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"content": "\n\u003cp>In \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a>’s Chinatown, toddlers and preschoolers often learn their first English words at Lok Yuen Early Learning Center.\u003c/p>\n\n\n\n\u003cp>The center serves low-income families who qualify for Head Start, and the children come from households that speak Chinese, Vietnamese, Spanish, Arabic or Nepali. To connect with the kids and get them accustomed to the classroom, teachers greet them in their home languages and hang pictures and signs on the walls in multiple languages.\u003c/p>\n\n\n\n\u003cp>“Even if we don’t know their language, being able to learn one or two words like, ‘Hola, como estas?’ can make them feel welcome,” said Jennifer Lee Yuen, a teacher at the center run by Wu Yee Children’s Services, the largest Head Start provider in the city.\u003c/p>\n\n\n\n\u003cp>But these practices could end under a proposal to reform the 61-year-old program led by Department of Health and Human Services Secretary Robert F. Kennedy. Earlier this month, he unveiled a plan that would remove federal requirements for class sizes, staff qualifications and other standards with the goal of cutting administrative costs and increasing access to Head Start. Within that plan to eliminate “unnecessary bureaucracy,” however, is a \u003ca href=\"https://www.federalregister.gov/documents/2026/08/07/2026-16134/reducing-federal-burden-for-head-start-programs\">new requirement\u003c/a> that programs teach only in English.\u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED.jpg\" alt=\"\" class=\"wp-image-12096897\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">A child opens a bottle of glue at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cp>If finalized, the requirement for English-only instruction would reverse longstanding regulations that Head Start programs support bilingualism. Administration officials say those regulations are “at odds” with President Donald Trump’s executive order designating English as the official language of the United States. But advocates for Head Start say this mandate would not only conflict with the administration’s messaging around decreasing federal oversight of the program, but it could also potentially cost jobs and millions of dollars to implement — a scenario the administration also acknowledges. \u003c/p>\n\n\n\n\u003cp>In the proposed rule, officials with the Administration for Children and Families (ACF), which oversees and funds Head Start, estimated that implementing the English-only mandate would cost about $47 million to replace learning materials at nearly 19,000 classrooms. Some teachers might need retraining, they wrote, “while others may need to be replaced.” \u003c/p>\n\n\n\n\u003cp>The proposal noted that having fewer bilingual staff might weaken non-English-speaking families’ engagement and suggested the educators use translation apps to communicate. \u003c/p>\n\n\n\n\n\n\u003cp>“To me that shows a disrespect of these families,” said Shantel Meek, executive director of the Children’s Equity Project at Arizona State University. “It’s common sense to have someone on staff who speaks the language of the families being served.”\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://cep.asu.edu/sites/g/files/litvpz916/files/2026-08/Preserving%20Access%20and%20Opportunity%20in%20Head%20Start%20for%20Children%20Dual%20Language%20Learners%20%20A%20Review%20of%20the%20Science%2C%20Legislative%20Mandates%2C%20and%20Regulatory%20Requirements%20%2811%29.pdf\">Meek co-authored a policy brief\u003c/a> that raises the possibility that the changes may conflict with the Head Start Act, a law passed by Congress which specifies that revisions to the program’s standards will not result in “any reduction in quality, scope, or types” of services already in place.\u003c/p>\n\n\n\n\u003cp>Education experts say the policy also runs counter to evidence that children learn a second language faster when they \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0002831214545110\">maintain the first language\u003c/a> they learned at home.\u003c/p>\n\n\n\n\u003cp>“This really creates a false choice between learning English and maintaining a child’s home language,” said Martha Hernandez, executive director of Californians Together, an organization based in Long Beach that advocates for English learners and multilingual education in California. \u003c/p>\n\n\n\n\u003cp>“We absolutely want children to develop strong English,” she said. “The question is whether we have to ask a 3- or 4-year-old to give up the language they already know in order to do that. And the research-based approach has always been to build English while continuing to develop the home language\u003cem>.”\u003c/em>\u003c/p>\n\n\n\n\u003cp>Head Start programs for American Indian children would be exempt from the English-only requirement, but advocates in California worry the policy would affect Early Head Start, which serves expectant moms and children under the age of 3, as well as Migrant Head Start, which serves the children of farm workers. \u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED.jpg\" alt=\"\" class=\"wp-image-12096895\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Children and teachers prepare to work on a craft project at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cfigure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-3 is-layout-flex wp-block-gallery-is-layout-flex\">\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" data-id=\"12096894\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED.jpg\" alt=\"\" class=\"wp-image-12096894\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Signage is in multiple languages at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" data-id=\"12096900\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED.jpg\" alt=\"\" class=\"wp-image-12096900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">A pedestrian walks past Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/figure>\n\n\n\n\u003cp>“For Early Head Start, we have classrooms where all of the teachers are monolingual in just, say, Spanish, because that’s what all of the kids in that classroom speak,” said Melanee Cottrill, executive director of Head Start California, an association of Head Start programs serving over 70,000 children in the Golden State. \u003c/p>\n\n\n\n\u003cp>“If you switch to English only, all of those classrooms would be completely devastated, and we would lose all those teachers,” she said.