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A student works on a written assignment at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The class came under fire this spring after a national education group published an “incident report” criticizing curriculum focused on “white supremacy culture,” gender ideology and support for undocumented immigrants.\u003c/p>\n\u003cp>A flurry of articles weeks later found lesson plans asking students to role-play as Israeli soldiers and Palestinian refugees, and noting the Chinese youth militants known as the Red Guards among social movements that have “pushed for change and justice.”\u003c/p>\n\u003cp>Ethnic studies teachers in the district told KQED they had never used those course materials or heard of their colleagues teaching them.\u003c/p>\n\u003cp>The course has “been in the district for a decade and has never been an issue,” said Sam Aguirre, who has taught the course since 2015.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>After SFUSD launched its ethnic studies pilot program in 2010, it has had the course available as an elective for all high school students since the 2015–16 school year.\u003c/p>\n\u003cp>It became a graduation requirement for ninth graders last fall.\u003c/p>\n\u003cp>“We’re teaching the same units that have always been around, the same core values, the same mission statement for a decade,” Aguirre said.\u003c/p>\n\u003cp>A 2021 study from Stanford’s Graduate School of Education found that low-achieving students in the SFUSD class were more likely to attend and be engaged in school, graduate and go to college. New research from UC Irvine shows that taking the course in ninth grade boosted GPAs, especially among Black and Latino students.\u003c/p>\n\u003cp>Aguirre and other district teachers worried a pause to the class could turn into a repeal, as momentum surrounding the expansion of ethnic studies wanes more broadly.\u003c/p>\n\u003cp>California’s state budget, signed by Gov. Gavin Newsom over the weekend, excludes funding to implement a state mandate for ethnic studies in public schools, which was set to go into effect this fall.\u003c/p>\n\u003cp>Other districts in the Bay Area have also faced \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal pushback\u003c/a> to plans to expand the course, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>In addition to the audit, SFUSD plans to introduce a new administrative regulation on supplemental instructional materials in response to the backlash.\u003c/p>\n\u003cp>The rule will require that resources teachers plan to use in their classrooms be reviewed to ensure they are “aligned with district curriculum objectives,” directly related to the course they’re used in and age-appropriate.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "SFUSD Pays Millions for Special Ed. This Change Could Save Money — and Help Families",
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"headTitle": "SFUSD Pays Millions for Special Ed. This Change Could Save Money — and Help Families | KQED",
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"content": "\u003cp>As the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> still has a long-term budget problem despite widespread cuts, it could look to save money by revisiting the way it handles special education — an idea that many families are hesitant to get their hopes up for but desperately want to believe.\u003c/p>\n\u003cp>Amid dwindling enrollment and state funding, SFUSD is still hemorrhaging cash, spending outside its means this year, and expecting to run another deficit of nearly $60 million next year without restoring \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">cut positions and services\u003c/a>. Superintendent Maria Su told reporters last month that one of the drivers of the district’s annual shortfalls is the ballooning cost of special education, particularly for the 12% or so of special education students who require services the district has opted to outsource.\u003c/p>\n\u003cp>SFUSD is federally mandated to be responsible for all students’ special education within its geographical region, or SELPA, but the district alone cannot provide all services. It has about 200 students in private school programs that enroll students with individualized learning plans (IEPs) whose needs cannot be met by their public school district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Next year, SFUSD estimates that it will pay $42.1 million to these non-public school programs, along with other independent agencies and consultants that provide special education services.\u003c/p>\n\u003cp>Su believes that expanding the district’s internal special education services could recoup some of this funding. It could also improve the learning experience for students who require nontraditional services.\u003c/p>\n\u003cp>“If SFUSD could find more options for kids like my son, families like [ours] would take it in a heartbeat,” said Havah Kelley, whose child has been in a non-public school program for three years.\u003c/p>\n\u003cfigure id=\"attachment_11969382\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11969382\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1920x1282.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Havah Kelley poses for a portrait on Nov. 13, 2022, near McLaren Park in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003cp>“I want my son to go to a local public school,” she told KQED. “I want to be a part of that community. I want my son to be part of the community. I want him to meet friends who actually live in San Francisco and aren’t spread out, so he can never connect.”\u003c/p>\n\u003cp>Kelley’s son, who is entering ninth grade in the fall, has had an IEP since he was 3. He attended elementary school in a regular SFUSD classroom, but as he was gearing up for middle school, Kelley noticed him falling behind, despite the extra resources he had already received through the district’s special education department.\u003c/p>\n\u003cp>“He was just not making progress,” she said. “COVID hit, and that really, really derailed us further. Staffing shortages hit, it was a culmination of many different things happening at once, but by … the beginning of sixth grade, I was very gravely concerned.”[aside postID=news_12044768 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-07-BL_qed.jpg']That summer, Kelley, who is a member of the district’s community advisory commission for special education, said she initiated the long, stressful process of moving her son into a non-public school program (NPS).\u003c/p>\n\u003cp>She requested a meeting with the special education team who’d worked with her family throughout her son’s education, and said she had to prove that the district couldn’t provide legally mandated resources, she told KQED.\u003c/p>\n\u003cp>Once SFUSD officials agreed that Kelley’s son needed an NPS placement, the district referred her to one program, where she and her son went through an application process similar to a private school — written questionnaire, interviews and a school tour — before hearing whether he would be offered a spot.\u003c/p>\n\u003cp>Parents don’t get much choice in which NPS their child attends, which can also stir up frustration and sometimes lead to costly lawsuits.\u003c/p>\n\u003cp>Instead, Kelley said, SFUSD refers families to one school at a time, and at the end of the application process, the parent can only decide whether to accept or reject the placement.\u003c/p>\n\u003cp>If they feel it’s the wrong fit, they start again from square one.\u003c/p>\n\u003cp>“It’s very rarely a straight shot,” Kelley said.\u003c/p>\n\u003ch2>A difficult path back to SFUSD\u003c/h2>\n\u003cp>California has 265 certified NPS programs. Some, like the one Kelley’s son attends, provide smaller student-to-teacher ratios and more individualized attention than SFUSD’s general education classrooms can offer, but less extensive services than some of its internal special day classes, which Kelley said would be too restrictive.\u003c/p>\n\u003cp>Others, such as Edgewood Community School, are geared toward students who need significant mental health support.\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 on Sept. 13, 2012. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco campus serves high school students who have been diagnosed with anxiety, depression, PTSD and other mental health conditions, according to program director Roberto Orozco.\u003c/p>\n\u003cp>“The class schedule that we create for the students is individualized to make sure that they’re able to make up for the lost credit that they may have not accrued throughout their high school careers,” he said, adding that when they come to Edgewood, “a lot of the students have been out of school for anywhere from months to sometimes years.”\u003c/p>\n\u003cp>Academic courses, coupled with in-house individual, group and family therapy and case management, are geared toward two tracks — one to graduate from Edgewood, and another to move to a general education classroom in SFUSD.[aside postID=news_12044911 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250618-NEWTEACHERHOUSING-09-BL-KQED.jpg']Orozco said that while seven students graduated from Edgewood last month, many are working toward returning to general education classrooms.\u003c/p>\n\u003cp>“Once progress has been made and maintained, we’re able to start having [students] go to a general education setting, where they’ll be there for about an hour,” he said. “They’ll come back, and then if it all goes well, after a month we increase the time … until finally the student is able to return to the least restrictive setting in their general education high school.”\u003c/p>\n\u003cp>This year though, no students were able to step down from Edgewood’s program, which isn’t a unique problem.\u003c/p>\n\u003cp>“When [my son] started, I was hopeful that he would go back to San Francisco for high school,” Kelley said.\u003c/p>\n\u003cp>She initially thought he would be out of the district for one to two years while he caught up after distance learning during the COVID-19 pandemic and got some targeted support. But next year will be her son’s fourth in an NPS.\u003c/p>\n\u003cp>“It’s really, really hard,” she told KQED.\u003c/p>\n\u003ch2>Outside services pose a major cost\u003c/h2>\n\u003cp>To get to his school, Kelley’s son travels three hours round-trip each day. She said that in addition to isolating them from other SFUSD families, the commute has affected her son’s attendance.\u003c/p>\n\u003cp>“He’s exhausted having to get up at 5:30 [or] 5:45 in the morning and not getting home until almost 5 o’clock,” she said. That’s without participating in any extracurriculars or hanging around after school with friends.\u003c/p>\n\u003cp>Long travel days are also a strain on the district.\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>SFUSD is required to pay for transportation for students at NPS programs, which are spread throughout the state, often hours away from San Francisco. Only two of the state-approved programs are within city limits.\u003c/p>\n\u003cp>Transportation often represents the biggest part of NPS programs’ cost to the district, Kelley said.\u003c/p>\n\u003cp>That price tag is getting higher, Su said, as more students require outside services.\u003c/p>\n\u003cp>“The reason why we’re spending so much money on special education is because we’re providing funding to serve our students outside of the district,” she said. “Imagine if we can serve these students inside the district, we can then keep these resources here.”[aside postID=news_12041122 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/240517-TKBilingualLearners-98-BL_qut-1020x680.jpg']In addition to transportation, the district pays for private school tuition, case managers who are SFUSD employees and serve as liaisons between the district and NPS schools, and for settlements to families who have sued the district over its inability to provide adequate services.\u003c/p>\n\u003cp>When parents have conflicts with the district over their child’s IEP and the services they’re allotted, lawsuits can arise, Kelley said.\u003c/p>\n\u003cp>“If a parent is upset about something … sometimes they just go straight for [legal action],” she said. “They’re just done and they don’t want to have these conversations.”\u003c/p>\n\u003cp>If the parents win a settlement, they can enroll their student in a private or parochial school that the district has to pay for. Currently, there are about 400 special education students in the district’s region in these schools.\u003c/p>\n\u003cp>The district is also in legal heat after a \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-superintendent-special-education-20253658.php\">special education fiasco\u003c/a> left nearly 200 students without required teachers and services at the start of the school year. The misstep is estimated to cost the district more than $1.18 million to pay for the unmet services, plus legal fees and additional resources to determine the cause of the blunder and make amends with families.\u003c/p>\n\u003ch2>Su turns focus to special education\u003c/h2>\n\u003cp>Su said now that she’s completed her first school year as the superintendent, working to balance a massive budget deficit and rebuild families’ trust, she’s looking at how special education — and possibly \u003ca href=\"https://www.kqed.org/news/12010349/sf-school-closures-halted-for-now-but-districts-new-leader-will-be-tested\">school mergers and closures\u003c/a> — factor into the district’s future.\u003c/p>\n\u003cp>“What I’m going to do next year is review and survey all of our facilities and determine which facilities can be converted to transitional kindergarten classrooms and … which facilities can be used to serve our special education students,” she said. “Then at the end of the day … if we have to close or merge, we will determine that, but at a later time.”\u003c/p>\n\u003cfigure id=\"attachment_12037008\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037008\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-1920x1280.jpg 1920w\" 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>A review of SFUSD’s special education earlier this year by FCMAT, a financial company tasked with assisting California districts with financial management, recommended that the district assess where it might be able to shift kids whose NPS programs provide similar services into a district or county-operated class.\u003c/p>\n\u003cp>While many special education regions cover multiple school districts, SFUSD is the only district in San Francisco’s geographic area. Because of this, it doesn’t look at county-operated special education programs the way others do, according to FCMAT’s analysis.\u003c/p>\n\u003cp>County classes can be a placement between NPS and SFUSD-operated programs, offering different student-to-teacher ratios and levels of support for students with similar needs currently placed in various NPS programs.\u003c/p>\n\u003cp>“This lack of differentiation does not occur in most other [special education areas], and it may be causing the SFUSD to miss an opportunity to meet students’ needs in a [district or county] class instead of placing them in a more expensive and restrictive environment like an NPS,” FCMAT Executive Director Mike Fine said in an email.\u003c/p>\n\u003cp>“Our sense is that SFUSD could bring quite a few students back from an NPS, at a significant savings, but the specifics of this are well beyond our analysis,” he added.\u003c/p>\n\u003cp>“Oftentimes, as you’re looking at keeping students in [the] least restrictive environment, you can create programs that have different class size ratios, different types of support from specialists, and maybe perhaps serve more students in a district program as opposed to a non-public school,” Carolynne Beno, a FCMAT analyst, told SFUSD’s board of education in March.\u003c/p>\n\u003cfigure id=\"attachment_12004914\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004914\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Parent Havah Kelley speaks during a press conference held by the United Educators of San Francisco outside of the San Francisco Unified School District offices on Sept. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although some students will continue to need services the district can’t provide, Kelley said the idea of returning to a district school is hopeful.\u003c/p>\n\u003cp>“I really want for SFUSD to have more options for kids like my son who are just a little more complicated,” she said.\u003c/p>\n\u003cp>She said that expanded in-district options would help catch some of the kids like hers, who “fall through the cracks” of SFUSD’s offerings.\u003c/p>\n\u003cp>“His needs were more expensive than [general education] could provide, but [special day classes] were not appropriate because his needs were not as severe in some cases for [that] model, so it would be too restrictive,” she said.\u003c/p>\n\u003cp>How the district plans to expand its options for special education beyond identifying classrooms isn’t yet clear, but the district said it is “committed to transforming how we support our students, families and staff.”\u003c/p>\n\u003cp>“The structural and systemic improvements that are already underway are not just necessary — they are long overdue, especially given the threats against the U.S. Department of Education,” district officials said in a statement. “We will continue to push forward with urgency and unwavering dedication.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> still has a long-term budget problem despite widespread cuts, it could look to save money by revisiting the way it handles special education — an idea that many families are hesitant to get their hopes up for but desperately want to believe.\u003c/p>\n\u003cp>Amid dwindling enrollment and state funding, SFUSD is still hemorrhaging cash, spending outside its means this year, and expecting to run another deficit of nearly $60 million next year without restoring \u003ca href=\"https://www.kqed.org/news/12044768/sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending\">cut positions and services\u003c/a>. Superintendent Maria Su told reporters last month that one of the drivers of the district’s annual shortfalls is the ballooning cost of special education, particularly for the 12% or so of special education students who require services the district has opted to outsource.\u003c/p>\n\u003cp>SFUSD is federally mandated to be responsible for all students’ special education within its geographical region, or SELPA, but the district alone cannot provide all services. It has about 200 students in private school programs that enroll students with individualized learning plans (IEPs) whose needs cannot be met by their public school district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Next year, SFUSD estimates that it will pay $42.1 million to these non-public school programs, along with other independent agencies and consultants that provide special education services.\u003c/p>\n\u003cp>Su believes that expanding the district’s internal special education services could recoup some of this funding. It could also improve the learning experience for students who require nontraditional services.\u003c/p>\n\u003cp>“If SFUSD could find more options for kids like my son, families like [ours] would take it in a heartbeat,” said Havah Kelley, whose child has been in a non-public school program for three years.\u003c/p>\n\u003cfigure id=\"attachment_11969382\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11969382\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1920x1282.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Havah Kelley poses for a portrait on Nov. 13, 2022, near McLaren Park in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003cp>“I want my son to go to a local public school,” she told KQED. “I want to be a part of that community. I want my son to be part of the community. I want him to meet friends who actually live in San Francisco and aren’t spread out, so he can never connect.”\u003c/p>\n\u003cp>Kelley’s son, who is entering ninth grade in the fall, has had an IEP since he was 3. He attended elementary school in a regular SFUSD classroom, but as he was gearing up for middle school, Kelley noticed him falling behind, despite the extra resources he had already received through the district’s special education department.\u003c/p>\n\u003cp>“He was just not making progress,” she said. “COVID hit, and that really, really derailed us further. Staffing shortages hit, it was a culmination of many different things happening at once, but by … the beginning of sixth grade, I was very gravely concerned.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That summer, Kelley, who is a member of the district’s community advisory commission for special education, said she initiated the long, stressful process of moving her son into a non-public school program (NPS).\u003c/p>\n\u003cp>She requested a meeting with the special education team who’d worked with her family throughout her son’s education, and said she had to prove that the district couldn’t provide legally mandated resources, she told KQED.\u003c/p>\n\u003cp>Once SFUSD officials agreed that Kelley’s son needed an NPS placement, the district referred her to one program, where she and her son went through an application process similar to a private school — written questionnaire, interviews and a school tour — before hearing whether he would be offered a spot.\u003c/p>\n\u003cp>Parents don’t get much choice in which NPS their child attends, which can also stir up frustration and sometimes lead to costly lawsuits.\u003c/p>\n\u003cp>Instead, Kelley said, SFUSD refers families to one school at a time, and at the end of the application process, the parent can only decide whether to accept or reject the placement.\u003c/p>\n\u003cp>If they feel it’s the wrong fit, they start again from square one.\u003c/p>\n\u003cp>“It’s very rarely a straight shot,” Kelley said.\u003c/p>\n\u003ch2>A difficult path back to SFUSD\u003c/h2>\n\u003cp>California has 265 certified NPS programs. Some, like the one Kelley’s son attends, provide smaller student-to-teacher ratios and more individualized attention than SFUSD’s general education classrooms can offer, but less extensive services than some of its internal special day classes, which Kelley said would be too restrictive.\u003c/p>\n\u003cp>Others, such as Edgewood Community School, are geared toward students who need significant mental health support.\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 on Sept. 13, 2012. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco campus serves high school students who have been diagnosed with anxiety, depression, PTSD and other mental health conditions, according to program director Roberto Orozco.\u003c/p>\n\u003cp>“The class schedule that we create for the students is individualized to make sure that they’re able to make up for the lost credit that they may have not accrued throughout their high school careers,” he said, adding that when they come to Edgewood, “a lot of the students have been out of school for anywhere from months to sometimes years.”\u003c/p>\n\u003cp>Academic courses, coupled with in-house individual, group and family therapy and case management, are geared toward two tracks — one to graduate from Edgewood, and another to move to a general education classroom in SFUSD.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Orozco said that while seven students graduated from Edgewood last month, many are working toward returning to general education classrooms.\u003c/p>\n\u003cp>“Once progress has been made and maintained, we’re able to start having [students] go to a general education setting, where they’ll be there for about an hour,” he said. “They’ll come back, and then if it all goes well, after a month we increase the time … until finally the student is able to return to the least restrictive setting in their general education high school.”\u003c/p>\n\u003cp>This year though, no students were able to step down from Edgewood’s program, which isn’t a unique problem.\u003c/p>\n\u003cp>“When [my son] started, I was hopeful that he would go back to San Francisco for high school,” Kelley said.\u003c/p>\n\u003cp>She initially thought he would be out of the district for one to two years while he caught up after distance learning during the COVID-19 pandemic and got some targeted support. But next year will be her son’s fourth in an NPS.\u003c/p>\n\u003cp>“It’s really, really hard,” she told KQED.\u003c/p>\n\u003ch2>Outside services pose a major cost\u003c/h2>\n\u003cp>To get to his school, Kelley’s son travels three hours round-trip each day. She said that in addition to isolating them from other SFUSD families, the commute has affected her son’s attendance.\u003c/p>\n\u003cp>“He’s exhausted having to get up at 5:30 [or] 5:45 in the morning and not getting home until almost 5 o’clock,” she said. That’s without participating in any extracurriculars or hanging around after school with friends.\u003c/p>\n\u003cp>Long travel days are also a strain on the district.\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>SFUSD is required to pay for transportation for students at NPS programs, which are spread throughout the state, often hours away from San Francisco. Only two of the state-approved programs are within city limits.\u003c/p>\n\u003cp>Transportation often represents the biggest part of NPS programs’ cost to the district, Kelley said.\u003c/p>\n\u003cp>That price tag is getting higher, Su said, as more students require outside services.\u003c/p>\n\u003cp>“The reason why we’re spending so much money on special education is because we’re providing funding to serve our students outside of the district,” she said. “Imagine if we can serve these students inside the district, we can then keep these resources here.