\u003c/p>\n\n\n\n\u003cp>Luis Bautista, who oversees Head Start programs for the Los Angeles County Office of Education, said the proposal has a “chilling effect.” \u003c/p>\n\n\n\n\u003cp>“It’s concerning to think that this is the message we would be sending to children and families across the country, especially when we’re charged to serve children that are in foster care, families that are experiencing homelessness, families that are already dealing with quite a number of challenges,” Bautista said. “We should not be adding more barriers to their participation.”\u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED.jpg\" alt=\"\" class=\"wp-image-12096898\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Children play the red light, green light game with preschool lead teacher Tracey O’Brien on the playground at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cp>The ACF said cutting regulations would save money and give local providers and their parent-led governing bodies more flexibility to run programs that meet their communities’ needs.\u003c/p>\n\n\n\n\u003cp>“While the proposed rule requires programs to be conducted in English … it allows programs to seek a waiver from any specific requirement in the regulation as long as it does not relate to nutrition, physical activity, or eligibility,” an ACF representative told KQED. \u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://headstart.gov/program-data/article/head-start-program-facts-fiscal-year-2024\">The most recent data show\u003c/a> more than 30% of Head Start staffers nationwide were bilingual, and 35% of children enrolled in the program were dual-language learners. \u003c/p>\n\n\n\n\u003cp>The numbers show that families seek out educators who speak the same language as them, said Savitha Moorthy, director of the Center for the Study of Child Care Employment at UC Berkeley.\u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED.jpg\" alt=\"\" class=\"wp-image-12096899\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Preschool associate teacher Fanny Liang blows bubbles on the playground at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cp>“Their value is in their ability to provide instruction that’s in the family’s home languages, so [the proposal] is actually stripping away the diversity of the workforce,” she said.\u003c/p>\n\n\n\n\u003cp>Yuen, the teacher, said an English-only mandate would make it harder for her to do her job.\u003c/p>\n\n\n\n\u003cp>“In order for children to learn how to speak a language, they need to trust a teacher first,” she said. \u003c/p>\n\n\n\n\u003cp>When children feel safe and can trust the adults in their care, Yuen said, they’re open to learning. \u003c/p>\n\n\n\n\u003cp>The proposed changes on the Federal Register are open to public comment until Oct. 6, and could still be amended before being finalized in the coming months. On Sept. 14, Berkeley’s Center for the Study of Child Care Employment and EDvance College will \u003ca href=\"https://zoom.us/webinar/register/WN_WBqylHS1SQm1bbvGt0xw1g#/registration\">host a webinar\u003c/a> to explain the public comment process.\u003c/p>\n",
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"innerHTML": "\n\u003cfigure class=\"wp-block-image aligncenter size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED.jpg\" alt=\"\" class=\"wp-image-12096897\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">A child opens a bottle of glue at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026.\u003ccite class=\"wp-inline-image-credit\"> (Nina Glick/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>If finalized, the requirement for English-only instruction would reverse longstanding regulations that Head Start programs support bilingualism. Administration officials say those regulations are “at odds” with President Donald Trump’s executive order designating English as the official language of the United States. But advocates for Head Start say this mandate would not only conflict with the administration’s messaging around decreasing federal oversight of the program, but it could also potentially cost jobs and millions of dollars to implement — a scenario the administration also acknowledges. \u003c/p>\n",
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"\n\u003cp>If finalized, the requirement for English-only instruction would reverse longstanding regulations that Head Start programs support bilingualism. Administration officials say those regulations are “at odds” with President Donald Trump’s executive order designating English as the official language of the United States. But advocates for Head Start say this mandate would not only conflict with the administration’s messaging around decreasing federal oversight of the program, but it could also potentially cost jobs and millions of dollars to implement — a scenario the administration also acknowledges. \u003c/p>\n"
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"innerHTML": "\n\u003cp>In the proposed rule, officials with the Administration for Children and Families (ACF), which oversees and funds Head Start, estimated that implementing the English-only mandate would cost about $47 million to replace learning materials at nearly 19,000 classrooms. Some teachers might need retraining, they wrote, “while others may need to be replaced.” \u003c/p>\n",