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In addition to transportation, the district pays for private school tuition, case managers who are SFUSD employees and serve as liaisons between the district and NPS schools, and for settlements to families who have sued the district over its inability to provide adequate services.\u003c/p>\n\u003cp>When parents have conflicts with the district over their child’s IEP and the services they’re allotted, lawsuits can arise, Kelley said.\u003c/p>\n\u003cp>“If a parent is upset about something … sometimes they just go straight for [legal action],” she said. “They’re just done and they don’t want to have these conversations.”\u003c/p>\n\u003cp>If the parents win a settlement, they can enroll their student in a private or parochial school that the district has to pay for. Currently, there are about 400 special education students in the district’s region in these schools.\u003c/p>\n\u003cp>The district is also in legal heat after a \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-superintendent-special-education-20253658.php\">special education fiasco\u003c/a> left nearly 200 students without required teachers and services at the start of the school year. The misstep is estimated to cost the district more than $1.18 million to pay for the unmet services, plus legal fees and additional resources to determine the cause of the blunder and make amends with families.\u003c/p>\n\u003ch2>Su turns focus to special education\u003c/h2>\n\u003cp>Su said now that she’s completed her first school year as the superintendent, working to balance a massive budget deficit and rebuild families’ trust, she’s looking at how special education — and possibly \u003ca href=\"https://www.kqed.org/news/12010349/sf-school-closures-halted-for-now-but-districts-new-leader-will-be-tested\">school mergers and closures\u003c/a> — factor into the district’s future.\u003c/p>\n\u003cp>“What I’m going to do next year is review and survey all of our facilities and determine which facilities can be converted to transitional kindergarten classrooms and … which facilities can be used to serve our special education students,” she said. “Then at the end of the day … if we have to close or merge, we will determine that, but at a later time.”\u003c/p>\n\u003cfigure id=\"attachment_12037008\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037008\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250421-SFUSDCentralCuts-11-BL_qed-1920x1280.jpg 1920w\" 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>A review of SFUSD’s special education earlier this year by FCMAT, a financial company tasked with assisting California districts with financial management, recommended that the district assess where it might be able to shift kids whose NPS programs provide similar services into a district or county-operated class.\u003c/p>\n\u003cp>While many special education regions cover multiple school districts, SFUSD is the only district in San Francisco’s geographic area. Because of this, it doesn’t look at county-operated special education programs the way others do, according to FCMAT’s analysis.\u003c/p>\n\u003cp>County classes can be a placement between NPS and SFUSD-operated programs, offering different student-to-teacher ratios and levels of support for students with similar needs currently placed in various NPS programs.\u003c/p>\n\u003cp>“This lack of differentiation does not occur in most other [special education areas], and it may be causing the SFUSD to miss an opportunity to meet students’ needs in a [district or county] class instead of placing them in a more expensive and restrictive environment like an NPS,” FCMAT Executive Director Mike Fine said in an email.\u003c/p>\n\u003cp>“Our sense is that SFUSD could bring quite a few students back from an NPS, at a significant savings, but the specifics of this are well beyond our analysis,” he added.\u003c/p>\n\u003cp>“Oftentimes, as you’re looking at keeping students in [the] least restrictive environment, you can create programs that have different class size ratios, different types of support from specialists, and maybe perhaps serve more students in a district program as opposed to a non-public school,” Carolynne Beno, a FCMAT analyst, told SFUSD’s board of education in March.\u003c/p>\n\u003cfigure id=\"attachment_12004914\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004914\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Parent Havah Kelley speaks during a press conference held by the United Educators of San Francisco outside of the San Francisco Unified School District offices on Sept. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although some students will continue to need services the district can’t provide, Kelley said the idea of returning to a district school is hopeful.\u003c/p>\n\u003cp>“I really want for SFUSD to have more options for kids like my son who are just a little more complicated,” she said.\u003c/p>\n\u003cp>She said that expanded in-district options would help catch some of the kids like hers, who “fall through the cracks” of SFUSD’s offerings.\u003c/p>\n\u003cp>“His needs were more expensive than [general education] could provide, but [special day classes] were not appropriate because his needs were not as severe in some cases for [that] model, so it would be too restrictive,” she said.\u003c/p>\n\u003cp>How the district plans to expand its options for special education beyond identifying classrooms isn’t yet clear, but the district said it is “committed to transforming how we support our students, families and staff.”\u003c/p>\n\u003cp>“The structural and systemic improvements that are already underway are not just necessary — they are long overdue, especially given the threats against the U.S. Department of Education,” district officials said in a statement. “We will continue to push forward with urgency and unwavering dedication.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "sfusd-was-a-pioneer-in-ethnic-studies-now-the-program-could-be-put-on-pause",
"title": "SFUSD Was a Pioneer in Ethnic Studies. Now the Program Could Be Put on Pause",
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"headTitle": "SFUSD Was a Pioneer in Ethnic Studies. Now the Program Could Be Put on Pause | KQED",
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"content": "\u003cp>\u003cem>Updated 3:45 p.m. Friday\u003c/em>\u003c/p>\n\u003cp>After months of mounting pushback, San Francisco’s superintendent of schools is in talks to pause the district’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program, according to teachers and a member of the school board who have raised concerns over the move.\u003c/p>\n\u003cp>The program — which covers topics including identity, white supremacy, sexuality and social movements — has come under increasing scrutiny from some parents and a national education group that have criticized its course materials as biased and “activist-driven.”\u003c/p>\n\u003cp>Now, Superintendent Maria Su is considering reassigning ninth graders enrolled in the course next fall while the district conducts an audit of the curriculum, according to ethnic studies teachers and school board member Matt Alexander.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They say that the move would deviate from the district’s past protocols for handling curriculum changes and raises concerns about the future of the course, which has been heralded as a success for more than a decade.\u003c/p>\n\u003cp>“We have a course that’s worked for a very long time,” Alexander said. “There doesn’t seem to be any reason for a pause, and it’s something that’s very effective. In fact, it may be the only initiative that we have that actually increases college and career outcomes for students.”\u003c/p>\n\u003ch2>More than a decade of ethnic studies\u003c/h2>\n\u003cp>The San Francisco Unified School District became one of the first in the nation to introduce ethnic studies after its board of education called for creating a dedicated course in 2008. The field, which has roots in Bay Area \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">student activism\u003c/a> in the 1960s, includes and examines the experiences of minorities in the United States, typically focusing on the experiences of Indigenous people, as well as Black, Latino and Asian Americans.\u003c/p>\n\u003cp>In 2010, SFUSD launched a pilot program as an elective for high schoolers, which has been offered on all campuses since the 2015–16 school year.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrates outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">2021 study\u003c/a> by Stanford’s Graduate School of Education raised the program’s profile when it found that low-achieving students who participated in SFUSD’s course were more likely to attend and be engaged in school, had higher probabilities of graduating and were more likely to go to college. And a new draft study from UC Irvine this year shows that over the 15 years SFUSD has offered the class, taking ethnic studies in ninth grade boosted the GPAs of students throughout their high school careers, especially among those who identify as Black and Latino.\u003c/p>\n\u003cp>The 2021 study persuaded policymakers at the state and local levels. That year, California lawmakers enacted a mandate for public schools to require a semester of ethnic studies, which is set to take effect in 2025. That same year, the San Francisco school board passed legislation making the two-semester course a graduation requirement, beginning with ninth graders entering high school in the fall of 2024.\u003c/p>\n\u003cp>But one year after lawmakers passed those measures, three of the school board members who backed the SFUSD plan — and other social justice-oriented changes within the district, including renaming schools and eliminating merit-based admissions at Lowell High School — were overwhelmingly recalled. The contentious vote followed a swell of criticism from parents, particularly in the Asian American community.\u003c/p>\n\u003ch2>Parents and advocacy groups push back\u003c/h2>\n\u003cp>Samantha Aguirre, who has taught ethnic studies in SFUSD since 2015, said she had not heard widespread pushback specifically about the course until this year.\u003c/p>\n\u003cp>One parent, Vivian Safrin, began raising concerns about the curriculum to district officials last year, after she said she was shown class materials that concerned her.\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>“[Ethnic studies] is supposed to be an opportunity for students to learn about the histories, cultures, struggles and contributions of ethnic groups in California,” she said. “And at this time, the course in San Francisco is a lot of one-sided political dogma.\u003c/p>\n\u003cp>“Our kids don’t have context to be able to analyze this material, given that it is being taught before world history, before U.S. history,” she said.\u003c/p>\n\u003cp>Criticism of the course didn’t break into the mainstream until May, though, following media coverage and a report from a national parents’ group about the class’ content.\u003c/p>\n\u003cp>Parents Defending Education, which said it aims to protect school districts from “activists imposing harmful agendas,” published an “incident report” criticizing the ethnic studies curriculum’s focus on “white supremacy culture” and support for undocumented immigrants.[aside postID=news_12044768 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-07-BL_qed.jpg']Weeks later, an \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">article\u003c/a> published in the \u003cem>San Francisco Standard\u003c/em> said that one lesson plan viewed by parents asked students to role-play as Israeli soldiers putting Palestinians into refugee camps.\u003c/p>\n\u003cp>The \u003cem>San Francisco Chronicle \u003c/em>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">reported\u003c/a> that a lesson about social movements included as an example the Red Guards, an often-violent militant youth movement that backed Chinese Communist Party leader Mao Zedong during the country’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Aguirre, along with SFUSD ethnic studies teacher Sarita Lavin and a third who requested anonymity for fear of retaliation since they are not tenured, all told KQED they had never used, or heard of any of their colleagues using, those materials in their classrooms.\u003c/p>\n\u003cp>None of the district’s publicly posted ethnic studies materials currently reference such lesson plans, though at least one of the unit curriculum slide decks contains broken links to slides that it said have been deleted, and it’s unclear when or if changes have been made.\u003c/p>\n\u003cp>“That is not something as an ethnic studies department that we are promoting or teaching en masse,” Lavin said. “I think that that’s just been wildly overblown.”\u003c/p>\n\u003cfigure id=\"attachment_12046354\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046354\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student drawings hang on the wall of a classroom at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And not all families have had negative experiences with ethnic studies.\u003c/p>\n\u003cp>Maria Elena Francis said that when her children took the course, they came home from school feeling like they saw themselves reflected in their curriculum for one of the first times ever.\u003c/p>\n\u003cp>“Both of my children are Puerto Rican, Chicano and Indigenous, so they’re multiracial, multi-ethnic, and don’t often hear their different histories in a classroom,” she said.\u003c/p>\n\u003cp>Her son is a rising 11th grader, and her daughter, who took the honors course when she was in high school, graduated from UC Berkeley last month with an ethnic studies degree.\u003c/p>\n\u003cp>“It was important to me, it was important to my husband that we saw them coming back and saying, ‘We learned about this and I made this connection with this person,’” she said. “This program did for my children what I did not have as a student in SFUSD. I had never felt that way … and I’m so glad that my children had a different experience.”\u003c/p>\n\u003ch2>‘We were in the middle of the process’\u003c/h2>\n\u003cp>The teachers who spoke with KQED acknowledged that one of many parents’ resounding concerns with the class was valid: a standardized curriculum for it isn’t complete.\u003c/p>\n\u003cp>According to Aguirre, in the summer of 2021, amid the wider push to expand ethnic studies requirements in the district and across the state, she and other teachers were asked to participate in a working group to develop and vet a more standardized curriculum.\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>They split into small cohorts focused on each of the course’s four units, swapped and refined lesson plans, and came up with a draft for each of the class’s sections throughout the summers of 2021 and 2022.\u003c/p>\n\u003cp>She said the working group had planned to gather to assess their first drafts, give each other feedback and make further changes before delivering a final product.\u003c/p>\n\u003cp>But that never happened.\u003c/p>\n\u003cp>“After the summer of 2022, there was no more money or funding to keep doing the process of making the pilot curriculum,” she said.[aside postID=news_12036406 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250417-HIGHEREDPROTESTS-08-BL-KQED-1020x680.jpg']The work was cut short amid the return to classrooms and mass exodus of district employees after the COVID-19 pandemic and a growing budget deficit, she told KQED.\u003c/p>\n\u003cp>“What’s available right now on the website when you look at SFUSD curriculum is a lot of our draft work,” Aguirre said. “We were in the middle of the process. Project specialists went in and kind of just made it presentable and put it out there.”\u003c/p>\n\u003cp>Those drafts — in the form of Google slide presentations for each of the class’s four units — include writing prompts, in-class group projects, links to articles and external resources that align with the class’s broader focus areas. The specific materials, Aguirre said, are suggestions, not requirements.\u003c/p>\n\u003cp>There is no standardized curriculum for the course, nor is there one for any of the district’s history classes, Aguirre said. Instead, teachers are required to teach based on a bullet-point list of content standards handed down by the state.\u003c/p>\n\u003cp>“It’s not a curriculum … that doesn’t exist,” she said, adding that the textbook she’s been using in her world history courses was developed 20 years ago.\u003c/p>\n\u003ch2>Pausing the course\u003c/h2>\n\u003cp>Despite the pushback that’s plagued the end of the school year, the educators said they went into the summer working on updates to their lesson plans and preparing to teach ethnic studies again in the fall.\u003c/p>\n\u003cp>“Then, about last week, I started hearing murmurs through the different ethnic study teachers that I was already working with over the summer that something might happen and that there was some sort of plan that things might not be the same in the fall,” said the teacher who requested anonymity.\u003c/p>\n\u003cfigure id=\"attachment_12046361\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\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>In a statement, a district spokesperson said, “The superintendent is currently in active discussions with principals and various stakeholders regarding high school curriculum and course sequencing for social studies, including Ethnic Studies, in fall 2025.”\u003c/p>\n\u003cp>The district said there was no anticipated change to the ethnic studies graduation requirement, which is mandated by school board policy.\u003c/p>\n\u003cp>“We are committed to keeping our community informed as soon as we have an official update,” the statement said.[aside postID=news_12024203 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/005_KQED_StanfordGradUnion_05302023_qed-1020x680.jpg']Ethnic studies teachers told KQED they’re worried that a potential pause could turn into a repeal of the class altogether.\u003c/p>\n\u003cp>“There’s no more teachers on special assignment, nobody’s actually teaching ethnic studies, I’ve heard no talk of work groups, there’s no funding to get teachers together to keep on working on the curriculum … then you run into the same issue about access to resources,” Aguirre said.\u003c/p>\n\u003cp>Alexander said that an audit of the curriculum is a good idea — especially given valid concerns about certain class materials — but he believes the class should continue in the interim.\u003c/p>\n\u003cp>He said that a few years ago, when a group of parents approached the district with concerns about racism in the U.S. history curriculum, prompting an audit, “we didn’t stop teaching U.S. history.”\u003c/p>\n\u003cp>“We analyzed the curriculum and looked at ways that we could improve [it] and make them anti-racist in line with our values,” Alexander told KQED. “That to me seems like the appropriate response when this kind of thing comes up. I’ve never heard of stopping a course because of curriculum concerns.”\u003c/p>\n\u003ch2>A larger movement\u003c/h2>\n\u003cp>The decision comes as the state also seems to be backing away from its push to broaden ethnic studies education.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed legislation in 2021 mandating a semester in the course for all public school students beginning with the class of 2030, who will enter ninth grade in the fall. The same year, the state board of education adopted a model curriculum for the course.\u003c/p>\n\u003cfigure id=\"attachment_12008270\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/10.02.2024-SB1016-03-scaled-1-e1733162494960.jpg\" alt=\"A white man wearing a suit sits at a desk in an office, writing on a piece of paper with an American flag behind him.\" width=\"2000\" height=\"1300\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom on Sept. 28, 2024. \u003ccite>(Photo Courtesy of Governor of California via Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, California’s current 2025–26 budget plan, which needs to be adopted by the end of this month, doesn’t include funding to implement ethnic studies statewide.\u003c/p>\n\u003cp>Under the 2021 law that created the ethnic studies requirement, the state had to provide money to pay for course materials, teachers and training for the mandate to take effect.\u003c/p>\n\u003cp>At the same time, districts around the Bay Area and the state have also been backing off plans to expand the course in the face of \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal challenges\u003c/a>, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab715\">bill making its way through California’s Legislature\u003c/a> that aims to strengthen protections against discrimination and antisemitism has also been criticized by some teachers and \u003ca href=\"https://ca.cair.com/action/stop-ab-715-in-the-senate-defend-our-classrooms/\">advocacy groups\u003c/a> who worry it could prohibit students from learning about Palestine and human rights more broadly.\u003c/p>\n\u003cp>“The reason why ethnic studies was created in the 1960s in San Francisco was because of the lack of education for students of color about their own identities,” Lavin said. Without ethnic studies, she asked, “Where exactly are those students supposed to get their representation?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 3:45 p.m. Friday\u003c/em>\u003c/p>\n\u003cp>After months of mounting pushback, San Francisco’s superintendent of schools is in talks to pause the district’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program, according to teachers and a member of the school board who have raised concerns over the move.\u003c/p>\n\u003cp>The program — which covers topics including identity, white supremacy, sexuality and social movements — has come under increasing scrutiny from some parents and a national education group that have criticized its course materials as biased and “activist-driven.”\u003c/p>\n\u003cp>Now, Superintendent Maria Su is considering reassigning ninth graders enrolled in the course next fall while the district conducts an audit of the curriculum, according to ethnic studies teachers and school board member Matt Alexander.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They say that the move would deviate from the district’s past protocols for handling curriculum changes and raises concerns about the future of the course, which has been heralded as a success for more than a decade.\u003c/p>\n\u003cp>“We have a course that’s worked for a very long time,” Alexander said. “There doesn’t seem to be any reason for a pause, and it’s something that’s very effective. In fact, it may be the only initiative that we have that actually increases college and career outcomes for students.”\u003c/p>\n\u003ch2>More than a decade of ethnic studies\u003c/h2>\n\u003cp>The San Francisco Unified School District became one of the first in the nation to introduce ethnic studies after its board of education called for creating a dedicated course in 2008. The field, which has roots in Bay Area \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">student activism\u003c/a> in the 1960s, includes and examines the experiences of minorities in the United States, typically focusing on the experiences of Indigenous people, as well as Black, Latino and Asian Americans.\u003c/p>\n\u003cp>In 2010, SFUSD launched a pilot program as an elective for high schoolers, which has been offered on all campuses since the 2015–16 school year.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrates outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">2021 study\u003c/a> by Stanford’s Graduate School of Education raised the program’s profile when it found that low-achieving students who participated in SFUSD’s course were more likely to attend and be engaged in school, had higher probabilities of graduating and were more likely to go to college. And a new draft study from UC Irvine this year shows that over the 15 years SFUSD has offered the class, taking ethnic studies in ninth grade boosted the GPAs of students throughout their high school careers, especially among those who identify as Black and Latino.\u003c/p>\n\u003cp>The 2021 study persuaded policymakers at the state and local levels. That year, California lawmakers enacted a mandate for public schools to require a semester of ethnic studies, which is set to take effect in 2025. That same year, the San Francisco school board passed legislation making the two-semester course a graduation requirement, beginning with ninth graders entering high school in the fall of 2024.\u003c/p>\n\u003cp>But one year after lawmakers passed those measures, three of the school board members who backed the SFUSD plan — and other social justice-oriented changes within the district, including renaming schools and eliminating merit-based admissions at Lowell High School — were overwhelmingly recalled. The contentious vote followed a swell of criticism from parents, particularly in the Asian American community.\u003c/p>\n\u003ch2>Parents and advocacy groups push back\u003c/h2>\n\u003cp>Samantha Aguirre, who has taught ethnic studies in SFUSD since 2015, said she had not heard widespread pushback specifically about the course until this year.\u003c/p>\n\u003cp>One parent, Vivian Safrin, began raising concerns about the curriculum to district officials last year, after she said she was shown class materials that concerned her.\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>“[Ethnic studies] is supposed to be an opportunity for students to learn about the histories, cultures, struggles and contributions of ethnic groups in California,” she said. “And at this time, the course in San Francisco is a lot of one-sided political dogma.