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"\n\u003cp>In the proposed rule, officials with the Administration for Children and Families (ACF), which oversees and funds Head Start, estimated that implementing the English-only mandate would cost about $47 million to replace learning materials at nearly 19,000 classrooms. Some teachers might need retraining, they wrote, “while others may need to be replaced.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>The proposal noted that having fewer bilingual staff might weaken non-English-speaking families’ engagement and suggested the educators use translation apps to communicate. \u003c/p>\n",
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"innerHTML": "\n\u003cp>“To me that shows a disrespect of these families,” said Shantel Meek, executive director of the Children’s Equity Project at Arizona State University. “It’s common sense to have someone on staff who speaks the language of the families being served.”\u003c/p>\n",
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"\n\u003cp>“To me that shows a disrespect of these families,” said Shantel Meek, executive director of the Children’s Equity Project at Arizona State University. “It’s common sense to have someone on staff who speaks the language of the families being served.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003ca href=\"https://cep.asu.edu/sites/g/files/litvpz916/files/2026-08/Preserving%20Access%20and%20Opportunity%20in%20Head%20Start%20for%20Children%20Dual%20Language%20Learners%20%20A%20Review%20of%20the%20Science%2C%20Legislative%20Mandates%2C%20and%20Regulatory%20Requirements%20%2811%29.pdf\">Meek co-authored a policy brief\u003c/a> that raises the possibility that the changes may conflict with the Head Start Act, a law passed by Congress which specifies that revisions to the program’s standards will not result in “any reduction in quality, scope, or types” of services already in place.\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003ca href=\"https://cep.asu.edu/sites/g/files/litvpz916/files/2026-08/Preserving%20Access%20and%20Opportunity%20in%20Head%20Start%20for%20Children%20Dual%20Language%20Learners%20%20A%20Review%20of%20the%20Science%2C%20Legislative%20Mandates%2C%20and%20Regulatory%20Requirements%20%2811%29.pdf\">Meek co-authored a policy brief\u003c/a> that raises the possibility that the changes may conflict with the Head Start Act, a law passed by Congress which specifies that revisions to the program’s standards will not result in “any reduction in quality, scope, or types” of services already in place.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Education experts say the policy also runs counter to evidence that children learn a second language faster when they \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0002831214545110\">maintain the first language\u003c/a> they learned at home.\u003c/p>\n",
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"\n\u003cp>Education experts say the policy also runs counter to evidence that children learn a second language faster when they \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0002831214545110\">maintain the first language\u003c/a> they learned at home.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“This really creates a false choice between learning English and maintaining a child’s home language,” said Martha Hernandez, executive director of Californians Together, an organization based in Long Beach that advocates for English learners and multilingual education in California. \u003c/p>\n",
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"\n\u003cp>“This really creates a false choice between learning English and maintaining a child’s home language,” said Martha Hernandez, executive director of Californians Together, an organization based in Long Beach that advocates for English learners and multilingual education in California. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“We absolutely want children to develop strong English,” she said. “The question is whether we have to ask a 3- or 4-year-old to give up the language they already know in order to do that. And the research-based approach has always been to build English while continuing to develop the home language\u003cem>.”\u003c/em>\u003c/p>\n",
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"\n\u003cp>“We absolutely want children to develop strong English,” she said. “The question is whether we have to ask a 3- or 4-year-old to give up the language they already know in order to do that. And the research-based approach has always been to build English while continuing to develop the home language\u003cem>.”\u003c/em>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Head Start programs for American Indian children would be exempt from the English-only requirement, but advocates in California worry the policy would affect Early Head Start, which serves expectant moms and children under the age of 3, as well as Migrant Head Start, which serves the children of farm workers. \u003c/p>\n",
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"\n\u003cp>Head Start programs for American Indian children would be exempt from the English-only requirement, but advocates in California worry the policy would affect Early Head Start, which serves expectant moms and children under the age of 3, as well as Migrant Head Start, which serves the children of farm workers. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“For Early Head Start, we have classrooms where all of the teachers are monolingual in just, say, Spanish, because that’s what all of the kids in that classroom speak,” said Melanee Cottrill, executive director of Head Start California, an association of Head Start programs serving over 70,000 children in the Golden State. \u003c/p>\n",