\u003c/p>\n\u003cp>“Our kids don’t have context to be able to analyze this material, given that it is being taught before world history, before U.S. history,” she said.\u003c/p>\n\u003cp>Criticism of the course didn’t break into the mainstream until May, though, following media coverage and a report from a national parents’ group about the class’ content.\u003c/p>\n\u003cp>Parents Defending Education, which said it aims to protect school districts from “activists imposing harmful agendas,” published an “incident report” criticizing the ethnic studies curriculum’s focus on “white supremacy culture” and support for undocumented immigrants.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Weeks later, an \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">article\u003c/a> published in the \u003cem>San Francisco Standard\u003c/em> said that one lesson plan viewed by parents asked students to role-play as Israeli soldiers putting Palestinians into refugee camps.\u003c/p>\n\u003cp>The \u003cem>San Francisco Chronicle \u003c/em>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">reported\u003c/a> that a lesson about social movements included as an example the Red Guards, an often-violent militant youth movement that backed Chinese Communist Party leader Mao Zedong during the country’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Aguirre, along with SFUSD ethnic studies teacher Sarita Lavin and a third who requested anonymity for fear of retaliation since they are not tenured, all told KQED they had never used, or heard of any of their colleagues using, those materials in their classrooms.\u003c/p>\n\u003cp>None of the district’s publicly posted ethnic studies materials currently reference such lesson plans, though at least one of the unit curriculum slide decks contains broken links to slides that it said have been deleted, and it’s unclear when or if changes have been made.\u003c/p>\n\u003cp>“That is not something as an ethnic studies department that we are promoting or teaching en masse,” Lavin said. “I think that that’s just been wildly overblown.”\u003c/p>\n\u003cfigure id=\"attachment_12046354\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046354\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student drawings hang on the wall of a classroom at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And not all families have had negative experiences with ethnic studies.\u003c/p>\n\u003cp>Maria Elena Francis said that when her children took the course, they came home from school feeling like they saw themselves reflected in their curriculum for one of the first times ever.\u003c/p>\n\u003cp>“Both of my children are Puerto Rican, Chicano and Indigenous, so they’re multiracial, multi-ethnic, and don’t often hear their different histories in a classroom,” she said.\u003c/p>\n\u003cp>Her son is a rising 11th grader, and her daughter, who took the honors course when she was in high school, graduated from UC Berkeley last month with an ethnic studies degree.\u003c/p>\n\u003cp>“It was important to me, it was important to my husband that we saw them coming back and saying, ‘We learned about this and I made this connection with this person,’” she said. “This program did for my children what I did not have as a student in SFUSD. I had never felt that way … and I’m so glad that my children had a different experience.”\u003c/p>\n\u003ch2>‘We were in the middle of the process’\u003c/h2>\n\u003cp>The teachers who spoke with KQED acknowledged that one of many parents’ resounding concerns with the class was valid: a standardized curriculum for it isn’t complete.\u003c/p>\n\u003cp>According to Aguirre, in the summer of 2021, amid the wider push to expand ethnic studies requirements in the district and across the state, she and other teachers were asked to participate in a working group to develop and vet a more standardized curriculum.\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>They split into small cohorts focused on each of the course’s four units, swapped and refined lesson plans, and came up with a draft for each of the class’s sections throughout the summers of 2021 and 2022.\u003c/p>\n\u003cp>She said the working group had planned to gather to assess their first drafts, give each other feedback and make further changes before delivering a final product.\u003c/p>\n\u003cp>But that never happened.\u003c/p>\n\u003cp>“After the summer of 2022, there was no more money or funding to keep doing the process of making the pilot curriculum,” she said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The work was cut short amid the return to classrooms and mass exodus of district employees after the COVID-19 pandemic and a growing budget deficit, she told KQED.\u003c/p>\n\u003cp>“What’s available right now on the website when you look at SFUSD curriculum is a lot of our draft work,” Aguirre said. “We were in the middle of the process. Project specialists went in and kind of just made it presentable and put it out there.”\u003c/p>\n\u003cp>Those drafts — in the form of Google slide presentations for each of the class’s four units — include writing prompts, in-class group projects, links to articles and external resources that align with the class’s broader focus areas. The specific materials, Aguirre said, are suggestions, not requirements.\u003c/p>\n\u003cp>There is no standardized curriculum for the course, nor is there one for any of the district’s history classes, Aguirre said. Instead, teachers are required to teach based on a bullet-point list of content standards handed down by the state.\u003c/p>\n\u003cp>“It’s not a curriculum … that doesn’t exist,” she said, adding that the textbook she’s been using in her world history courses was developed 20 years ago.\u003c/p>\n\u003ch2>Pausing the course\u003c/h2>\n\u003cp>Despite the pushback that’s plagued the end of the school year, the educators said they went into the summer working on updates to their lesson plans and preparing to teach ethnic studies again in the fall.\u003c/p>\n\u003cp>“Then, about last week, I started hearing murmurs through the different ethnic study teachers that I was already working with over the summer that something might happen and that there was some sort of plan that things might not be the same in the fall,” said the teacher who requested anonymity.\u003c/p>\n\u003cfigure id=\"attachment_12046361\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\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>In a statement, a district spokesperson said, “The superintendent is currently in active discussions with principals and various stakeholders regarding high school curriculum and course sequencing for social studies, including Ethnic Studies, in fall 2025.”\u003c/p>\n\u003cp>The district said there was no anticipated change to the ethnic studies graduation requirement, which is mandated by school board policy.\u003c/p>\n\u003cp>“We are committed to keeping our community informed as soon as we have an official update,” the statement said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Ethnic studies teachers told KQED they’re worried that a potential pause could turn into a repeal of the class altogether.\u003c/p>\n\u003cp>“There’s no more teachers on special assignment, nobody’s actually teaching ethnic studies, I’ve heard no talk of work groups, there’s no funding to get teachers together to keep on working on the curriculum … then you run into the same issue about access to resources,” Aguirre said.\u003c/p>\n\u003cp>Alexander said that an audit of the curriculum is a good idea — especially given valid concerns about certain class materials — but he believes the class should continue in the interim.\u003c/p>\n\u003cp>He said that a few years ago, when a group of parents approached the district with concerns about racism in the U.S. history curriculum, prompting an audit, “we didn’t stop teaching U.S. history.”\u003c/p>\n\u003cp>“We analyzed the curriculum and looked at ways that we could improve [it] and make them anti-racist in line with our values,” Alexander told KQED. “That to me seems like the appropriate response when this kind of thing comes up. I’ve never heard of stopping a course because of curriculum concerns.”\u003c/p>\n\u003ch2>A larger movement\u003c/h2>\n\u003cp>The decision comes as the state also seems to be backing away from its push to broaden ethnic studies education.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed legislation in 2021 mandating a semester in the course for all public school students beginning with the class of 2030, who will enter ninth grade in the fall. The same year, the state board of education adopted a model curriculum for the course.\u003c/p>\n\u003cfigure id=\"attachment_12008270\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/10.02.2024-SB1016-03-scaled-1-e1733162494960.jpg\" alt=\"A white man wearing a suit sits at a desk in an office, writing on a piece of paper with an American flag behind him.\" width=\"2000\" height=\"1300\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom on Sept. 28, 2024. \u003ccite>(Photo Courtesy of Governor of California via Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, California’s current 2025–26 budget plan, which needs to be adopted by the end of this month, doesn’t include funding to implement ethnic studies statewide.\u003c/p>\n\u003cp>Under the 2021 law that created the ethnic studies requirement, the state had to provide money to pay for course materials, teachers and training for the mandate to take effect.\u003c/p>\n\u003cp>At the same time, districts around the Bay Area and the state have also been backing off plans to expand the course in the face of \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal challenges\u003c/a>, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab715\">bill making its way through California’s Legislature\u003c/a> that aims to strengthen protections against discrimination and antisemitism has also been criticized by some teachers and \u003ca href=\"https://ca.cair.com/action/stop-ab-715-in-the-senate-defend-our-classrooms/\">advocacy groups\u003c/a> who worry it could prohibit students from learning about Palestine and human rights more broadly.\u003c/p>\n\u003cp>“The reason why ethnic studies was created in the 1960s in San Francisco was because of the lack of education for students of color about their own identities,” Lavin said. Without ethnic studies, she asked, “Where exactly are those students supposed to get their representation?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "how-to-get-free-entry-to-california-state-parks-with-your-library-card",
"title": "Unlock Free Entry to California’s State Parks with Your Library Card",
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"headTitle": "Unlock Free Entry to California’s State Parks with Your Library Card | KQED",
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"content": "\u003cp>\u003cem>Updated June 30\u003c/em>\u003c/p>\n\u003cp>Summer in the Bay Area is here. And if you’re itching to explore our state, and you have a library card, you can check out a free pass to over 200 state parks around California.\u003c/p>\n\u003cp>Through the \u003ca href=\"https://www.parks.ca.gov/?page_id=30806\">California State Library Parks Pass program, \u003c/a>each of the state’s libraries — of which there are over 1,180 — are offering cardholders a limited number of passes to most state parks, \u003ca href=\"#validstateparks\">including many state parks around the Bay Area.\u003c/a> Since the program was launched in 2022, over a quarter of a million passes have been checked out statewide.\u003c/p>\n\u003cp>If you’re a library cardholder, each pass gives you free day-entry to a California state park near you for one passenger vehicle (with up to nine people in it) — or one highway-licensed motorcycle. And depending on how your local library is handling the program, you’ll be able to keep and use that pass for a certain amount of time before having to return it.[aside postID='science_1983522,news_11953853,news_11953794' label='More Outdoor Guides']\u003c/p>\n\u003cp>And if you’re hoping to take advantage of this program soon, there’s good news: After the state legislature eliminated $6.75 million in funding for the pass program, which would have shuttered it on Dec. 31, it’s now been announced that this money has been restored to the state budget. Now, the pass program will continue at least through 2026.\u003c/p>\n\u003cp>According to figures from the California State Library, there have been over 284,000 pass checkouts since the program launched in April 2022 through March 2025 — with 134,784 of those passes checked out since July 2024.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/pages/712/files/fact%20sheet%20parks%20150th%20anniversary%20final.pdf\">California’s state park system is the largest in the nation (PDF)\u003c/a>, with \u003ca href=\"https://www.parks.ca.gov/Find-a-Park\">a large number of parks accessible within the Bay Area\u003c/a> itself. And \u003ca href=\"https://www.kqed.org/mindshift/50949/suffering-from-nature-deficit-disorder-try-forest-bathing\">getting into nature has documented health benefits\u003c/a> — and the state says \u003ca href=\"https://www.parks.ca.gov/NewsRelease/1078\">this program is about helping more Californians explore the outdoors\u003c/a>, and reducing financial barriers to entry.\u003c/p>\n\u003cp>Keep reading to find out how to get free entry to California’s state parks — and which other \u003ca href=\"#californiastateparkpass\">free or low-cost passes to state parks\u003c/a> are available.\u003c/p>\n\u003ch2>Which state parks will accept the California State Library Parks Pass?\u003c/h2>\n\u003cp>The pass is valid for use any day of the week, including holidays (but only if space in the park is available). Still, it’s important to note that not every state park in California will accept the California State Library Parks Pass.\u003c/p>\n\u003cfigure id=\"attachment_11910594\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11910594\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut.jpg\" alt=\"Soaring California redwoods photographed from below\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Old-growth redwood trees in Armstrong Woods State Natural Reserve in Guerneville. \u003ccite>(George Rose/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else would you like to read a guide to?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The California Department of Parks and Recreation say the pass won’t be accepted “at units operated by federal and local government, private agencies or concessionaires.” In the Bay Area, for example, Angel Island, Pacifica State Beach and San Bruno Mountain State Park won’t accept a California State Library Parks Pass for free entry.[aside postID=mindshift_50949 hero='https://ww2.kqed.org/app/uploads/sites/23/2018/04/gettyimages-937327264-0ffed8630d3555e1c7389d3af280fffec4bcf9ef-1180x885.jpg']Still, there are a lot of state parks in the Bay Area where you \u003cem>can\u003c/em> use the pass. These include \u003ca href=\"https://www.parks.ca.gov/?page_id=471\">Mount Tamalpais State Park\u003c/a>, \u003ca href=\"https://www.parks.ca.gov/?page_id=531\">Half Moon Bay State Beach\u003c/a>, \u003ca href=\"https://www.parks.ca.gov/?page_id=517\">Mount Diablo State Park\u003c/a>, \u003ca href=\"https://www.parks.ca.gov/?page_id=538\">Castle Rock State Park\u003c/a> and \u003ca href=\"https://www.parks.ca.gov/?page_id=533\">Pigeon Point Light Station State Historic Park\u003c/a> and \u003ca href=\"https://www.parks.ca.gov/?page_id=540\">Big Basin Redwoods State Park\u003c/a> — the oldest state park in California, founded in 1902. Jump to a list of the \u003ca href=\"#validstateparks\">state parks around the Bay Area that will accept the California State Library Parks Pass.\u003c/a>\u003c/p>\n\u003cp>Take a look at:\u003c/p>\n\u003cul>\n\u003cli>The full list of \u003ca href=\"#validstateparks\">California state parks that offer free entry with a California State Library Parks Pass\u003c/a>.\u003c/li>\n\u003cli>The\u003ca href=\"https://www.parks.ca.gov/?page_id=30813\"> state parks that \u003cem>won’t\u003c/em> accept a California State Library Parks Pass\u003c/a>.\u003c/li>\n\u003cli>A list of \u003ca href=\"https://www.parks.ca.gov/?page_id=23474\">some of California’s most notable state parks\u003c/a>, if you’re hoping to use the pass to travel further afield.\u003c/li>\n\u003cli>A \u003ca href=\"https://www.parks.ca.gov/?page_id=30812\">FAQ about the California State Library Parks Pass program\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003ch2>How can I check out a California State Library Parks Pass from my local library?\u003c/h2>\n\u003cp>Each library may have different preferences for how you check out a pass, but your best bet is almost certainly by visiting in person.\u003c/p>\n\u003cp>Different public libraries have received different numbers of passes, with the minimum being three passes per library.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Jump to: \u003ca href=\"#librarycard\">How to get a library card (if you don’t have one yet).\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>If you have a library card with a public library system that has multiple locations — like in San Francisco or Oakland, for example — the California State Library Parks Passes most likely will be spread out between these locations. Contact your local branch ahead of time to confirm the location of the pass.\u003c/p>\n\u003cp>Your library gets to decide how many days you can keep a pass, so make sure you know that return date when you check out a pass.[aside postID='news_11953792,news_11953167,news_11943906' label='More Guides Like This']Your library may also allow you to place a hold on a pass, just like you would a book — this is, for example, what the San Francisco Public Library allows for cardholders. You may be able to place a hold on a pass in person at your local library, or online by logging into your library card account. Placing a hold on a pass could be a good way to plan in advance for an upcoming trip where you want to use the free pass.\u003c/p>\n\u003cp>\u003ca href=\"https://www.library.ca.gov/branches/\">Find your nearest local library.\u003c/a>\u003c/p>\n\u003ch2>How much money will I be saving by using a California State Library Parks Pass?\u003c/h2>\n\u003cp>Entry fees usually vary between state parks, and often go up around peak visit weekends or holidays.\u003c/p>\n\u003cp>The \u003ca href=\"https://store.parks.ca.gov/category/default-category/park-passes/\">California Explorer Annual Day Use Pass typically costs $195\u003c/a>, but doesn’t cover all state parks in California.\u003c/p>\n\u003cfigure id=\"attachment_11910593\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11910593 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut.jpg\" alt=\"A view up a sandy shoreline alongside steep, shaded, rocky cliffs, with the sun shining on receding waves.\" width=\"1920\" height=\"1308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-800x545.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-1020x695.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-160x109.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-1536x1046.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Gaviota State Park in Gaviota, one of the state parks that will accept the California State Library Parks Pass. \u003ccite>(George Rose/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How long can I keep the pass?\u003c/h2>\n\u003cp>That’ll really depend on your local library — because each library gets to decide how long a pass can be checked out.\u003c/p>\n\u003cp>Contact your local library to find out how long they’re loaning their passes for, and to make sure you return your pass in a timely manner so the next person can enjoy it.\u003c/p>\n\u003ch2>Can I use the pass to enter multiple state parks that accept it?\u003c/h2>\n\u003cp>Yes, you can use it to enter as many eligible state parks as you like during the loan period.\u003c/p>\n\u003cp>This is another reason placing a hold on a pass may be a helpful way to plan ahead for a few days of travel (or a road trip) to enable you to visit multiple state parks.\u003c/p>\n\u003ch2>What’s the catch?\u003c/h2>\n\u003cp>Remember that not all state parks are participating in this program, and the passes don’t cover camping fees. The Department of Parks and Recreation also says that the pass won’t cover “per-person entry or tour fees (such as museums), boat use, camping, group use or sites, special events, additional/extra vehicle fees, sanitation disposal use or … supplemental fees.”\u003c/p>\n\u003cp>Also, libraries can decide on the number of days a pass can be checked out, and each library will get a minimum of just three passes to give out. So if your local library doesn’t have many passes on offer, and they allow cardholders to keep a pass for several days, you may have to wait for your turn.\u003c/p>\n\u003cfigure id=\"attachment_11910592\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11910592\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mount Diablo State Park in Alamo, with the tallest mountain in the San Francisco Bay Area, July 2016. \u003ccite>(Smith Collection/Gado/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003ca id=\"librarycard\">\u003c/a>What if I don’t have a library card?\u003c/h2>\n\u003cp>Getting a library card is fairly simple, and will allow you to access not only a California State Library Parks Pass, but also the full range of your local library’s books, media, records and library services like laptop and internet access.\u003c/p>\n\u003cp>To apply for a library card, you must:\u003c/p>\n\u003cul>\n\u003cli>Be a California resident.\u003c/li>\n\u003cli>Provide a government-issued photo ID such as your valid driver’s license, state ID, passport, consulate ID card or active military ID.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.library.ca.gov/branches/\">Find your local library near you.\u003c/a> You may be able to apply for a library card in person or online — but be sure to check whether the pandemic has changed your local library’s opening times if you go in person.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>\u003ca id=\"validstateparks\">\u003c/a>Which California state parks offer free entry with a Library Parks Pass?\u003c/h2>\n\u003cp>Take a look at the \u003ca href=\"https://www.parks.ca.gov/Find-a-Park\">California Department of Parks and Recreation’s map\u003c/a> (toggle “show map”) to find the state parks nearest you, or \u003ca href=\"https://www.parks.ca.gov/?page_id=21805\">find the state park you’re looking for in this full list\u003c/a>.\u003c/p>\n\u003cp>You can also \u003ca href=\"https://www.parks.ca.gov/?page_id=30813\">see the list of state parks where you \u003cem>can’t\u003c/em> use a California State Library Parks Pass\u003c/a>.\u003c/p>\n\u003cp>Here are the state parks around the Bay Area that are currently offering free entry with a California State Library Parks Pass:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=22880\">Albany State Marine Reserve\u003c/a>, Albany\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=450\">Armstrong Redwoods State Natural Reserve\u003c/a>, Guerneville\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=482\">Bale Grist Mill State Historic Park\u003c/a>, St. Helena\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=527\">Bean Hollow State Beach\u003c/a>, near Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=475\">Benicia Capitol State Historic Park\u003c/a>, Benicia\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=476\">Benicia State Recreation Area\u003c/a>, Benicia\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=562\">Bethany Reservoir State Recreation Area\u003c/a>, Byron (near Livermore)\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=540\">Big Basin Redwoods State Park\u003c/a>, Boulder Creek\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=477\">Bothe-Napa Valley State Park\u003c/a>, Calistoga\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=487\">Brannan Island State Recreation Area\u003c/a>, Rio Vista\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=535\">Burleigh H. Murray Ranch Park Property\u003c/a>, Half Moon Bay\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=536\">Butano State Park\u003c/a>, Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=519\">Candlestick Point State Recreation Area, \u003c/a>San Francisco\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=538\">Castle Rock State Park\u003c/a>, Los Gatos\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=466\">China Camp State Park\u003c/a>, San Rafael\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=492\">Delta Meadows Park Property\u003c/a>, Vallejo\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=22881\">Emeryville Crescent State Marine Reserve\u003c/a>, Emeryville\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=490\">Franks Tract State Recreation Area\u003c/a>, Bethel Island\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=528\">Gray Whale Cove State Beach\u003c/a>, Half Moon Bay\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=531\">Half Moon Bay State Beach\u003c/a>, Half Moon Bay\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=478\">Jack London State Historic Park\u003c/a>, Glen Ellen\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=24343\">Locke Boarding House Museum Point of Interest\u003c/a>, Locke\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=520\">McLaughlin Eastshore State Park State Seashore\u003c/a>, Berkeley\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=532\">Montara State Beach\u003c/a>, Montara\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=517\">Mount Diablo State Park\u003c/a>, Walnut Creek\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=471\">Mount Tamalpais State Park\u003c/a>, Mill Valley\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=465\">Olompali State Historic Park\u003c/a>, Novato\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=522\">Pescadero State Beach\u003c/a>, Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=533\">Pigeon Point Light Station State Historic Park\u003c/a>, Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=521\">Pomponio State Beach\u003c/a>, San Gregorio\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=539\">Portola Redwoods State Park\u003c/a>, La Honda\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=469\">Samuel P. Taylor State Park\u003c/a>, Lagunitas\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=529\">San Gregorio State Beach\u003c/a>, San Gregorio\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=481\">Sugarloaf Ridge State Park\u003c/a>, Kenwood\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=530\">Thornton State Beach\u003c/a>, Daly City\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=470\">Tomales Bay State Park\u003c/a>, Inverness\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=480\">Trione-Annadel State Park\u003c/a>, Santa Rosa.\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_11919845\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11919845\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-1536x1022.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris Spohrer, state parks superintendent in the Santa Cruz area, stands in front of burned redwood trees at Big Basin Redwoods State Park on May 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003ca id=\"californiastateparkpass\">\u003c/a>How else can I save money visiting California state parks?\u003c/h2>\n\u003cp>Except where otherwise noted, these passes can be used at every California state park, excluding units operated by federal and local government, private agencies or concessionaires (like Angel Island in the Bay Area).\u003c/p>\n\u003cp>\u003cstrong>California State Park Adventure Pass (free)\u003c/strong>\u003c/p>\n\u003cp>If there’s a fourth grader in your household, you’re eligible for a \u003ca href=\"https://www.parks.ca.gov/AdventurePass\">California State Park Adventure Pass\u003c/a>, which gives one family (up to three adults and other kids) and friends who can fit in the same car free entry to \u003ca href=\"https://www.parks.ca.gov/?page_id=30667\">54 participating state parks.\u003c/a> The pass is valid for the one-year period during which the child is in the fourth grade, from September 1 to August 31. In the Bay Area, participating parks include \u003ca href=\"https://www.parks.ca.gov/?page_id=478\">Jack London State Historic Park\u003c/a> in Glen Ellen, \u003ca href=\"https://www.parks.ca.gov/?page_id=469\">Samuel P. Taylor State Park\u003c/a> in Lagunitas and \u003ca href=\"https://www.parks.ca.gov/?page_id=1179\">Hollister Hills State Vehicular Recreation Area\u003c/a> (Gabilan Mountains outside San José).\u003c/p>\n\u003cp>Read more on \u003ca href=\"https://www.parks.ca.gov/AdventurePass\">how to get a California State Park Adventure Pass\u003c/a>.\u003c/p>\n\u003cp id=\"GoldenBear\">\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30960\">Golden Bear Pass\u003c/a> \u003c/strong>(free)\u003c/p>\n\u003cp>Valid for the calendar year, this pass gives free vehicle day-use \u003ca href=\"https://www.parks.ca.gov/pages/737/files/Golden%20Bear%20Park%20Acceptance%20List%20ADA.pdf\">access to certain California state parks (PDF)\u003c/a> for CalWORKs recipients, SSI recipients, and people whose incomes fall under a certain threshold.\u003c/p>\n\u003cp>In 2023, the Golden Bear Pass was also expanded to participants of California’s \u003ca href=\"https://www.cdss.ca.gov/inforesources/tribal-tanf\">Tribal Temporary Assistance for Needy Families (TANF)\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/?page_id=30960\">Read more about how to get a Golden Bear Pass.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30961\">Senior Golden Bear Pass\u003c/a> ($20)\u003c/strong>\u003c/p>\n\u003cp>People age 62 years and older, along with their spouse or domestic partner, can get \u003ca href=\"https://www.parks.ca.gov/pages/737/files/Limited%20Use%20Golden%20Bear%20Park%20Acceptance%20List%20ADA.pdf\">free entry to many state parks (PDF)\u003c/a> during \u003ca href=\"https://www.parks.ca.gov/pages/737/files/Limited%20Use%20Golden%20Bear%20Park%20Acceptance%20List%20ADA.pdf\">non-peak season (PDF)\u003c/a> with this pass, which was formerly known as the Limited Use Golden Bear Pass.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/?page_id=30961\">Read more about how to get a Limited Use Golden Bear Pass.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30959\">Disabled Discount Pass\u003c/a> ($3.50 for a 50% discount)\u003c/strong>\u003c/p>\n\u003cp>This $3.50 lifetime pass gives individuals with permanent disabilities a 50% discount on vehicle day-use, family camping and boat-use fees.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30958\">Distinguished Veteran Pass\u003c/a> (free)\u003c/strong>\u003c/p>\n\u003cp>A lifetime pass for honorably discharged veterans living in California who also meet \u003ca href=\"https://www.parks.ca.gov/?page_id=30958\">certain requirements listed here\u003c/a>. Pass holders can use all basic facilities (day-use, camping and boating) in California state parks for free.\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>[hearken id=\"10483\" src=\"https://modules.wearehearken.com/kqed/embed/10483.js\"]\u003c/p>\n\u003cp>\u003cem>An earlier version of this story first published on July 27, 2023.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
"blocks": [],
"excerpt": "See which California state parks, including many around the Bay Area, you can get into for free with the California State Library Parks Pass.",
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"title": "Free Entry to California State Parks with Your Library Card | KQED",
"description": "Use your library card to gain free access to over 200 California state parks. Find out how to check out a pass and explore nature without spending a dime!",
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"socialDescription": "Use your library card to gain free access to over 200 California state parks. Find out how to check out a pass and explore nature without spending a dime!",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated June 30\u003c/em>\u003c/p>\n\u003cp>Summer in the Bay Area is here. And if you’re itching to explore our state, and you have a library card, you can check out a free pass to over 200 state parks around California.\u003c/p>\n\u003cp>Through the \u003ca href=\"https://www.parks.ca.gov/?page_id=30806\">California State Library Parks Pass program, \u003c/a>each of the state’s libraries — of which there are over 1,180 — are offering cardholders a limited number of passes to most state parks, \u003ca href=\"#validstateparks\">including many state parks around the Bay Area.\u003c/a> Since the program was launched in 2022, over a quarter of a million passes have been checked out statewide.\u003c/p>\n\u003cp>If you’re a library cardholder, each pass gives you free day-entry to a California state park near you for one passenger vehicle (with up to nine people in it) — or one highway-licensed motorcycle. And depending on how your local library is handling the program, you’ll be able to keep and use that pass for a certain amount of time before having to return it.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And if you’re hoping to take advantage of this program soon, there’s good news: After the state legislature eliminated $6.75 million in funding for the pass program, which would have shuttered it on Dec. 31, it’s now been announced that this money has been restored to the state budget. Now, the pass program will continue at least through 2026.\u003c/p>\n\u003cp>According to figures from the California State Library, there have been over 284,000 pass checkouts since the program launched in April 2022 through March 2025 — with 134,784 of those passes checked out since July 2024.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/pages/712/files/fact%20sheet%20parks%20150th%20anniversary%20final.pdf\">California’s state park system is the largest in the nation (PDF)\u003c/a>, with \u003ca href=\"https://www.parks.ca.gov/Find-a-Park\">a large number of parks accessible within the Bay Area\u003c/a> itself. And \u003ca href=\"https://www.kqed.org/mindshift/50949/suffering-from-nature-deficit-disorder-try-forest-bathing\">getting into nature has documented health benefits\u003c/a> — and the state says \u003ca href=\"https://www.parks.ca.gov/NewsRelease/1078\">this program is about helping more Californians explore the outdoors\u003c/a>, and reducing financial barriers to entry.\u003c/p>\n\u003cp>Keep reading to find out how to get free entry to California’s state parks — and which other \u003ca href=\"#californiastateparkpass\">free or low-cost passes to state parks\u003c/a> are available.\u003c/p>\n\u003ch2>Which state parks will accept the California State Library Parks Pass?\u003c/h2>\n\u003cp>The pass is valid for use any day of the week, including holidays (but only if space in the park is available). Still, it’s important to note that not every state park in California will accept the California State Library Parks Pass.\u003c/p>\n\u003cfigure id=\"attachment_11910594\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11910594\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut.jpg\" alt=\"Soaring California redwoods photographed from below\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55018_GettyImages-148204289-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Old-growth redwood trees in Armstrong Woods State Natural Reserve in Guerneville. \u003ccite>(George Rose/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else would you like to read a guide to?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The California Department of Parks and Recreation say the pass won’t be accepted “at units operated by federal and local government, private agencies or concessionaires.” In the Bay Area, for example, Angel Island, Pacifica State Beach and San Bruno Mountain State Park won’t accept a California State Library Parks Pass for free entry.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Still, there are a lot of state parks in the Bay Area where you \u003cem>can\u003c/em> use the pass. These include \u003ca href=\"https://www.parks.ca.gov/?page_id=471\">Mount Tamalpais State Park\u003c/a>, \u003ca href=\"https://www.parks.ca.gov/?page_id=531\">Half Moon Bay State Beach\u003c/a>, \u003ca href=\"https://www.parks.ca.gov/?page_id=517\">Mount Diablo State Park\u003c/a>, \u003ca href=\"https://www.parks.ca.gov/?page_id=538\">Castle Rock State Park\u003c/a> and \u003ca href=\"https://www.parks.ca.gov/?page_id=533\">Pigeon Point Light Station State Historic Park\u003c/a> and \u003ca href=\"https://www.parks.ca.gov/?page_id=540\">Big Basin Redwoods State Park\u003c/a> — the oldest state park in California, founded in 1902. Jump to a list of the \u003ca href=\"#validstateparks\">state parks around the Bay Area that will accept the California State Library Parks Pass.\u003c/a>\u003c/p>\n\u003cp>Take a look at:\u003c/p>\n\u003cul>\n\u003cli>The full list of \u003ca href=\"#validstateparks\">California state parks that offer free entry with a California State Library Parks Pass\u003c/a>.\u003c/li>\n\u003cli>The\u003ca href=\"https://www.parks.ca.gov/?page_id=30813\"> state parks that \u003cem>won’t\u003c/em> accept a California State Library Parks Pass\u003c/a>.\u003c/li>\n\u003cli>A list of \u003ca href=\"https://www.parks.ca.gov/?page_id=23474\">some of California’s most notable state parks\u003c/a>, if you’re hoping to use the pass to travel further afield.\u003c/li>\n\u003cli>A \u003ca href=\"https://www.parks.ca.gov/?page_id=30812\">FAQ about the California State Library Parks Pass program\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003ch2>How can I check out a California State Library Parks Pass from my local library?\u003c/h2>\n\u003cp>Each library may have different preferences for how you check out a pass, but your best bet is almost certainly by visiting in person.\u003c/p>\n\u003cp>Different public libraries have received different numbers of passes, with the minimum being three passes per library.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Jump to: \u003ca href=\"#librarycard\">How to get a library card (if you don’t have one yet).\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>If you have a library card with a public library system that has multiple locations — like in San Francisco or Oakland, for example — the California State Library Parks Passes most likely will be spread out between these locations. Contact your local branch ahead of time to confirm the location of the pass.\u003c/p>\n\u003cp>Your library gets to decide how many days you can keep a pass, so make sure you know that return date when you check out a pass.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Your library may also allow you to place a hold on a pass, just like you would a book — this is, for example, what the San Francisco Public Library allows for cardholders. You may be able to place a hold on a pass in person at your local library, or online by logging into your library card account. Placing a hold on a pass could be a good way to plan in advance for an upcoming trip where you want to use the free pass.\u003c/p>\n\u003cp>\u003ca href=\"https://www.library.ca.gov/branches/\">Find your nearest local library.\u003c/a>\u003c/p>\n\u003ch2>How much money will I be saving by using a California State Library Parks Pass?\u003c/h2>\n\u003cp>Entry fees usually vary between state parks, and often go up around peak visit weekends or holidays.\u003c/p>\n\u003cp>The \u003ca href=\"https://store.parks.ca.gov/category/default-category/park-passes/\">California Explorer Annual Day Use Pass typically costs $195\u003c/a>, but doesn’t cover all state parks in California.\u003c/p>\n\u003cfigure id=\"attachment_11910593\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11910593 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut.jpg\" alt=\"A view up a sandy shoreline alongside steep, shaded, rocky cliffs, with the sun shining on receding waves.\" width=\"1920\" height=\"1308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-800x545.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-1020x695.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-160x109.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55016_GettyImages-1379725445-qut-1536x1046.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Gaviota State Park in Gaviota, one of the state parks that will accept the California State Library Parks Pass. \u003ccite>(George Rose/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How long can I keep the pass?\u003c/h2>\n\u003cp>That’ll really depend on your local library — because each library gets to decide how long a pass can be checked out.\u003c/p>\n\u003cp>Contact your local library to find out how long they’re loaning their passes for, and to make sure you return your pass in a timely manner so the next person can enjoy it.\u003c/p>\n\u003ch2>Can I use the pass to enter multiple state parks that accept it?\u003c/h2>\n\u003cp>Yes, you can use it to enter as many eligible state parks as you like during the loan period.\u003c/p>\n\u003cp>This is another reason placing a hold on a pass may be a helpful way to plan ahead for a few days of travel (or a road trip) to enable you to visit multiple state parks.\u003c/p>\n\u003ch2>What’s the catch?\u003c/h2>\n\u003cp>Remember that not all state parks are participating in this program, and the passes don’t cover camping fees. The Department of Parks and Recreation also says that the pass won’t cover “per-person entry or tour fees (such as museums), boat use, camping, group use or sites, special events, additional/extra vehicle fees, sanitation disposal use or … supplemental fees.”\u003c/p>\n\u003cp>Also, libraries can decide on the number of days a pass can be checked out, and each library will get a minimum of just three passes to give out. So if your local library doesn’t have many passes on offer, and they allow cardholders to keep a pass for several days, you may have to wait for your turn.\u003c/p>\n\u003cfigure id=\"attachment_11910592\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11910592\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/RS55015_GettyImages-547363506-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mount Diablo State Park in Alamo, with the tallest mountain in the San Francisco Bay Area, July 2016. \u003ccite>(Smith Collection/Gado/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003ca id=\"librarycard\">\u003c/a>What if I don’t have a library card?\u003c/h2>\n\u003cp>Getting a library card is fairly simple, and will allow you to access not only a California State Library Parks Pass, but also the full range of your local library’s books, media, records and library services like laptop and internet access.\u003c/p>\n\u003cp>To apply for a library card, you must:\u003c/p>\n\u003cul>\n\u003cli>Be a California resident.\u003c/li>\n\u003cli>Provide a government-issued photo ID such as your valid driver’s license, state ID, passport, consulate ID card or active military ID.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.library.ca.gov/branches/\">Find your local library near you.\u003c/a> You may be able to apply for a library card in person or online — but be sure to check whether the pandemic has changed your local library’s opening times if you go in person.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>\u003ca id=\"validstateparks\">\u003c/a>Which California state parks offer free entry with a Library Parks Pass?\u003c/h2>\n\u003cp>Take a look at the \u003ca href=\"https://www.parks.ca.gov/Find-a-Park\">California Department of Parks and Recreation’s map\u003c/a> (toggle “show map”) to find the state parks nearest you, or \u003ca href=\"https://www.parks.ca.gov/?page_id=21805\">find the state park you’re looking for in this full list\u003c/a>.\u003c/p>\n\u003cp>You can also \u003ca href=\"https://www.parks.ca.gov/?page_id=30813\">see the list of state parks where you \u003cem>can’t\u003c/em> use a California State Library Parks Pass\u003c/a>.\u003c/p>\n\u003cp>Here are the state parks around the Bay Area that are currently offering free entry with a California State Library Parks Pass:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=22880\">Albany State Marine Reserve\u003c/a>, Albany\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=450\">Armstrong Redwoods State Natural Reserve\u003c/a>, Guerneville\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=482\">Bale Grist Mill State Historic Park\u003c/a>, St. Helena\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=527\">Bean Hollow State Beach\u003c/a>, near Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=475\">Benicia Capitol State Historic Park\u003c/a>, Benicia\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=476\">Benicia State Recreation Area\u003c/a>, Benicia\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=562\">Bethany Reservoir State Recreation Area\u003c/a>, Byron (near Livermore)\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=540\">Big Basin Redwoods State Park\u003c/a>, Boulder Creek\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=477\">Bothe-Napa Valley State Park\u003c/a>, Calistoga\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=487\">Brannan Island State Recreation Area\u003c/a>, Rio Vista\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=535\">Burleigh H. Murray Ranch Park Property\u003c/a>, Half Moon Bay\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=536\">Butano State Park\u003c/a>, Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=519\">Candlestick Point State Recreation Area, \u003c/a>San Francisco\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=538\">Castle Rock State Park\u003c/a>, Los Gatos\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=466\">China Camp State Park\u003c/a>, San Rafael\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=492\">Delta Meadows Park Property\u003c/a>, Vallejo\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=22881\">Emeryville Crescent State Marine Reserve\u003c/a>, Emeryville\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=490\">Franks Tract State Recreation Area\u003c/a>, Bethel Island\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=528\">Gray Whale Cove State Beach\u003c/a>, Half Moon Bay\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=531\">Half Moon Bay State Beach\u003c/a>, Half Moon Bay\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=478\">Jack London State Historic Park\u003c/a>, Glen Ellen\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=24343\">Locke Boarding House Museum Point of Interest\u003c/a>, Locke\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=520\">McLaughlin Eastshore State Park State Seashore\u003c/a>, Berkeley\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=532\">Montara State Beach\u003c/a>, Montara\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=517\">Mount Diablo State Park\u003c/a>, Walnut Creek\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=471\">Mount Tamalpais State Park\u003c/a>, Mill Valley\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=465\">Olompali State Historic Park\u003c/a>, Novato\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=522\">Pescadero State Beach\u003c/a>, Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=533\">Pigeon Point Light Station State Historic Park\u003c/a>, Pescadero\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=521\">Pomponio State Beach\u003c/a>, San Gregorio\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=539\">Portola Redwoods State Park\u003c/a>, La Honda\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=469\">Samuel P. Taylor State Park\u003c/a>, Lagunitas\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=529\">San Gregorio State Beach\u003c/a>, San Gregorio\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=481\">Sugarloaf Ridge State Park\u003c/a>, Kenwood\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=530\">Thornton State Beach\u003c/a>, Daly City\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=470\">Tomales Bay State Park\u003c/a>, Inverness\u003c/li>\n\u003cli>\u003ca href=\"https://www.parks.ca.gov/?page_id=480\">Trione-Annadel State Park\u003c/a>, Santa Rosa.\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_11919845\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11919845\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS56328_011_KQED_BigBasinRedwoods_05262022-qut-1536x1022.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris Spohrer, state parks superintendent in the Santa Cruz area, stands in front of burned redwood trees at Big Basin Redwoods State Park on May 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003ca id=\"californiastateparkpass\">\u003c/a>How else can I save money visiting California state parks?\u003c/h2>\n\u003cp>Except where otherwise noted, these passes can be used at every California state park, excluding units operated by federal and local government, private agencies or concessionaires (like Angel Island in the Bay Area).\u003c/p>\n\u003cp>\u003cstrong>California State Park Adventure Pass (free)\u003c/strong>\u003c/p>\n\u003cp>If there’s a fourth grader in your household, you’re eligible for a \u003ca href=\"https://www.parks.ca.gov/AdventurePass\">California State Park Adventure Pass\u003c/a>, which gives one family (up to three adults and other kids) and friends who can fit in the same car free entry to \u003ca href=\"https://www.parks.ca.gov/?page_id=30667\">54 participating state parks.\u003c/a> The pass is valid for the one-year period during which the child is in the fourth grade, from September 1 to August 31. In the Bay Area, participating parks include \u003ca href=\"https://www.parks.ca.gov/?page_id=478\">Jack London State Historic Park\u003c/a> in Glen Ellen, \u003ca href=\"https://www.parks.ca.gov/?page_id=469\">Samuel P. Taylor State Park\u003c/a> in Lagunitas and \u003ca href=\"https://www.parks.ca.gov/?page_id=1179\">Hollister Hills State Vehicular Recreation Area\u003c/a> (Gabilan Mountains outside San José).\u003c/p>\n\u003cp>Read more on \u003ca href=\"https://www.parks.ca.gov/AdventurePass\">how to get a California State Park Adventure Pass\u003c/a>.\u003c/p>\n\u003cp id=\"GoldenBear\">\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30960\">Golden Bear Pass\u003c/a> \u003c/strong>(free)\u003c/p>\n\u003cp>Valid for the calendar year, this pass gives free vehicle day-use \u003ca href=\"https://www.parks.ca.gov/pages/737/files/Golden%20Bear%20Park%20Acceptance%20List%20ADA.pdf\">access to certain California state parks (PDF)\u003c/a> for CalWORKs recipients, SSI recipients, and people whose incomes fall under a certain threshold.\u003c/p>\n\u003cp>In 2023, the Golden Bear Pass was also expanded to participants of California’s \u003ca href=\"https://www.cdss.ca.gov/inforesources/tribal-tanf\">Tribal Temporary Assistance for Needy Families (TANF)\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/?page_id=30960\">Read more about how to get a Golden Bear Pass.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30961\">Senior Golden Bear Pass\u003c/a> ($20)\u003c/strong>\u003c/p>\n\u003cp>People age 62 years and older, along with their spouse or domestic partner, can get \u003ca href=\"https://www.parks.ca.gov/pages/737/files/Limited%20Use%20Golden%20Bear%20Park%20Acceptance%20List%20ADA.pdf\">free entry to many state parks (PDF)\u003c/a> during \u003ca href=\"https://www.parks.ca.gov/pages/737/files/Limited%20Use%20Golden%20Bear%20Park%20Acceptance%20List%20ADA.pdf\">non-peak season (PDF)\u003c/a> with this pass, which was formerly known as the Limited Use Golden Bear Pass.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parks.ca.gov/?page_id=30961\">Read more about how to get a Limited Use Golden Bear Pass.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30959\">Disabled Discount Pass\u003c/a> ($3.50 for a 50% discount)\u003c/strong>\u003c/p>\n\u003cp>This $3.50 lifetime pass gives individuals with permanent disabilities a 50% discount on vehicle day-use, family camping and boat-use fees.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.parks.ca.gov/?page_id=30958\">Distinguished Veteran Pass\u003c/a> (free)\u003c/strong>\u003c/p>\n\u003cp>A lifetime pass for honorably discharged veterans living in California who also meet \u003ca href=\"https://www.parks.ca.gov/?page_id=30958\">certain requirements listed here\u003c/a>. Pass holders can use all basic facilities (day-use, camping and boating) in California state parks for free.\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>An earlier version of this story first published on July 27, 2023.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "after-historic-win-child-care-union-fears-pushback-over-pay-benefits",