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"innerHTML": "\n\u003cp>“If you switch to English only, all of those classrooms would be completely devastated, and we would lose all those teachers,” she said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Luis Bautista, who oversees Head Start programs for the Los Angeles County Office of Education, said the proposal has a “chilling effect.” \u003c/p>\n",
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"\n\u003cp>Luis Bautista, who oversees Head Start programs for the Los Angeles County Office of Education, said the proposal has a “chilling effect.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>“It’s concerning to think that this is the message we would be sending to children and families across the country, especially when we’re charged to serve children that are in foster care, families that are experiencing homelessness, families that are already dealing with quite a number of challenges,” Bautista said. “We should not be adding more barriers to their participation.”\u003c/p>\n",
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"\n\u003cp>“It’s concerning to think that this is the message we would be sending to children and families across the country, especially when we’re charged to serve children that are in foster care, families that are experiencing homelessness, families that are already dealing with quite a number of challenges,” Bautista said. “We should not be adding more barriers to their participation.”\u003c/p>\n"
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"\n\u003cfigure class=\"wp-block-image aligncenter size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED.jpg\" alt=\"\" class=\"wp-image-12096898\" />\u003cfigcaption class=\"wp-element-caption\">Children play the red light, green light game with preschool lead teacher Tracey O’Brien on the playground at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026.\u003ccite class=\"wp-inline-image-credit\"> (Nina Glick/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>The ACF said cutting regulations would save money and give local providers and their parent-led governing bodies more flexibility to run programs that meet their communities’ needs.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“While the proposed rule requires programs to be conducted in English … it allows programs to seek a waiver from any specific requirement in the regulation as long as it does not relate to nutrition, physical activity, or eligibility,” an ACF representative told KQED. \u003c/p>\n",
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"\n\u003cp>“While the proposed rule requires programs to be conducted in English … it allows programs to seek a waiver from any specific requirement in the regulation as long as it does not relate to nutrition, physical activity, or eligibility,” an ACF representative told KQED. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003ca href=\"https://headstart.gov/program-data/article/head-start-program-facts-fiscal-year-2024\">The most recent data show\u003c/a> more than 30% of Head Start staffers nationwide were bilingual, and 35% of children enrolled in the program were dual-language learners. \u003c/p>\n",
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"\n\u003cp>\u003ca href=\"https://headstart.gov/program-data/article/head-start-program-facts-fiscal-year-2024\">The most recent data show\u003c/a> more than 30% of Head Start staffers nationwide were bilingual, and 35% of children enrolled in the program were dual-language learners. \u003c/p>\n"
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"innerHTML": "\n\u003cp>The numbers show that families seek out educators who speak the same language as them, said Savitha Moorthy, director of the Center for the Study of Child Care Employment at UC Berkeley.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“Their value is in their ability to provide instruction that’s in the family’s home languages, so [the proposal] is actually stripping away the diversity of the workforce,” she said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Yuen, the teacher, said an English-only mandate would make it harder for her to do her job.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“In order for children to learn how to speak a language, they need to trust a teacher first,” she said. \u003c/p>\n",
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"innerHTML": "\n\u003cp>The proposed changes on the Federal Register are open to public comment until Oct. 6, and could still be amended before being finalized in the coming months. On Sept. 14, Berkeley’s Center for the Study of Child Care Employment and EDvance College will \u003ca href=\"https://zoom.us/webinar/register/WN_WBqylHS1SQm1bbvGt0xw1g#/registration\">host a webinar\u003c/a> to explain the public comment process.\u003c/p>\n",
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"excerpt": "Advocates for the early childhood program say the proposal would undermine learning for California children who are dual-language learners and contradict federal law meant to preserve Head Start quality standards. ",
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"title": "Under Proposed Trump Rule, Head Start Would Be English-Only | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>In \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a>’s Chinatown, toddlers and preschoolers often learn their first English words at Lok Yuen Early Learning Center.\u003c/p>\n\n\n\n\u003cp>The center serves low-income families who qualify for Head Start, and the children come from households that speak Chinese, Vietnamese, Spanish, Arabic or Nepali. To connect with the kids and get them accustomed to the classroom, teachers greet them in their home languages and hang pictures and signs on the walls in multiple languages.\u003c/p>\n\n\n\n\u003cp>“Even if we don’t know their language, being able to learn one or two words like, ‘Hola, como estas?’ can make them feel welcome,” said Jennifer Lee Yuen, a teacher at the center run by Wu Yee Children’s Services, the largest Head Start provider in the city.