"title": "After Historic Win, Child Care Union Fears Pushback Over Pay, Benefits",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> made history two years ago by agreeing to establish the nation’s first retirement fund for home-based child care workers and to pay them fairly for providing subsidized care.\u003c/p>\n\u003cp>The deal \u003ca href=\"https://www.kqed.org/news/11964236/how-a-california-child-care-workers-union-fought-for-living-wages-and-won\">was considered a huge win\u003c/a> for the roughly 60,000 members of Child Care Providers United, who said for years that the state doesn’t pay them enough to cover the costs of caring for children out of their homes. But with their current contract set to expire at the end of June, and bargaining for a new one under way, they’re worried the state wants to cut back some of the benefits and delay implementing a new plan that would bring their payments up to the “true cost of care.”\u003c/p>\n\u003cp>“We had some victories, but right now, it’s like [they’re] turning their backs on us,” said Patricia Moran, a family child care provider from San José and member of the union’s bargaining team.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When asked about the union’s stance, the California Department of Social Services said it doesn’t comment on ongoing contract negotiations.\u003c/p>\n\u003cp>As small-business owners, home-based child care providers don’t have access to employer-provided benefits. In 2019, they won the right to collectively bargain because many of them receive reimbursements from the state for serving lower-income families.\u003c/p>\n\u003cfigure id=\"attachment_12039810\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12039810\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Khulood Jamil (center) and other child care providers and supporters march to the Federal Building in San José on May 12, 2025. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In California, more than 70% of families who receive child care vouchers send their kids to Family Child Care homes or they choose friends, family or neighbors as caregivers, \u003ca href=\"https://rrnetwork.org/assets/general-files/CCP-2023-Slides_2025.04.29.pdf\" target=\"_blank\" rel=\"noopener\">according to state data\u003c/a>.\u003c/p>\n\u003cp>Over the last few contract deals, the union secured a $100 million fund to help reduce health care expenses for its members, $80 million in annual funding for retirement benefits, plus more than $40 million for training.\u003c/p>\n\u003cp>The state also committed to using an “alternative methodology” to calculate subsidy rates based on how much it actually costs to provide early care and education, instead of on the current system which is based on what parents have been paying for it.\u003c/p>\n\u003cp>Experts agree\u003ca href=\"https://cdss.ca.gov/Portals/9/CalWORKs/CCT/CCDD/Rate%20and%20Quality%20Stakeholder%20Workgroup%20Report_August%202022_FINAL%20ADA%20(2).pdf?ver=2022-08-24-081240-333\" target=\"_blank\" rel=\"noopener\"> that the current system is flawed (PDF)\u003c/a>. Because providers lower tuition prices to meet what parents in their communities can afford for child care, the rates don’t reflect what it actually costs.\u003c/p>\n\u003cp>A\u003ca href=\"https://www.prenatal5fiscal.org/_files/ugd/8fd549_831af20bfb4142b59fda11194bb908fd.pdf\" target=\"_blank\" rel=\"noopener\"> 2022 study (PDF)\u003c/a> commissioned by the state found the rates are far below the current costs to provide child care, resulting in lower wages for the workers and a chronic shortage of licensed child care. The most recent \u003ca href=\"https://rrnetwork.org/assets/general-files/CCP-2023-Slides_2025.04.29.pdf\" target=\"_blank\" rel=\"noopener\">state data shows (PDF)\u003c/a> that while the number of licensed Family Child Care spaces slightly increased between 2021 and 2023, only 26% of working families have access to licensed child care.[aside postID=news_12044082 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-39-BL-KQED.jpg']“Essentially when the state doesn’t pay child care providers fairly, that really just shifts costs towards California families,” said Julia Forte Frudden, a policy analyst at the Child Care Law Center, an advocacy group based in Berkeley. “And I think that’s really hard right now when so many families are feeling the squeeze of cost of living and are really fearful too about where our economy is going.”\u003c/p>\n\u003cp>When contract talks began, Moran said negotiators representing the state proposed eliminating the health care fund and reducing the retirement fund.\u003c/p>\n\u003cp>The past two years, the health care fund helped her cover out-of-pocket expenses for medication for her rheumatoid arthritis, which costs $5,000 per month, she said.\u003c/p>\n\u003cp>“Without that medication, I can’t lift a baby, I can’t sit down with my children for circle time,” Moran said.\u003c/p>\n\u003cp>She said she’s also frustrated that the state wants to delay implementing the new payment method by at least two years. In his revised budget for the 2025–26, Gov. Gavin Newsom cited needing more time to update technology systems for the change. Last month, he said that while he’s proud of his administration’s \u003ca href=\"https://www.cdss.ca.gov/Portals/13/Press%20Releases/2022/CDSSNewsRelease-CCPU.pdf\" target=\"_blank\" rel=\"noopener\">unprecedented investments (PDF)\u003c/a> in child care, he must “hold the line” in his budget proposal due to a bleak fiscal outlook. The governor blamed President \u003ca href=\"https://www.kqed.org/news/12040025/newsom-blames-trump-california-budget-deficit-aims-cap-undocumented-health-care\">Donald Trump’s chaotic tariffs strategy \u003c/a>for creating financial uncertainties.\u003c/p>\n\u003cfigure id=\"attachment_12030547\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12030547\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children’s cars and scooters at Lisa Zarodney’s home in Livermore, where she runs a child care operation, on March 7, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But to Max Arias, the chief negotiator for the union, that reason “is like taking advantage of the moment.”\u003c/p>\n\u003cp>“It also seems like a 180 turnabout on what they were saying up until a few months ago, that it was a priority of the administration to get to the cost of care,” Arias said.\u003c/p>\n\u003cp>He said workers should at least get a bump in reimbursement rates while they wait for the new model.\u003c/p>\n\u003cp>As the talks continue, union members are calling on Newsom and legislators to include funding for them as they negotiate a final budget before the July 1 start of the fiscal year.\u003c/p>\n\u003cp>“If they really value what we do, they’re going to pay us like we’re professionals,” Moran said. “We want to have peace of mind when we pay our bills at the end of the month.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Since 2019, the union representing some 60,000 workers who provide child care out of their homes made landmark gains. As they negotiate a new contract, the workers say they’re worried the state wants to cut back some benefits and delay a plan that would increase their wages. ",
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"title": "After Historic Win, Child Care Union Fears Pushback Over Pay, Benefits | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> made history two years ago by agreeing to establish the nation’s first retirement fund for home-based child care workers and to pay them fairly for providing subsidized care.\u003c/p>\n\u003cp>The deal \u003ca href=\"https://www.kqed.org/news/11964236/how-a-california-child-care-workers-union-fought-for-living-wages-and-won\">was considered a huge win\u003c/a> for the roughly 60,000 members of Child Care Providers United, who said for years that the state doesn’t pay them enough to cover the costs of caring for children out of their homes. But with their current contract set to expire at the end of June, and bargaining for a new one under way, they’re worried the state wants to cut back some of the benefits and delay implementing a new plan that would bring their payments up to the “true cost of care.”\u003c/p>\n\u003cp>“We had some victories, but right now, it’s like [they’re] turning their backs on us,” said Patricia Moran, a family child care provider from San José and member of the union’s bargaining team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When asked about the union’s stance, the California Department of Social Services said it doesn’t comment on ongoing contract negotiations.\u003c/p>\n\u003cp>As small-business owners, home-based child care providers don’t have access to employer-provided benefits. In 2019, they won the right to collectively bargain because many of them receive reimbursements from the state for serving lower-income families.\u003c/p>\n\u003cfigure id=\"attachment_12039810\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12039810\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Khulood Jamil (center) and other child care providers and supporters march to the Federal Building in San José on May 12, 2025. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In California, more than 70% of families who receive child care vouchers send their kids to Family Child Care homes or they choose friends, family or neighbors as caregivers, \u003ca href=\"https://rrnetwork.org/assets/general-files/CCP-2023-Slides_2025.04.29.pdf\" target=\"_blank\" rel=\"noopener\">according to state data\u003c/a>.\u003c/p>\n\u003cp>Over the last few contract deals, the union secured a $100 million fund to help reduce health care expenses for its members, $80 million in annual funding for retirement benefits, plus more than $40 million for training.\u003c/p>\n\u003cp>The state also committed to using an “alternative methodology” to calculate subsidy rates based on how much it actually costs to provide early care and education, instead of on the current system which is based on what parents have been paying for it.\u003c/p>\n\u003cp>Experts agree\u003ca href=\"https://cdss.ca.gov/Portals/9/CalWORKs/CCT/CCDD/Rate%20and%20Quality%20Stakeholder%20Workgroup%20Report_August%202022_FINAL%20ADA%20(2).pdf?ver=2022-08-24-081240-333\" target=\"_blank\" rel=\"noopener\"> that the current system is flawed (PDF)\u003c/a>. Because providers lower tuition prices to meet what parents in their communities can afford for child care, the rates don’t reflect what it actually costs.\u003c/p>\n\u003cp>A\u003ca href=\"https://www.prenatal5fiscal.org/_files/ugd/8fd549_831af20bfb4142b59fda11194bb908fd.pdf\" target=\"_blank\" rel=\"noopener\"> 2022 study (PDF)\u003c/a> commissioned by the state found the rates are far below the current costs to provide child care, resulting in lower wages for the workers and a chronic shortage of licensed child care. The most recent \u003ca href=\"https://rrnetwork.org/assets/general-files/CCP-2023-Slides_2025.04.29.pdf\" target=\"_blank\" rel=\"noopener\">state data shows (PDF)\u003c/a> that while the number of licensed Family Child Care spaces slightly increased between 2021 and 2023, only 26% of working families have access to licensed child care.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Essentially when the state doesn’t pay child care providers fairly, that really just shifts costs towards California families,” said Julia Forte Frudden, a policy analyst at the Child Care Law Center, an advocacy group based in Berkeley. “And I think that’s really hard right now when so many families are feeling the squeeze of cost of living and are really fearful too about where our economy is going.”\u003c/p>\n\u003cp>When contract talks began, Moran said negotiators representing the state proposed eliminating the health care fund and reducing the retirement fund.\u003c/p>\n\u003cp>The past two years, the health care fund helped her cover out-of-pocket expenses for medication for her rheumatoid arthritis, which costs $5,000 per month, she said.\u003c/p>\n\u003cp>“Without that medication, I can’t lift a baby, I can’t sit down with my children for circle time,” Moran said.\u003c/p>\n\u003cp>She said she’s also frustrated that the state wants to delay implementing the new payment method by at least two years. In his revised budget for the 2025–26, Gov. Gavin Newsom cited needing more time to update technology systems for the change. Last month, he said that while he’s proud of his administration’s \u003ca href=\"https://www.cdss.ca.gov/Portals/13/Press%20Releases/2022/CDSSNewsRelease-CCPU.pdf\" target=\"_blank\" rel=\"noopener\">unprecedented investments (PDF)\u003c/a> in child care, he must “hold the line” in his budget proposal due to a bleak fiscal outlook. The governor blamed President \u003ca href=\"https://www.kqed.org/news/12040025/newsom-blames-trump-california-budget-deficit-aims-cap-undocumented-health-care\">Donald Trump’s chaotic tariffs strategy \u003c/a>for creating financial uncertainties.\u003c/p>\n\u003cfigure id=\"attachment_12030547\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12030547\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250307_ALAMEDACHILDCARE_GC-22-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children’s cars and scooters at Lisa Zarodney’s home in Livermore, where she runs a child care operation, on March 7, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But to Max Arias, the chief negotiator for the union, that reason “is like taking advantage of the moment.”\u003c/p>\n\u003cp>“It also seems like a 180 turnabout on what they were saying up until a few months ago, that it was a priority of the administration to get to the cost of care,” Arias said.\u003c/p>\n\u003cp>He said workers should at least get a bump in reimbursement rates while they wait for the new model.\u003c/p>\n\u003cp>As the talks continue, union members are calling on Newsom and legislators to include funding for them as they negotiate a final budget before the July 1 start of the fiscal year.\u003c/p>\n\u003cp>“If they really value what we do, they’re going to pay us like we’re professionals,” Moran said. “We want to have peace of mind when we pay our bills at the end of the month.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "sf-school-district-unveils-balanced-budget-after-cutting-over-110-million-in-spending",
"title": "SF School District Unveils Balanced Budget After Cutting Over $110 Million in Spending",
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"headTitle": "SF School District Unveils Balanced Budget After Cutting Over $110 Million in Spending | KQED",
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"content": "\u003cp>After months of budget wrangling, buyouts and the threat of state takeover, \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco’s school district\u003c/a> will deliver a balanced budget, according to Superintendent Maria Su.\u003c/p>\n\u003cp>As the San Francisco Unified School District nears the end of its fiscal year, Su on Tuesday unveiled the financial plan she was \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">brought into the embattled system to deliver\u003c/a> last fall. The budget eliminates a $113 million deficit, focuses more spending on school campuses, \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">avoids teacher layoffs\u003c/a> and cuts down nearly half of the district’s deficit spending.\u003c/p>\n\u003cp>“We have made a lot of really, really tough decisions and all of those necessary cuts that need to be made to support our budget and, of course, to maintain local control,” Su told reporters last week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district’s budget focus will be three-pronged, she said: improving student learning, creating strong and supported schools, and prioritizing effective governance.\u003c/p>\n\u003cp>“We have worked really hard to strategically invest in what we know our students need the most,” she continued.\u003c/p>\n\u003cp>The biggest cuts will be in staffing. Nearly 400 positions are being eliminated across school sites and \u003ca href=\"https://www.kqed.org/news/12036914/more-sfusd-layoffs-to-target-central-office-bringing-budget-gap-closer-to-zero\">the central office\u003c/a>, and 345 more positions are being vacated by retiring staffers who took a \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">voluntary buyout\u003c/a> earlier this year. Of those, 315 positions will be filled by mostly lower-paid — and less experienced — workers.\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>About 180 of the eliminated positions involve employees who work on school campuses, according to district documents, though their exact roles have not been made clear.\u003c/p>\n\u003cp>Frank Lara, vice president of the SFUSD teachers union, said most were “special assignment” roles that many experienced teachers had moved into to focus on English language learning, reforms to teaching and curriculum, or reducing class sizes.\u003c/p>\n\u003cp>The district said every school site will have a principal, clerk and classroom teachers for each grade level, but those specialized staffers, along with assistant principals and higher-than-mandated numbers of paraeducators, counselors and social workers, are not guaranteed.\u003c/p>\n\u003cp>“We’re really facing a major disruption to how schools serve students,” without those jobs, but the effects won’t be fully known until next year, Lara said.[aside postID=news_12040756 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250204-WeCantWait-04-BL_qed-1020x680.jpg']Su said last week that the district was focused on making sure schools still have access to enrichment courses in the arts and physical education, along with language immersion opportunities and improved food options — a hot topic with students, she told reporters.\u003c/p>\n\u003cp>In the central office, the gaps could be more glaring.\u003c/p>\n\u003cp>About 190 roles have been eliminated there, which will extend wait times for technology needs and force the office to prioritize certain communications and digital resources that are aligned with curriculum, according to the district. With the reductions, spending on the central office will be about 16% of the district’s total budget, down from 25% five years ago and lower than similar districts in the state.\u003c/p>\n\u003cp>“That shows the commitment to our students, our schools, our families, and it’s much appreciated,” said board member Matt Alexander.\u003c/p>\n\u003cp>Union leaders have long said the district spends too much of its resources on the administrative office staff, and they urged for cuts to be kept away from school sites.\u003c/p>\n\u003cp>Lara said it was a positive step, but he added that the union is continuing to monitor if, and how, central office positions are reintroduced.\u003c/p>\n\u003cp>In the next year, Su said further reductions will be needed, especially after the district reported that it will receive about $8 million less revenue in state and attendance-related funding than it budgeted for in a fiscal update last month.\u003c/p>\n\u003cp>The district is also continuing to try to curb deficit spending, which is down from more than $90 million to $47 million this year. Projections for future years show the district continuing to overspend by about the same amount, meaning it will need to take additional steps to reach longer-term stability.\u003c/p>\n\u003cp>Su said that could mean discussing whether school closures are needed, investing in changes to \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">transitional kindergarten\u003c/a> and special education services, and making additional reductions in some programs.\u003c/p>\n\u003cp>A clearer picture of next year’s budget outlook will come into focus next week, when the district plans to present a fiscal stabilization plan for the 2026–2027 school year.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "San Francisco schools Superintendent Maria Su unveiled the financial plan she was brought into the embattled district to deliver, saying officials had to make 'tough decisions.'",
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"title": "SF School District Unveils Balanced Budget After Cutting Over $110 Million in Spending | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After months of budget wrangling, buyouts and the threat of state takeover, \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco’s school district\u003c/a> will deliver a balanced budget, according to Superintendent Maria Su.\u003c/p>\n\u003cp>As the San Francisco Unified School District nears the end of its fiscal year, Su on Tuesday unveiled the financial plan she was \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">brought into the embattled system to deliver\u003c/a> last fall. The budget eliminates a $113 million deficit, focuses more spending on school campuses, \u003ca href=\"https://www.kqed.org/news/12040756/sfusd-reverses-over-150-layoffs-but-hiring-teachers-may-still-be-an-uphill-battle\">avoids teacher layoffs\u003c/a> and cuts down nearly half of the district’s deficit spending.\u003c/p>\n\u003cp>“We have made a lot of really, really tough decisions and all of those necessary cuts that need to be made to support our budget and, of course, to maintain local control,” Su told reporters last week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district’s budget focus will be three-pronged, she said: improving student learning, creating strong and supported schools, and prioritizing effective governance.\u003c/p>\n\u003cp>“We have worked really hard to strategically invest in what we know our students need the most,” she continued.\u003c/p>\n\u003cp>The biggest cuts will be in staffing. Nearly 400 positions are being eliminated across school sites and \u003ca href=\"https://www.kqed.org/news/12036914/more-sfusd-layoffs-to-target-central-office-bringing-budget-gap-closer-to-zero\">the central office\u003c/a>, and 345 more positions are being vacated by retiring staffers who took a \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">voluntary buyout\u003c/a> earlier this year. Of those, 315 positions will be filled by mostly lower-paid — and less experienced — workers.\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>About 180 of the eliminated positions involve employees who work on school campuses, according to district documents, though their exact roles have not been made clear.\u003c/p>\n\u003cp>Frank Lara, vice president of the SFUSD teachers union, said most were “special assignment” roles that many experienced teachers had moved into to focus on English language learning, reforms to teaching and curriculum, or reducing class sizes.\u003c/p>\n\u003cp>The district said every school site will have a principal, clerk and classroom teachers for each grade level, but those specialized staffers, along with assistant principals and higher-than-mandated numbers of paraeducators, counselors and social workers, are not guaranteed.\u003c/p>\n\u003cp>“We’re really facing a major disruption to how schools serve students,” without those jobs, but the effects won’t be fully known until next year, Lara said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Su said last week that the district was focused on making sure schools still have access to enrichment courses in the arts and physical education, along with language immersion opportunities and improved food options — a hot topic with students, she told reporters.\u003c/p>\n\u003cp>In the central office, the gaps could be more glaring.\u003c/p>\n\u003cp>About 190 roles have been eliminated there, which will extend wait times for technology needs and force the office to prioritize certain communications and digital resources that are aligned with curriculum, according to the district. With the reductions, spending on the central office will be about 16% of the district’s total budget, down from 25% five years ago and lower than similar districts in the state.\u003c/p>\n\u003cp>“That shows the commitment to our students, our schools, our families, and it’s much appreciated,” said board member Matt Alexander.\u003c/p>\n\u003cp>Union leaders have long said the district spends too much of its resources on the administrative office staff, and they urged for cuts to be kept away from school sites.\u003c/p>\n\u003cp>Lara said it was a positive step, but he added that the union is continuing to monitor if, and how, central office positions are reintroduced.\u003c/p>\n\u003cp>In the next year, Su said further reductions will be needed, especially after the district reported that it will receive about $8 million less revenue in state and attendance-related funding than it budgeted for in a fiscal update last month.\u003c/p>\n\u003cp>The district is also continuing to try to curb deficit spending, which is down from more than $90 million to $47 million this year. Projections for future years show the district continuing to overspend by about the same amount, meaning it will need to take additional steps to reach longer-term stability.\u003c/p>\n\u003cp>Su said that could mean discussing whether school closures are needed, investing in changes to \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">transitional kindergarten\u003c/a> and special education services, and making additional reductions in some programs.\u003c/p>\n\u003cp>A clearer picture of next year’s budget outlook will come into focus next week, when the district plans to present a fiscal stabilization plan for the 2026–2027 school year.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Students Showed Resilience as Schools Recovered From LA Fires",
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"content": "\u003cp>Several weeks after students returned to Canyon Charter Elementary School following the Los Angeles fires in January, a second grade student at the school cried as his teacher packed up an absent friend’s belongings.\u003c/p>\n\u003cp>“What are you doing with this stuff?” the student asked, his grief ongoing, and mounting.\u003c/p>\n\u003cp>Katje Davis said it was difficult to explain that his friend was displaced by the Palisades fire and had to move to another school.\u003c/p>\n\u003cp>“This loss was hard,” Davis said. “But … we’re good teachers here. And we’ve figured out how to put the kids first.”\u003c/p>\n\u003cp>The second grader was one of hundreds who left the Los Angeles Unified School District, which lost two elementary schools to the fires, and the Pasadena Unified School District, which encompasses Altadena, and was the hardest hit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And as the academic year comes to an end, teachers, administrators and experts have stressed that schools in areas affected by fires have remained a key source of stability, despite campuswide adjustments to a new normal and the ongoing grief expressed by students, many of whom lost their homes, pets and communities. Five months after the fires, students were back on track, making progress academically and emotionally.\u003c/p>\n\u003cp>“Schools provide a sense of continuity and safety for children,” said Pedro Noguera, the Emery Stoops and Joyce King Stoops Dean of USC’s Rossier School of Education. “And, that’s why it’s so important to be in school.”\u003c/p>\n\u003ch2>‘Nothing like COVID’: Returning to normalcy\u003c/h2>\n\u003cp>Despite losing some schools to the fire, \u003ca href=\"https://edsource.org/2025/los-angeles-schools-close-brace-for-more-fire-wind-and-ash/724794\">Los Angeles Unified and Pasadena Unified\u003c/a> were \u003ca href=\"https://edsource.org/2025/the-day-i-lost-my-house-school-communities-reel-from-eaton-palisades-fires/725439\">relatively quick to bring students back\u003c/a> and resume classes at their new locations. Many students returned by the end of January.\u003c/p>\n\u003cp>The schools that burned down were relocated to new campuses, so students could stay with the same campus community, classroom, classmates and teachers.\u003c/p>\n\u003cp>Parents at Canyon Charter Elementary were concerned about environmental risks, according to Davis, and many kept their kids home until the district completed a \u003ca class=\"external\" href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/135/Canyon%20Charter%20ES%20Fire%20Impact%20Assessment%20Report%20R1.pdf\" target=\"_blank\" rel=\"noopener\">Soil and Indoor Air Dust Report (PDF)\u003c/a> in late March.\u003c/p>\n\u003cp>In the months following the Eaton and Palisades fires, students who lived in impacted communities dealt with different circumstances and missed varying amounts of instruction. Some initially seemed happy to be back with their teacher and classmates; others struggled emotionally.\u003c/p>\n\u003cp>“This is nothing like Covid — because at Covid times, everybody was in the same boat,” Davis said. Her school was in a unique position — they were the closest to the burn zone but did not perish. They also didn’t have running water until mid-March.\u003c/p>\n\u003cp>Wendy Connor, a veteran first grade teacher at Marquez Charter Elementary School, which did burn down in Palisades, said the initial days and weeks after they resumed in January at Nora Sterry Elementary were geared toward students’ emotional well-being. [aside postID=\"news_12031140,news_12025436,news_12028438\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Teachers started marking tardies in mid-February, she said, and she tried to cover only the essential parts of each lesson.\u003c/p>\n\u003cp>“We’re reading a story. We’re writing. We’re practicing spelling and writing sentences and things like that,” Connor said in an interview with EdSource in February. “But, we’re just not doing it for as long as we normally would. If there’s five questions for them to answer, maybe I’ll just have them do three.”\u003c/p>\n\u003cp>As the weeks rolled on and students started to settle into their new environments, Connor said she felt she had been able to steer her first graders back into a more normal school day.\u003c/p>\n\u003cp>By May, most of the kids at Marquez Charter Elementary had settled down and were happy at their new location, Connor told EdSource.\u003c/p>\n\u003cp>“There’s been some stories of a few different students from different classrooms whose parents wanted them to go to a different school … and the kids just refused to go. They wanted to stay at Marquez.”\u003c/p>\n\u003cp>The efforts at Pasadena Unified have yielded some surprising results, according to Julianne Reynoso, Pasadena Unified’s assistant superintendent of student wellness and support services.\u003c/p>\n\u003cp>Although 10,000 of the district’s 14,000 students were evacuated from the Eaton fire, the district’s diagnostic assessments show that the number of students performing at or above grade level in math and reading across elementary and middle school has increased between the August/September and March/April assessment periods.\u003c/p>\n\u003cp>Specifically, the number of elementary students who performed at mid- or above-grade level rose 15 percentage points in math and 14 percentage points in reading.\u003c/p>\n\u003cp>Among middle schoolers, math scores rose by 11 percentage points and 6 percentage points in reading.\u003c/p>\n\u003cp>An LAUSD spokesperson said in an email to EdSource that they do not have any data measuring the impacts of the Palisades fire on students at Palisades Charter Elementary and Marquez Charter Elementary.\u003c/p>\n\u003ch2>A changing landscape\u003c/h2>\n\u003cp>In the final weeks of the spring semester, the school day looked similar to what it was before the fires, with one notable exception. Connor’s class is a lot smaller. Only 12 of her 20 students came back, and she made the most of the smaller class size.\u003c/p>\n\u003cp>“When you have 20, you have to run around to like six different kids that need your help. When it’s only 12, it’s like two kids,” Connor said. “And then we end up with extra time in the afternoon, and we’re starting to do some more coding activities … [and] other enrichment-type activities.”\u003c/p>\n\u003cp>At least 89 students left Los Angeles Unified due to the fires, according to a district spokesperson, while Pasadena Unified lost roughly 420 students.\u003c/p>\n\u003cp>“We did have families that left us,” Reynoso said. Other families maintained long-distance commutes to keep their kids in the same district school. “But what’s interesting about it is that they said, ‘We’ll be back. This is just temporary for us,’ I hope that’s true.”\u003c/p>\n\u003cp>But the fires, coupled with fears around immigration enforcement, also led to an uptick in the district’s rate of chronic absenteeism.\u003c/p>\n\u003cp>At the same time, Reynoso said Los Angeles Unified unexpectedly gained 263 students. She speculates that this could be the result of a California executive order allowing students who were affected by the fires to attend schools in other districts.\u003c/p>\n\u003cp>But every fire is different.\u003c/p>\n\u003cp>According to Noguera from USC, many communities in \u003ca class=\"external\" href=\"https://en.wikipedia.org/wiki/Tubbs_Fire\" target=\"_blank\" rel=\"noopener\">Santa Rosa\u003c/a> and \u003ca href=\"https://edsource.org/2018/paradise-high-seniors-lost-almost-everything-in-camp-fire-but-are-determined-to-salvage-their-final-year/606170\">Paradise\u003c/a> that suffered losses after fires returned and rebuilt. However, he cautioned that a large-scale return of families might be less likely in Los Angeles.\u003c/p>\n\u003cp>“Not everybody who was there will come back or can afford to come back,” he said. “It’s a process that’s going to take time, and we will only know, with time, how it all comes together.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2025/students-return-fires-los-angeles/734370\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several weeks after students returned to Canyon Charter Elementary School following the Los Angeles fires in January, a second grade student at the school cried as his teacher packed up an absent friend’s belongings.\u003c/p>\n\u003cp>“What are you doing with this stuff?” the student asked, his grief ongoing, and mounting.\u003c/p>\n\u003cp>Katje Davis said it was difficult to explain that his friend was displaced by the Palisades fire and had to move to another school.\u003c/p>\n\u003cp>“This loss was hard,” Davis said. “But … we’re good teachers here. And we’ve figured out how to put the kids first.”\u003c/p>\n\u003cp>The second grader was one of hundreds who left the Los Angeles Unified School District, which lost two elementary schools to the fires, and the Pasadena Unified School District, which encompasses Altadena, and was the hardest hit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And as the academic year comes to an end, teachers, administrators and experts have stressed that schools in areas affected by fires have remained a key source of stability, despite campuswide adjustments to a new normal and the ongoing grief expressed by students, many of whom lost their homes, pets and communities. Five months after the fires, students were back on track, making progress academically and emotionally.\u003c/p>\n\u003cp>“Schools provide a sense of continuity and safety for children,” said Pedro Noguera, the Emery Stoops and Joyce King Stoops Dean of USC’s Rossier School of Education. “And, that’s why it’s so important to be in school.”\u003c/p>\n\u003ch2>‘Nothing like COVID’: Returning to normalcy\u003c/h2>\n\u003cp>Despite losing some schools to the fire, \u003ca href=\"https://edsource.org/2025/los-angeles-schools-close-brace-for-more-fire-wind-and-ash/724794\">Los Angeles Unified and Pasadena Unified\u003c/a> were \u003ca href=\"https://edsource.org/2025/the-day-i-lost-my-house-school-communities-reel-from-eaton-palisades-fires/725439\">relatively quick to bring students back\u003c/a> and resume classes at their new locations. Many students returned by the end of January.\u003c/p>\n\u003cp>The schools that burned down were relocated to new campuses, so students could stay with the same campus community, classroom, classmates and teachers.\u003c/p>\n\u003cp>Parents at Canyon Charter Elementary were concerned about environmental risks, according to Davis, and many kept their kids home until the district completed a \u003ca class=\"external\" href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/135/Canyon%20Charter%20ES%20Fire%20Impact%20Assessment%20Report%20R1.pdf\" target=\"_blank\" rel=\"noopener\">Soil and Indoor Air Dust Report (PDF)\u003c/a> in late March.\u003c/p>\n\u003cp>In the months following the Eaton and Palisades fires, students who lived in impacted communities dealt with different circumstances and missed varying amounts of instruction. Some initially seemed happy to be back with their teacher and classmates; others struggled emotionally.\u003c/p>\n\u003cp>“This is nothing like Covid — because at Covid times, everybody was in the same boat,” Davis said. Her school was in a unique position — they were the closest to the burn zone but did not perish. They also didn’t have running water until mid-March.\u003c/p>\n\u003cp>Wendy Connor, a veteran first grade teacher at Marquez Charter Elementary School, which did burn down in Palisades, said the initial days and weeks after they resumed in January at Nora Sterry Elementary were geared toward students’ emotional well-being. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers started marking tardies in mid-February, she said, and she tried to cover only the essential parts of each lesson.\u003c/p>\n\u003cp>“We’re reading a story. We’re writing. We’re practicing spelling and writing sentences and things like that,” Connor said in an interview with EdSource in February. “But, we’re just not doing it for as long as we normally would. If there’s five questions for them to answer, maybe I’ll just have them do three.”\u003c/p>\n\u003cp>As the weeks rolled on and students started to settle into their new environments, Connor said she felt she had been able to steer her first graders back into a more normal school day.\u003c/p>\n\u003cp>By May, most of the kids at Marquez Charter Elementary had settled down and were happy at their new location, Connor told EdSource.\u003c/p>\n\u003cp>“There’s been some stories of a few different students from different classrooms whose parents wanted them to go to a different school … and the kids just refused to go. They wanted to stay at Marquez.”\u003c/p>\n\u003cp>The efforts at Pasadena Unified have yielded some surprising results, according to Julianne Reynoso, Pasadena Unified’s assistant superintendent of student wellness and support services.\u003c/p>\n\u003cp>Although 10,000 of the district’s 14,000 students were evacuated from the Eaton fire, the district’s diagnostic assessments show that the number of students performing at or above grade level in math and reading across elementary and middle school has increased between the August/September and March/April assessment periods.\u003c/p>\n\u003cp>Specifically, the number of elementary students who performed at mid- or above-grade level rose 15 percentage points in math and 14 percentage points in reading.\u003c/p>\n\u003cp>Among middle schoolers, math scores rose by 11 percentage points and 6 percentage points in reading.\u003c/p>\n\u003cp>An LAUSD spokesperson said in an email to EdSource that they do not have any data measuring the impacts of the Palisades fire on students at Palisades Charter Elementary and Marquez Charter Elementary.\u003c/p>\n\u003ch2>A changing landscape\u003c/h2>\n\u003cp>In the final weeks of the spring semester, the school day looked similar to what it was before the fires, with one notable exception. Connor’s class is a lot smaller. Only 12 of her 20 students came back, and she made the most of the smaller class size.\u003c/p>\n\u003cp>“When you have 20, you have to run around to like six different kids that need your help. When it’s only 12, it’s like two kids,” Connor said. “And then we end up with extra time in the afternoon, and we’re starting to do some more coding activities … [and] other enrichment-type activities.”\u003c/p>\n\u003cp>At least 89 students left Los Angeles Unified due to the fires, according to a district spokesperson, while Pasadena Unified lost roughly 420 students.\u003c/p>\n\u003cp>“We did have families that left us,” Reynoso said. Other families maintained long-distance commutes to keep their kids in the same district school. “But what’s interesting about it is that they said, ‘We’ll be back. This is just temporary for us,’ I hope that’s true.”\u003c/p>\n\u003cp>But the fires, coupled with fears around immigration enforcement, also led to an uptick in the district’s rate of chronic absenteeism.\u003c/p>\n\u003cp>At the same time, Reynoso said Los Angeles Unified unexpectedly gained 263 students. She speculates that this could be the result of a California executive order allowing students who were affected by the fires to attend schools in other districts.\u003c/p>\n\u003cp>But every fire is different.\u003c/p>\n\u003cp>According to Noguera from USC, many communities in \u003ca class=\"external\" href=\"https://en.wikipedia.org/wiki/Tubbs_Fire\" target=\"_blank\" rel=\"noopener\">Santa Rosa\u003c/a> and \u003ca href=\"https://edsource.org/2018/paradise-high-seniors-lost-almost-everything-in-camp-fire-but-are-determined-to-salvage-their-final-year/606170\">Paradise\u003c/a> that suffered losses after fires returned and rebuilt. However, he cautioned that a large-scale return of families might be less likely in Los Angeles.\u003c/p>\n\u003cp>“Not everybody who was there will come back or can afford to come back,” he said. “It’s a process that’s going to take time, and we will only know, with time, how it all comes together.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2025/students-return-fires-los-angeles/734370\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Nestled inside Republicans’ One Big Beautiful Bill Act is a bold idea: to penalize colleges and universities whose students leave with mountains of student loan debt but not nearly the earnings boost to pay it off — and to reward schools that do the opposite.\u003c/p>\n\u003cp>Or, as U.S. Secretary of Education Linda McMahon told lawmakers in a recent hearing, it’s a way to force schools to have \u003ca href=\"https://www.npr.org/2025/06/04/nx-s1-5423327/education-secretary-questioned-about-shrinking-federal-role\">“a little skin in the game.”\u003c/a>\u003c/p>\n\u003cp>This risk-sharing plan would, among other things, require higher education institutions — public and private, for-profit and nonprofit, undergraduate and graduate — to reimburse the federal government for a portion of the federal loan debt their students do not repay.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Congressional Budget Office \u003ca href=\"https://www.cbo.gov/system/files/2025-05/HEDWork_Reconciliation2025.pdf\" target=\"_blank\" rel=\"noopener\">estimates that\u003c/a>, if enacted, the full risk-sharing proposal would save the government more than $6 billion over the next decade.\u003c/p>\n\u003cp>NPR spoke with student loan experts who saw both promise and cause for concern in Republicans’ plan. Here’s what to know:\u003c/p>\n\u003ch2>How it would work\u003c/h2>\n\u003cp>The proposal would divide a school’s student loan borrowers by the kind of program they attended, separating English majors from biology majors, for example, or those who enrolled for a master’s in social work versus a master’s in business administration.\u003c/p>\n\u003cp>The plan would then calculate, for each program, how much borrowers were supposed to pay toward their federal student loan debts for the year, but didn’t.\u003c/p>\n\u003cp>Schools could also be penalized when students enroll in an income-based repayment plan. They would be forced to reimburse the government for a share of the interest and principal the Education Department willingly waives for lower-income borrowers as part of these plans.\u003c/p>\n\u003cp>How much of that outstanding debt schools end up having to repay would depend on some complicated math, including the program’s cost and how much money its graduates earn.\u003c/p>\n\u003cp>What schools would be hit hardest?\u003c/p>\n\u003cp>“Schools and programs that are basically charging a whole lot of money, using a whole lot of student loans and not necessarily producing the outcomes that we might expect for those student debt burdens,” says Preston Cooper at the conservative-leaning American Enterprise Institute (AEI).\u003c/p>\n\u003ch2>Not just a stick but a carrot too\u003c/h2>\n\u003cp>The Republicans’ plan wouldn’t just penalize schools for graduating students with large debts and poor earnings potential. It would also award “PROMISE Grants” to colleges that provide low-income students a great value for the money — meaning federal loans and grants — they spent on their college education.\u003c/p>\n\u003cp>As with the cost-sharing proposal, these grants — worth up to $5,000 for every student in a school’s cohort who received federal aid — would go to schools with relatively lower tuition and debt loads and stronger student outcomes.\u003c/p>\n\u003cp>In an extra twist, the stick would fund the carrot, with schools’ risk-sharing payments being recycled into these benefit payments to top-performing schools.\u003c/p>\n\u003ch2>The plan would exclude loans in default\u003c/h2>\n\u003cp>Higher education experts point to a few flaws with the plan.\u003c/p>\n\u003cp>One: The math used to decide whether a school should be penalized omits a key variable.\u003c/p>\n\u003cp>“[It] would not include loan balances that were in default, which is very odd,” says Dominique Baker, who studies college access at the University of Delaware.\u003c/p>\n\u003cp>[aside postID=news_12038094 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/GettyImages-2204718967-1020x680.jpg']\u003c/p>\n\u003cp>Baker says a plan to hold schools accountable for unpaid student loans should necessarily include debts that have gone into default. She’s not alone.\u003c/p>\n\u003cp>“This is where the proposal jumps the shark, giving a pass to the loans that hurt borrowers and taxpayers the most,” says Jordan Matsudaira, who served as deputy under secretary at the U.S. Department of Education in the Biden administration.\u003c/p>\n\u003cp>Matsudaira speculates that the omission of defaulted loans is Republicans’ “concession to institutions or programs that do generate particularly high default rates. So those could be for-profit colleges. Those could also be colleges that serve a lot of underserved populations: low-income, minority populations that generate loans with disproportionately high default rates.”\u003c/p>\n\u003cp>AEI’s Cooper explains it this way: “Lawmakers are trying to find a balance between holding schools accountable and ensuring risk-sharing penalties are not overwhelming for institutions. Including defaulted loans makes sense in principle, but doing so would have significantly increased penalties. Lawmakers may have decided that was a bridge too far.”\u003c/p>\n\u003cp>Baker is also concerned about the plan to punish many schools whose borrowers enroll in income-based repayment plans, by forcing those schools to reimburse the government for a share of the interest and principal it waives.\u003c/p>\n\u003cp>“That’s bananas to me,” says Baker, who worries this might compel schools to steer students into less-affordable repayment plans.\u003c/p>\n\u003ch2>The data doesn’t exist\u003c/h2>\n\u003cp>The other big problem experts routinely pointed out with Republicans’ plan is that its math depends on a mountain of data — including the cost of individual, undergraduate programs — “that we do not have and have never had,” says Baker.\u003c/p>\n\u003cp>“A lot of the underlying data here are imaginary,” says Matsudaira, who should know. He was the department’s first chief economist.\u003c/p>\n\u003cp>Some of the data was being collected as part of a Biden-era initiative, but, if the Big Beautiful Bill passes, “it’s not clear who at the Department of Education is actually going to be doing this because most data people were subject to the reduction-in-force,” says Robert Kelchen, who studies higher education finance at the University of Tennessee, Knoxville.\u003c/p>\n\u003cp>In March, the Trump administration \u003ca href=\"https://www.npr.org/2025/03/11/nx-s1-5324746/trump-education-department-layoffs-closure-reorganization\">initiated the termination\u003c/a> of more than 1,300 department employees in a massive reduction-in-force that, when coupled with the hundreds of workers who have left voluntarily, has left the department at roughly half its previous staff.\u003c/p>\n\u003cp>A federal judge recently ordered the administration to reinstate those fired workers — a decision \u003ca href=\"https://www.npr.org/2025/06/06/nx-s1-5425431/trump-scotus-education-department-injunction\">now being considered by the U.S. Supreme Court.\u003c/a>\u003c/p>\n\u003cp>“This [bill] is the most substantial set of changes to higher education policy since at least 1992,” Kelchen says. “And it is hard to think about how the Department of Education can do all the data work behind it.”\u003c/p>\n\u003ch2>\u003cstrong>Potential winners and losers\u003c/strong>\u003c/h2>\n\u003cp>It’s difficult to assess a policy built on data that doesn’t exist, but \u003ca href=\"https://www.aei.org/education/how-the-one-big-beautiful-bill-act-would-hold-colleges-accountable-for-outcomes/\">AEI’s Cooper has tried\u003c/a> using what’s available. He found that for-profit undergraduate programs and private, nonprofit graduate programs are likely to be hit hardest by these cost-sharing penalties.\u003c/p>\n\u003cp>The three schools on tap to pay the largest penalties, by Cooper’s calculations, would be: 1. Strayer University (for-profit), 2. University of Phoenix (for-profit) and 3. University of Southern California, or USC (private nonprofit).\u003c/p>\n\u003cp>If USC surprises you, it’s not because of their undergraduate programs, says Cooper. In 2019–’20, students in the school’s \u003cem>graduate\u003c/em> programs took on $533 million in debt, an enormous sum ranking it third in the nation that year in graduate school debt, \u003ca href=\"https://www.realcleareducation.com/articles/2021/11/01/usc_exemplifies_the_hypocrisy_of_demands_for_student_loan_relief_110665.html\">according to Cooper.\u003c/a>\u003c/p>\n\u003cp>On the other side, the 10 schools that stand to benefit most from PROMISE Grants, rewarding schools that give low-income students the most bang for their buck, include six public universities in the California state system (Long Beach, Fullerton, Northridge, Los Angeles, Sacramento, Pomona) and three public universities in Florida.\u003c/p>\n\u003cp>“These are two states which are known for keeping public college tuition really low,” says Cooper. “These are also schools that tend to enroll fairly sizable, low-income student populations.”\u003c/p>\n\u003cp>Cooper says many community colleges would also likely benefit from this system.\u003c/p>\n\u003cp>The idea of holding schools accountable for pushing unmanageable debts onto students isn’t new, though past efforts led by the Obama and Biden administrations focused largely on for-profit colleges.\u003c/p>\n\u003cp>With this proposal, Kelchen says, “the Republican mantra is ‘accountability for everyone.’ ”\u003c/p>\n\u003cp>Its fate now depends on the Senate, where lawmakers recently released \u003ca href=\"https://www.help.senate.gov/imo/media/doc/25-06-10_help_section_by_section_finalpdf.pdf\" target=\"_blank\" rel=\"noopener\">their own, very different version\u003c/a> of a college accountability plan.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nestled inside Republicans’ One Big Beautiful Bill Act is a bold idea: to penalize colleges and universities whose students leave with mountains of student loan debt but not nearly the earnings boost to pay it off — and to reward schools that do the opposite.\u003c/p>\n\u003cp>Or, as U.S. Secretary of Education Linda McMahon told lawmakers in a recent hearing, it’s a way to force schools to have \u003ca href=\"https://www.npr.org/2025/06/04/nx-s1-5423327/education-secretary-questioned-about-shrinking-federal-role\">“a little skin in the game.”\u003c/a>\u003c/p>\n\u003cp>This risk-sharing plan would, among other things, require higher education institutions — public and private, for-profit and nonprofit, undergraduate and graduate — to reimburse the federal government for a portion of the federal loan debt their students do not repay.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Congressional Budget Office \u003ca href=\"https://www.cbo.gov/system/files/2025-05/HEDWork_Reconciliation2025.pdf\" target=\"_blank\" rel=\"noopener\">estimates that\u003c/a>, if enacted, the full risk-sharing proposal would save the government more than $6 billion over the next decade.\u003c/p>\n\u003cp>NPR spoke with student loan experts who saw both promise and cause for concern in Republicans’ plan. Here’s what to know:\u003c/p>\n\u003ch2>How it would work\u003c/h2>\n\u003cp>The proposal would divide a school’s student loan borrowers by the kind of program they attended, separating English majors from biology majors, for example, or those who enrolled for a master’s in social work versus a master’s in business administration.\u003c/p>\n\u003cp>The plan would then calculate, for each program, how much borrowers were supposed to pay toward their federal student loan debts for the year, but didn’t.\u003c/p>\n\u003cp>Schools could also be penalized when students enroll in an income-based repayment plan. They would be forced to reimburse the government for a share of the interest and principal the Education Department willingly waives for lower-income borrowers as part of these plans.\u003c/p>\n\u003cp>How much of that outstanding debt schools end up having to repay would depend on some complicated math, including the program’s cost and how much money its graduates earn.\u003c/p>\n\u003cp>What schools would be hit hardest?\u003c/p>\n\u003cp>“Schools and programs that are basically charging a whole lot of money, using a whole lot of student loans and not necessarily producing the outcomes that we might expect for those student debt burdens,” says Preston Cooper at the conservative-leaning American Enterprise Institute (AEI).\u003c/p>\n\u003ch2>Not just a stick but a carrot too\u003c/h2>\n\u003cp>The Republicans’ plan wouldn’t just penalize schools for graduating students with large debts and poor earnings potential. It would also award “PROMISE Grants” to colleges that provide low-income students a great value for the money — meaning federal loans and grants — they spent on their college education.\u003c/p>\n\u003cp>As with the cost-sharing proposal, these grants — worth up to $5,000 for every student in a school’s cohort who received federal aid — would go to schools with relatively lower tuition and debt loads and stronger student outcomes.\u003c/p>\n\u003cp>In an extra twist, the stick would fund the carrot, with schools’ risk-sharing payments being recycled into these benefit payments to top-performing schools.\u003c/p>\n\u003ch2>The plan would exclude loans in default\u003c/h2>\n\u003cp>Higher education experts point to a few flaws with the plan.\u003c/p>\n\u003cp>One: The math used to decide whether a school should be penalized omits a key variable.\u003c/p>\n\u003cp>“[It] would not include loan balances that were in default, which is very odd,” says Dominique Baker, who studies college access at the University of Delaware.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Baker says a plan to hold schools accountable for unpaid student loans should necessarily include debts that have gone into default. She’s not alone.\u003c/p>\n\u003cp>“This is where the proposal jumps the shark, giving a pass to the loans that hurt borrowers and taxpayers the most,” says Jordan Matsudaira, who served as deputy under secretary at the U.S. Department of Education in the Biden administration.\u003c/p>\n\u003cp>Matsudaira speculates that the omission of defaulted loans is Republicans’ “concession to institutions or programs that do generate particularly high default rates. So those could be for-profit colleges. Those could also be colleges that serve a lot of underserved populations: low-income, minority populations that generate loans with disproportionately high default rates.”\u003c/p>\n\u003cp>AEI’s Cooper explains it this way: “Lawmakers are trying to find a balance between holding schools accountable and ensuring risk-sharing penalties are not overwhelming for institutions. Including defaulted loans makes sense in principle, but doing so would have significantly increased penalties. Lawmakers may have decided that was a bridge too far.”\u003c/p>\n\u003cp>Baker is also concerned about the plan to punish many schools whose borrowers enroll in income-based repayment plans, by forcing those schools to reimburse the government for a share of the interest and principal it waives.\u003c/p>\n\u003cp>“That’s bananas to me,” says Baker, who worries this might compel schools to steer students into less-affordable repayment plans.\u003c/p>\n\u003ch2>The data doesn’t exist\u003c/h2>\n\u003cp>The other big problem experts routinely pointed out with Republicans’ plan is that its math depends on a mountain of data — including the cost of individual, undergraduate programs — “that we do not have and have never had,” says Baker.\u003c/p>\n\u003cp>“A lot of the underlying data here are imaginary,” says Matsudaira, who should know. He was the department’s first chief economist.\u003c/p>\n\u003cp>Some of the data was being collected as part of a Biden-era initiative, but, if the Big Beautiful Bill passes, “it’s not clear who at the Department of Education is actually going to be doing this because most data people were subject to the reduction-in-force,” says Robert Kelchen, who studies higher education finance at the University of Tennessee, Knoxville.\u003c/p>\n\u003cp>In March, the Trump administration \u003ca href=\"https://www.npr.org/2025/03/11/nx-s1-5324746/trump-education-department-layoffs-closure-reorganization\">initiated the termination\u003c/a> of more than 1,300 department employees in a massive reduction-in-force that, when coupled with the hundreds of workers who have left voluntarily, has left the department at roughly half its previous staff.\u003c/p>\n\u003cp>A federal judge recently ordered the administration to reinstate those fired workers — a decision \u003ca href=\"https://www.npr.org/2025/06/06/nx-s1-5425431/trump-scotus-education-department-injunction\">now being considered by the U.S. Supreme Court.\u003c/a>\u003c/p>\n\u003cp>“This [bill] is the most substantial set of changes to higher education policy since at least 1992,” Kelchen says. “And it is hard to think about how the Department of Education can do all the data work behind it.”\u003c/p>\n\u003ch2>\u003cstrong>Potential winners and losers\u003c/strong>\u003c/h2>\n\u003cp>It’s difficult to assess a policy built on data that doesn’t exist, but \u003ca href=\"https://www.aei.org/education/how-the-one-big-beautiful-bill-act-would-hold-colleges-accountable-for-outcomes/\">AEI’s Cooper has tried\u003c/a> using what’s available. He found that for-profit undergraduate programs and private, nonprofit graduate programs are likely to be hit hardest by these cost-sharing penalties.\u003c/p>\n\u003cp>The three schools on tap to pay the largest penalties, by Cooper’s calculations, would be: 1. Strayer University (for-profit), 2. University of Phoenix (for-profit) and 3. University of Southern California, or USC (private nonprofit).\u003c/p>\n\u003cp>If USC surprises you, it’s not because of their undergraduate programs, says Cooper. In 2019–’20, students in the school’s \u003cem>graduate\u003c/em> programs took on $533 million in debt, an enormous sum ranking it third in the nation that year in graduate school debt, \u003ca href=\"https://www.realcleareducation.com/articles/2021/11/01/usc_exemplifies_the_hypocrisy_of_demands_for_student_loan_relief_110665.html\">according to Cooper.\u003c/a>\u003c/p>\n\u003cp>On the other side, the 10 schools that stand to benefit most from PROMISE Grants, rewarding schools that give low-income students the most bang for their buck, include six public universities in the California state system (Long Beach, Fullerton, Northridge, Los Angeles, Sacramento, Pomona) and three public universities in Florida.\u003c/p>\n\u003cp>“These are two states which are known for keeping public college tuition really low,” says Cooper. “These are also schools that tend to enroll fairly sizable, low-income student populations.”\u003c/p>\n\u003cp>Cooper says many community colleges would also likely benefit from this system.\u003c/p>\n\u003cp>The idea of holding schools accountable for pushing unmanageable debts onto students isn’t new, though past efforts led by the Obama and Biden administrations focused largely on for-profit colleges.\u003c/p>\n\u003cp>With this proposal, Kelchen says, “the Republican mantra is ‘accountability for everyone.’ ”\u003c/p>\n\u003cp>Its fate now depends on the Senate, where lawmakers recently released \u003ca href=\"https://www.help.senate.gov/imo/media/doc/25-06-10_help_section_by_section_finalpdf.pdf\" target=\"_blank\" rel=\"noopener\">their own, very different version\u003c/a> of a college accountability plan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In a park steps away from their \u003ca href=\"https://www.kqed.org/news/tag/head-start\">Head Start\u003c/a> classrooms in Hollister, a group of kids marked the end of their preschool year with a moving-up ceremony. They wore colorful caps and gowns as they were called, one by one, to a balloon archway to receive their certificate of achievement.\u003c/p>\n\u003cp>The kids who are going to kindergarten were born during the pandemic. Though some of them had a challenging start to preschool, their teacher, Maricela Orozco, said they had the social-emotional skills for the next stage of schooling.\u003c/p>\n\u003cp>“They’re more than ready, I can say that, for elementary,” Orozco said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But parents of 4-year-olds who just finished one year of preschool thought their kids would spend another year at Head Start, which uses federal funds to provide educational and other services to lower-income families with children up to 5 years old. They’re upset that the Santa Clara County Office of Education, which runs the Head Start center in this rural community 45 miles southeast of San José, still hasn’t gotten its $38 million federal grant renewed.\u003c/p>\n\u003cp>Without that guarantee, \u003ca href=\"https://acrobat.adobe.com/id/urn:aaid:sc:US:1b080735-7d1a-4549-bfac-3918fab447ac?viewer%21megaVerb=group-discover\">combined with reduced or expired funding\u003c/a> that supported the office’s early learning, migrant education and special education services, nearly 275 workers will be laid off June 30. Some 1200 families enrolled in Head Start will have to look for another child care option.\u003c/p>\n\u003cfigure id=\"attachment_12044137\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Maria Corchado, a Head Start teacher in Hollister, San Benito County, sits with parents and students outside the school on June 10, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Hollister, where 10% of the population lives below the poverty line, parents rely on Head Start for full-time child care while they go to work.\u003c/p>\n\u003cp>“It’s very frustrating, it’s very hard. Just not knowing has been rough for us,” Vanessa Hernandez said.\u003c/p>\n\u003cp>Her son, Daniel, is old enough to begin transitional kindergarten at an elementary school, but Hernandez said he could benefit from another year at Head Start, where classroom sizes are smaller and students and their parents get more individualized support.[aside postID=news_12039626 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-01-KQED-1020x680.jpg']“With Head Start, you get more time to grow and become more social. In TK, they already expect that of you,” she said. “He needs to be here longer because without the teachers helping him, I don’t know that he’ll succeed for the coming years.”\u003c/p>\n\u003cp>Evelyn Melchor said when her son started at Head Start, he only spoke Spanish and had a hard time communicating with teachers and classmates. But after his first full year of preschool, Melchor said her son “has done a complete 360.”\u003c/p>\n\u003cp>“If I ask him how he’s doing, how his day went, whatever he’s going through, he’s able to tell me everything in English and in Spanish,” she said. “Developmentally, so many things have just changed, and to me, it’s the best thing that could have happened to us.\u003cem>”\u003c/em>\u003c/p>\n\u003cp>Melchor was also counting on sending her younger son to Head Start when he’s old enough to enroll next year, so she could go back to work as a medical assistant. She said she stopped working when she had her second child because she couldn’t keep up with the rising cost of child care.\u003c/p>\n\u003cp>“We did take a hit financially, and it’s been rough,” she said.\u003c/p>\n\u003cp>The uncertainty of the Head Start program in Hollister makes it hard for Melchor to plan for her own future.\u003c/p>\n\u003cfigure id=\"attachment_12044135\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044135\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Janelle, 6, and Daniel, 4, a current student, play on the playground outside the Head Start in Hollister on June 10, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“How do I commit [to an employer] if I don’t know what’s gonna happen,” she said.\u003c/p>\n\u003cp>The situation is a fallout of cuts the Trump administration made to the federal workforce, including people who help administer Head Start grants to school districts, nonprofits and other agencies that operate the early childhood education program, said Ed Condon, executive director of the Region 9 Head Start Association, which represents agencies serving Head Start families in the western U.S.\u003c/p>\n\u003cp>He said ever since the Health and Human Services department \u003ca href=\"https://www.kqed.org/news/12035966/i-know-the-power-of-head-start-laid-off-worker-fears-for-programs-future\">closed half of its regional centers\u003c/a>, including one in San Francisco, local programs have faced long delays in getting help and receiving payments.\u003c/p>\n\u003cp>“We are in contact with people from all over the country, and this very unnecessary disruption and uncertainty has all been generated from the regional office consolidation,” Condon said.\u003c/p>\n\u003cfigure id=\"attachment_12044138\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044138\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Maria Corchado reads to Janelle, 6, on June 10, 2025, outside of the school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But he said he has also seen the government come through with funding at the last minute, allowing Head Start programs to keep going.\u003c/p>\n\u003cp>“It’s not typical, and it creates a lot of angst for staff and parents in particular, but I think the most harmed are staff because they are left without the reality of a job,” Condon said\u003cem>.\u003c/em>\u003c/p>\n\u003cp>The Administration of Children and Families, which oversees Head Start and other childcare and child welfare programs, told KQED it’s processing the Santa Clara County Office of Education’s grant application and that funding “is being awarded as expeditiously as possible.”\u003c/p>\n\u003cp>In the meantime, teachers must clean out their classrooms and wait to hear their fate.\u003c/p>\n\u003cp>“We hope that we get some good news during the summertime and we can come back and keep serving a lot of families,” Orozco said.\u003c/p>\n\u003cfigure id=\"attachment_12044140\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044140\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Maria Corchado speaks to a community member while leaving flyers at local businesses on June 10, 2025, to help ensure preschool classes stay full. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Staffers like Maria Corchado said she planned to continue scouting for families with young kids at playgrounds, medical clinics, laundromats and resource centers around Hollister to tell them about Head Start and help them enroll in the program, should it receive more funding.\u003c/p>\n\u003cp>“I promised [the teachers], ‘hey, you guys go on break and I’m going to look for the kids that you need to fill the classrooms in the fall,’” Corchado said.\u003c/p>\n\u003cp>As a parent advocate, Corchado likens her job to being a last-resort safety net for families. She leads classes on financial literacy, mental health awareness and ways to support children as they transition to TK or kindergarten. As part of that, she ensures children undergo dental and health checkups before they enter public schools — going as far as helping parents make appointments and finding transportation to the closest pediatric dentist in Salinas, 25 miles away.\u003c/p>\n\u003cp>She said losing Head Start would hurt working-class families who are already bracing for cuts to Medicaid and food stamps, better known as CalFresh in California.\u003c/p>\n\u003cp>“It’s going to be harder for them to find medical facilities that will take them, and now they may not have a place to take their kids,” Corchado said. “It’s scary for a lot of people.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But parents of 4-year-olds who just finished one year of preschool thought their kids would spend another year at Head Start, which uses federal funds to provide educational and other services to lower-income families with children up to 5 years old. They’re upset that the Santa Clara County Office of Education, which runs the Head Start center in this rural community 45 miles southeast of San José, still hasn’t gotten its $38 million federal grant renewed.\u003c/p>\n\u003cp>Without that guarantee, \u003ca href=\"https://acrobat.adobe.com/id/urn:aaid:sc:US:1b080735-7d1a-4549-bfac-3918fab447ac?viewer%21megaVerb=group-discover\">combined with reduced or expired funding\u003c/a> that supported the office’s early learning, migrant education and special education services, nearly 275 workers will be laid off June 30. Some 1200 families enrolled in Head Start will have to look for another child care option.\u003c/p>\n\u003cfigure id=\"attachment_12044137\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-15-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Maria Corchado, a Head Start teacher in Hollister, San Benito County, sits with parents and students outside the school on June 10, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Hollister, where 10% of the population lives below the poverty line, parents rely on Head Start for full-time child care while they go to work.\u003c/p>\n\u003cp>“It’s very frustrating, it’s very hard. Just not knowing has been rough for us,” Vanessa Hernandez said.\u003c/p>\n\u003cp>Her son, Daniel, is old enough to begin transitional kindergarten at an elementary school, but Hernandez said he could benefit from another year at Head Start, where classroom sizes are smaller and students and their parents get more individualized support.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“With Head Start, you get more time to grow and become more social. In TK, they already expect that of you,” she said. “He needs to be here longer because without the teachers helping him, I don’t know that he’ll succeed for the coming years.”\u003c/p>\n\u003cp>Evelyn Melchor said when her son started at Head Start, he only spoke Spanish and had a hard time communicating with teachers and classmates. But after his first full year of preschool, Melchor said her son “has done a complete 360.”\u003c/p>\n\u003cp>“If I ask him how he’s doing, how his day went, whatever he’s going through, he’s able to tell me everything in English and in Spanish,” she said. “Developmentally, so many things have just changed, and to me, it’s the best thing that could have happened to us.\u003cem>”\u003c/em>\u003c/p>\n\u003cp>Melchor was also counting on sending her younger son to Head Start when he’s old enough to enroll next year, so she could go back to work as a medical assistant. She said she stopped working when she had her second child because she couldn’t keep up with the rising cost of child care.\u003c/p>\n\u003cp>“We did take a hit financially, and it’s been rough,” she said.\u003c/p>\n\u003cp>The uncertainty of the Head Start program in Hollister makes it hard for Melchor to plan for her own future.\u003c/p>\n\u003cfigure id=\"attachment_12044135\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044135\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-01-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Janelle, 6, and Daniel, 4, a current student, play on the playground outside the Head Start in Hollister on June 10, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“How do I commit [to an employer] if I don’t know what’s gonna happen,” she said.\u003c/p>\n\u003cp>The situation is a fallout of cuts the Trump administration made to the federal workforce, including people who help administer Head Start grants to school districts, nonprofits and other agencies that operate the early childhood education program, said Ed Condon, executive director of the Region 9 Head Start Association, which represents agencies serving Head Start families in the western U.S.\u003c/p>\n\u003cp>He said ever since the Health and Human Services department \u003ca href=\"https://www.kqed.org/news/12035966/i-know-the-power-of-head-start-laid-off-worker-fears-for-programs-future\">closed half of its regional centers\u003c/a>, including one in San Francisco, local programs have faced long delays in getting help and receiving payments.\u003c/p>\n\u003cp>“We are in contact with people from all over the country, and this very unnecessary disruption and uncertainty has all been generated from the regional office consolidation,” Condon said.\u003c/p>\n\u003cfigure id=\"attachment_12044138\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044138\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-21-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Maria Corchado reads to Janelle, 6, on June 10, 2025, outside of the school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But he said he has also seen the government come through with funding at the last minute, allowing Head Start programs to keep going.\u003c/p>\n\u003cp>“It’s not typical, and it creates a lot of angst for staff and parents in particular, but I think the most harmed are staff because they are left without the reality of a job,” Condon said\u003cem>.\u003c/em>\u003c/p>\n\u003cp>The Administration of Children and Families, which oversees Head Start and other childcare and child welfare programs, told KQED it’s processing the Santa Clara County Office of Education’s grant application and that funding “is being awarded as expeditiously as possible.”\u003c/p>\n\u003cp>In the meantime, teachers must clean out their classrooms and wait to hear their fate.\u003c/p>\n\u003cp>“We hope that we get some good news during the summertime and we can come back and keep serving a lot of families,” Orozco said.\u003c/p>\n\u003cfigure id=\"attachment_12044140\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12044140\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250610-HEADSTARTPROGRAMS-32-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Maria Corchado speaks to a community member while leaving flyers at local businesses on June 10, 2025, to help ensure preschool classes stay full. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Staffers like Maria Corchado said she planned to continue scouting for families with young kids at playgrounds, medical clinics, laundromats and resource centers around Hollister to tell them about Head Start and help them enroll in the program, should it receive more funding.\u003c/p>\n\u003cp>“I promised [the teachers], ‘hey, you guys go on break and I’m going to look for the kids that you need to fill the classrooms in the fall,’” Corchado said.\u003c/p>\n\u003cp>As a parent advocate, Corchado likens her job to being a last-resort safety net for families. She leads classes on financial literacy, mental health awareness and ways to support children as they transition to TK or kindergarten. As part of that, she ensures children undergo dental and health checkups before they enter public schools — going as far as helping parents make appointments and finding transportation to the closest pediatric dentist in Salinas, 25 miles away.\u003c/p>\n\u003cp>She said losing Head Start would hurt working-class families who are already bracing for cuts to Medicaid and food stamps, better known as CalFresh in California.\u003c/p>\n\u003cp>“It’s going to be harder for them to find medical facilities that will take them, and now they may not have a place to take their kids,” Corchado said. “It’s scary for a lot of people.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Officials have approved a five-year plan to spend close to $1 billion to boost Alameda County’s early childhood education system and bring much-needed relief for providers and parents struggling to keep pace with the high cost of child care.\u003c/p>\n\u003cp>The county Board of Supervisors’ decision on Tuesday came after a yearslong battle over the validity of Measure C, a half-cent sales tax approved by voters in March 2020, right before COVID-19 hit and devastated the child care industry. A \u003ca href=\"https://www.kqed.org/news/11984169/state-court-upholds-alameda-county-tax-measure-yielding-hundreds-of-millions-for-child-care\">taxpayer group’s lawsuit\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12031853/fearing-legal-threats-alameda-county-supervisors-delay-spending-child-care-funds\">threat over the release of \u003c/a>some of the funds held up the money until now.\u003c/p>\n\u003cp>“Our parents, caregivers and teachers are relieved to receive safety and support from Measure C … it’s going to be such a huge relief for so many members of our community,” said Clarissa Doutherd, executive director of Parent Voices Oakland, who helped lead the effort to get the measure on the ballot.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She said she’s excited to see the money get into the hands of child care providers who are at risk of closing their doors.\u003c/p>\n\u003cp>An advisory council appointed by the supervisors has been holding public meetings and surveying families and child care providers to determine how to best use the money.\u003c/p>\n\u003cfigure id=\"attachment_12039813\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12039813\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Attendees hold signs at the Day Without Childcare rally in front of the Federal Building in San José on May 12, 2025. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Once we have these precious resources, we want to make sure that we’re doing the best we can in service to families and communities in developing a plan and then implementing it to have the most impact,” said Kristin Spanos, CEO of First 5 Alameda County, which will administer the funds.\u003c/p>\n\u003cp>“We think it’s really crucial. This is foundational to the health of our communities and families and kids,” she said.\u003c/p>\n\u003cp>In Alameda County, 90% of infants and toddlers who qualify for subsidized child care do not have access to it, according to \u003ca href=\"https://www.first5alameda.org/wp-content/uploads/2025/06/Measure-C-5-Year-Plan-June-2025.pdf\">a report by First 5\u003c/a>, which points to low pay as one of the main factors behind the shortage of child care providers.\u003c/p>\n\u003cp>Given that a child’s brain undergoes rapid development in the first five years of life, Spanos said it’s crucial to support the early education workforce.\u003c/p>\n\u003cp>The plan calls for spending close to $190 million in the first year to provide emergency relief grants, ranging from $40,000 to $100,000, to home-based Family Child Care providers and child care centers. Providers of subsidized child care or those who are in a census tract with a 5% poverty rate qualify for the grants.[aside postID=news_12033209 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/20250325_TEACHERS-FOR-TK_DMB_00048-KQED-1020x680.jpg']A category of caregivers who work outside of the formal childcare system, called license-exempt Family, Friend and Neighbor, can also apply for $4,000 in grants now and $500 monthly vouchers the following year.\u003c/p>\n\u003cp>Spanos said providers can start applying for the grants, and they may receive the money as early as next month.\u003c/p>\n\u003cp>The plan also calls for funding subsidized child care slots for nearly 2,500 children, raising wages for early educators to at least $25 per hour, supporting their professional development and increasing apprenticeship programs.\u003c/p>\n\u003cp>The ultimate goal is to improve young kids’ readiness for school.\u003c/p>\n\u003cp>Since 2008, assessments conducted by parents and educators have found that two out of three children in Alameda County were not ready for kindergarten. Because kindergarten readiness is linked to students’ achievements in later grades, Spanos hopes public investment in early care and education will boost children’s kindergarten readiness.\u003c/p>\n\u003cp>She noted that San Francisco, which has been using funds from a commercial rent tax to improve access to child care, has seen a\u003ca href=\"https://sfdec.org/annual-impact-report-2024/\">n increase in overall kindergarten readiness since 2021\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11929192\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11929192\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut.jpg\" alt=\"a young child in a colorful sweater works on an art project at preschool while a teacher helps\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher works with students on an art project at Kids Connect Infant Care and Preschool in San Leandro. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We hope to do the same and are excited to be in service to families and young kids in Alameda County,” Spanos said.\u003c/p>\n\u003cp>Measure C is expected to raise about $150 million in tax revenue annually over the course of 20 years. But because the money has been accruing in a trust since 2020, First 5 expects to invest close to $1 billion in the next five years in the county’s early childhood education and care system. First 5 is also administering $30 million raised annually from \u003ca href=\"https://www.oaklandca.gov/boards-commissions/childrens-initiative-oversight-commission\">an Oakland parcel tax\u003c/a>, approved by voters in 2018, to expand access to child care.\u003c/p>\n\u003cp>Although the dollars won’t be combined, First 5 will coordinate with the city of Oakland to ensure investments from both funds will make the most impact, Spanos said.\u003c/p>\n\u003cp>About 20% of Measure C funds go toward improving access to pediatric health care. UCSF Benioff Children’s Oakland, which is the only pediatric trauma center in Alameda County, started receiving funds in April to increase staffing for complex surgeries and other trauma-related work, according to UCSF spokeswoman Jess Berthold.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Nearly $1 billion from Measure C, passed by voters in 2020, will provide relief to both parents and caregivers. \r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Officials have approved a five-year plan to spend close to $1 billion to boost Alameda County’s early childhood education system and bring much-needed relief for providers and parents struggling to keep pace with the high cost of child care.\u003c/p>\n\u003cp>The county Board of Supervisors’ decision on Tuesday came after a yearslong battle over the validity of Measure C, a half-cent sales tax approved by voters in March 2020, right before COVID-19 hit and devastated the child care industry. A \u003ca href=\"https://www.kqed.org/news/11984169/state-court-upholds-alameda-county-tax-measure-yielding-hundreds-of-millions-for-child-care\">taxpayer group’s lawsuit\u003c/a> and \u003ca href=\"https://www.kqed.org/news/12031853/fearing-legal-threats-alameda-county-supervisors-delay-spending-child-care-funds\">threat over the release of \u003c/a>some of the funds held up the money until now.\u003c/p>\n\u003cp>“Our parents, caregivers and teachers are relieved to receive safety and support from Measure C … it’s going to be such a huge relief for so many members of our community,” said Clarissa Doutherd, executive director of Parent Voices Oakland, who helped lead the effort to get the measure on the ballot.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She said she’s excited to see the money get into the hands of child care providers who are at risk of closing their doors.\u003c/p>\n\u003cp>An advisory council appointed by the supervisors has been holding public meetings and surveying families and child care providers to determine how to best use the money.\u003c/p>\n\u003cfigure id=\"attachment_12039813\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12039813\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/250512-DAY-WITHOUT-CHILDCARE-MD-04-KQED-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Attendees hold signs at the Day Without Childcare rally in front of the Federal Building in San José on May 12, 2025. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Once we have these precious resources, we want to make sure that we’re doing the best we can in service to families and communities in developing a plan and then implementing it to have the most impact,” said Kristin Spanos, CEO of First 5 Alameda County, which will administer the funds.\u003c/p>\n\u003cp>“We think it’s really crucial. This is foundational to the health of our communities and families and kids,” she said.\u003c/p>\n\u003cp>In Alameda County, 90% of infants and toddlers who qualify for subsidized child care do not have access to it, according to \u003ca href=\"https://www.first5alameda.org/wp-content/uploads/2025/06/Measure-C-5-Year-Plan-June-2025.pdf\">a report by First 5\u003c/a>, which points to low pay as one of the main factors behind the shortage of child care providers.\u003c/p>\n\u003cp>Given that a child’s brain undergoes rapid development in the first five years of life, Spanos said it’s crucial to support the early education workforce.\u003c/p>\n\u003cp>The plan calls for spending close to $190 million in the first year to provide emergency relief grants, ranging from $40,000 to $100,000, to home-based Family Child Care providers and child care centers. Providers of subsidized child care or those who are in a census tract with a 5% poverty rate qualify for the grants.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A category of caregivers who work outside of the formal childcare system, called license-exempt Family, Friend and Neighbor, can also apply for $4,000 in grants now and $500 monthly vouchers the following year.\u003c/p>\n\u003cp>Spanos said providers can start applying for the grants, and they may receive the money as early as next month.\u003c/p>\n\u003cp>The plan also calls for funding subsidized child care slots for nearly 2,500 children, raising wages for early educators to at least $25 per hour, supporting their professional development and increasing apprenticeship programs.\u003c/p>\n\u003cp>The ultimate goal is to improve young kids’ readiness for school.\u003c/p>\n\u003cp>Since 2008, assessments conducted by parents and educators have found that two out of three children in Alameda County were not ready for kindergarten. Because kindergarten readiness is linked to students’ achievements in later grades, Spanos hopes public investment in early care and education will boost children’s kindergarten readiness.\u003c/p>\n\u003cp>She noted that San Francisco, which has been using funds from a commercial rent tax to improve access to child care, has seen a\u003ca href=\"https://sfdec.org/annual-impact-report-2024/\">n increase in overall kindergarten readiness since 2021\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11929192\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11929192\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut.jpg\" alt=\"a young child in a colorful sweater works on an art project at preschool while a teacher helps\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/10/RS52303_021_SanLeandro_KidConnectPreschool_10222021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher works with students on an art project at Kids Connect Infant Care and Preschool in San Leandro. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We hope to do the same and are excited to be in service to families and young kids in Alameda County,” Spanos said.\u003c/p>\n\u003cp>Measure C is expected to raise about $150 million in tax revenue annually over the course of 20 years. But because the money has been accruing in a trust since 2020, First 5 expects to invest close to $1 billion in the next five years in the county’s early childhood education and care system. First 5 is also administering $30 million raised annually from \u003ca href=\"https://www.oaklandca.gov/boards-commissions/childrens-initiative-oversight-commission\">an Oakland parcel tax\u003c/a>, approved by voters in 2018, to expand access to child care.\u003c/p>\n\u003cp>Although the dollars won’t be combined, First 5 will coordinate with the city of Oakland to ensure investments from both funds will make the most impact, Spanos said.\u003c/p>\n\u003cp>About 20% of Measure C funds go toward improving access to pediatric health care. UCSF Benioff Children’s Oakland, which is the only pediatric trauma center in Alameda County, started receiving funds in April to increase staffing for complex surgeries and other trauma-related work, according to UCSF spokeswoman Jess Berthold.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As the \u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland School Unified District\u003c/a> celebrates its \u003ca href=\"https://www.kqed.org/news/12037097/oakland-schools-poised-part-ways-with-superintendent-state-oversight-ends\">projected departure from state oversight\u003c/a> this summer, the district’s chief budget officer has warned that the district could be at risk of slipping back into receivership if it doesn’t make major spending changes.\u003c/p>\n\u003cp>Lisa Grant-Dawson told the school board on Wednesday that the district could dip below its state-mandated reserve funding by 2027 as it looks to spend more than it brings in this year, and over the next two.\u003c/p>\n\u003cp>The announcement comes after five years of OUSD building up that rainy day fund, and as the district prepares to make its final loan payment to the state, more than 20 years after declaring bankruptcy this month.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We have taken a step backward in our efforts to secure the long-term future of the district,” Grant-Dawson wrote in a letter to the district on Thursday. “We will begin 2025–26 with $57 million in reserves while continuing to run a deficit that is unaddressed in a multi-year fashion … This continues the ill-advised practice of our district using the beginning fund balance to balance the budget.”\u003c/p>\n\u003cp>This week, during the final financial report of the school year, Grant-Dawson told the board that the district’s projected budget deficit for the current school year had shrunk from $95 million to $60 million — a \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">“much better position” than six months ago\u003c/a>, but not good enough to avoid spending a significant portion of its $117 million reserve fund on the shortfall.\u003c/p>\n\u003cfigure id=\"attachment_12043210\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12043210\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Unified School District Offices in Oakland on April 28, 2025. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next two years, OUSD could spend nearly $40 million more than it brings in, without factoring in cuts to federal funding, which Grant-Dawson said are coming. That would leave the district with less than $18 million in its reserve, well below the state-mandated 3% fund.\u003c/p>\n\u003cp>At that level, “there’s no way we can pay one month’s payroll with the reserve,” Grant-Dawson told the board.\u003c/p>\n\u003cp>She said that the district needs to reconsider its approach to its adult education program, which is running a $300,000 deficit this year, and put school consolidations back on the table. After opening 40 campuses in the early 2000s during the \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools.\">small school movement\u003c/a>, OUSD has nearly doubled the number of campuses in similarly sized districts.\u003c/p>\n\u003cp>In the past, plans to merge or close schools have generally been unsuccessful and generated \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">significant pushback\u003c/a> from the community, leading to protests and even a hunger strike.[aside postID=news_12041941 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/IMG_4393-1020x765.jpg']Whether the board is willing to make big cost reductions that Grant-Dawson said are necessary to keep OUSD in the black will begin to come to light next week, when she presents a draft budget for next year.\u003c/p>\n\u003cp>That spending plan will likely reflect a list of significant cuts, including reductions of school site substitute teaching positions and campus discretionary funding, and centralizing contracts, both with service manufacturers — like those that provide copiers — and community agencies.\u003c/p>\n\u003cp>The school board gave budget staff permission to make those changes in December, but they could still face challenges after multiple members — and the teachers’ union, which has the support of the board majority —have raised concerns about some of the potential cuts.\u003c/p>\n\u003cp>Earlier this spring, a majority passed an additional budget bill proposed by Board President Jennifer Brouhard and Vice President Valarie Bachelor that put caps on outside contracts, travel costs and other spending with the intention to use any savings to restore some of the student services that could be axed.\u003c/p>\n\u003cp>Those budget \u003ca href=\"https://www.kqed.org/news/12041279/ousd-cancels-controversial-after-school-cuts-but-deep-divisions-within-school-board-remain\">amendments were rescinded\u003c/a> after a\u003ca href=\"https://www.kqed.org/news/12040189/ousd-after-school-programs-could-be-cut-by-at-least-50\">ccidentally reducing grant-funded after-school programs\u003c/a>, which rely on outside contracts, but Brouhard has still vowed to pass a budget that keeps cuts away from kids.\u003c/p>\n\u003cp>“I fully intend to keep developing a student-centered budget and will actively engage with staff, students, labor partners, families, and community members to accomplish this,” she said in a statement in May.\u003c/p>\n\u003cp>The board has to approve a spending plan for the 2025–26 school year by July 1.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the \u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland School Unified District\u003c/a> celebrates its \u003ca href=\"https://www.kqed.org/news/12037097/oakland-schools-poised-part-ways-with-superintendent-state-oversight-ends\">projected departure from state oversight\u003c/a> this summer, the district’s chief budget officer has warned that the district could be at risk of slipping back into receivership if it doesn’t make major spending changes.\u003c/p>\n\u003cp>Lisa Grant-Dawson told the school board on Wednesday that the district could dip below its state-mandated reserve funding by 2027 as it looks to spend more than it brings in this year, and over the next two.\u003c/p>\n\u003cp>The announcement comes after five years of OUSD building up that rainy day fund, and as the district prepares to make its final loan payment to the state, more than 20 years after declaring bankruptcy this month.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We have taken a step backward in our efforts to secure the long-term future of the district,” Grant-Dawson wrote in a letter to the district on Thursday. “We will begin 2025–26 with $57 million in reserves while continuing to run a deficit that is unaddressed in a multi-year fashion … This continues the ill-advised practice of our district using the beginning fund balance to balance the budget.”\u003c/p>\n\u003cp>This week, during the final financial report of the school year, Grant-Dawson told the board that the district’s projected budget deficit for the current school year had shrunk from $95 million to $60 million — a \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">“much better position” than six months ago\u003c/a>, but not good enough to avoid spending a significant portion of its $117 million reserve fund on the shortfall.\u003c/p>\n\u003cfigure id=\"attachment_12043210\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12043210\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250428-OUSD-OFFICE-FILE-MD-04_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Unified School District Offices in Oakland on April 28, 2025. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next two years, OUSD could spend nearly $40 million more than it brings in, without factoring in cuts to federal funding, which Grant-Dawson said are coming. That would leave the district with less than $18 million in its reserve, well below the state-mandated 3% fund.\u003c/p>\n\u003cp>At that level, “there’s no way we can pay one month’s payroll with the reserve,” Grant-Dawson told the board.\u003c/p>\n\u003cp>She said that the district needs to reconsider its approach to its adult education program, which is running a $300,000 deficit this year, and put school consolidations back on the table. After opening 40 campuses in the early 2000s during the \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools.\">small school movement\u003c/a>, OUSD has nearly doubled the number of campuses in similarly sized districts.\u003c/p>\n\u003cp>In the past, plans to merge or close schools have generally been unsuccessful and generated \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">significant pushback\u003c/a> from the community, leading to protests and even a hunger strike.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Whether the board is willing to make big cost reductions that Grant-Dawson said are necessary to keep OUSD in the black will begin to come to light next week, when she presents a draft budget for next year.\u003c/p>\n\u003cp>That spending plan will likely reflect a list of significant cuts, including reductions of school site substitute teaching positions and campus discretionary funding, and centralizing contracts, both with service manufacturers — like those that provide copiers — and community agencies.\u003c/p>\n\u003cp>The school board gave budget staff permission to make those changes in December, but they could still face challenges after multiple members — and the teachers’ union, which has the support of the board majority —have raised concerns about some of the potential cuts.\u003c/p>\n\u003cp>Earlier this spring, a majority passed an additional budget bill proposed by Board President Jennifer Brouhard and Vice President Valarie Bachelor that put caps on outside contracts, travel costs and other spending with the intention to use any savings to restore some of the student services that could be axed.\u003c/p>\n\u003cp>Those budget \u003ca href=\"https://www.kqed.org/news/12041279/ousd-cancels-controversial-after-school-cuts-but-deep-divisions-within-school-board-remain\">amendments were rescinded\u003c/a> after a\u003ca href=\"https://www.kqed.org/news/12040189/ousd-after-school-programs-could-be-cut-by-at-least-50\">ccidentally reducing grant-funded after-school programs\u003c/a>, which rely on outside contracts, but Brouhard has still vowed to pass a budget that keeps cuts away from kids.\u003c/p>\n\u003cp>“I fully intend to keep developing a student-centered budget and will actively engage with staff, students, labor partners, families, and community members to accomplish this,” she said in a statement in May.\u003c/p>\n\u003cp>The board has to approve a spending plan for the 2025–26 school year by July 1.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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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",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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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"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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"meta": {
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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": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "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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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"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",
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"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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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"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",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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