\u003c/p>\n\n\n\n\u003cp>But these practices could end under a proposal to reform the 61-year-old program led by Department of Health and Human Services Secretary Robert F. Kennedy. Earlier this month, he unveiled a plan that would remove federal requirements for class sizes, staff qualifications and other standards with the goal of cutting administrative costs and increasing access to Head Start. Within that plan to eliminate “unnecessary bureaucracy,” however, is a \u003ca href=\"https://www.federalregister.gov/documents/2026/08/07/2026-16134/reducing-federal-burden-for-head-start-programs\">new requirement\u003c/a> that programs teach only in English.\u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED.jpg\" alt=\"\" class=\"wp-image-12096897\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-26-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">A child opens a bottle of glue at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cp>If finalized, the requirement for English-only instruction would reverse longstanding regulations that Head Start programs support bilingualism. Administration officials say those regulations are “at odds” with President Donald Trump’s executive order designating English as the official language of the United States. But advocates for Head Start say this mandate would not only conflict with the administration’s messaging around decreasing federal oversight of the program, but it could also potentially cost jobs and millions of dollars to implement — a scenario the administration also acknowledges. \u003c/p>\n\n\n\n\u003cp>In the proposed rule, officials with the Administration for Children and Families (ACF), which oversees and funds Head Start, estimated that implementing the English-only mandate would cost about $47 million to replace learning materials at nearly 19,000 classrooms. Some teachers might need retraining, they wrote, “while others may need to be replaced.” \u003c/p>\n\n\n\n\u003cp>The proposal noted that having fewer bilingual staff might weaken non-English-speaking families’ engagement and suggested the educators use translation apps to communicate. \u003c/p>\n\n\n\n\n\n\u003cp>“To me that shows a disrespect of these families,” said Shantel Meek, executive director of the Children’s Equity Project at Arizona State University. “It’s common sense to have someone on staff who speaks the language of the families being served.”\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://cep.asu.edu/sites/g/files/litvpz916/files/2026-08/Preserving%20Access%20and%20Opportunity%20in%20Head%20Start%20for%20Children%20Dual%20Language%20Learners%20%20A%20Review%20of%20the%20Science%2C%20Legislative%20Mandates%2C%20and%20Regulatory%20Requirements%20%2811%29.pdf\">Meek co-authored a policy brief\u003c/a> that raises the possibility that the changes may conflict with the Head Start Act, a law passed by Congress which specifies that revisions to the program’s standards will not result in “any reduction in quality, scope, or types” of services already in place.\u003c/p>\n\n\n\n\u003cp>Education experts say the policy also runs counter to evidence that children learn a second language faster when they \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0002831214545110\">maintain the first language\u003c/a> they learned at home.\u003c/p>\n\n\n\n\u003cp>“This really creates a false choice between learning English and maintaining a child’s home language,” said Martha Hernandez, executive director of Californians Together, an organization based in Long Beach that advocates for English learners and multilingual education in California. \u003c/p>\n\n\n\n\u003cp>“We absolutely want children to develop strong English,” she said. “The question is whether we have to ask a 3- or 4-year-old to give up the language they already know in order to do that. And the research-based approach has always been to build English while continuing to develop the home language\u003cem>.”\u003c/em>\u003c/p>\n\n\n\n\u003cp>Head Start programs for American Indian children would be exempt from the English-only requirement, but advocates in California worry the policy would affect Early Head Start, which serves expectant moms and children under the age of 3, as well as Migrant Head Start, which serves the children of farm workers. \u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED.jpg\" alt=\"\" class=\"wp-image-12096895\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-20-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Children and teachers prepare to work on a craft project at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cfigure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-3 is-layout-flex wp-block-gallery-is-layout-flex\">\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" data-id=\"12096894\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED.jpg\" alt=\"\" class=\"wp-image-12096894\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-4-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Signage is in multiple languages at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" data-id=\"12096900\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED.jpg\" alt=\"\" class=\"wp-image-12096900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-60-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">A pedestrian walks past Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/figure>\n\n\n\n\u003cp>“For Early Head Start, we have classrooms where all of the teachers are monolingual in just, say, Spanish, because that’s what all of the kids in that classroom speak,” said Melanee Cottrill, executive director of Head Start California, an association of Head Start programs serving over 70,000 children in the Golden State. \u003c/p>\n\n\n\n\u003cp>“If you switch to English only, all of those classrooms would be completely devastated, and we would lose all those teachers,” she said.\u003c/p>\n\n\n\n\u003cp>Luis Bautista, who oversees Head Start programs for the Los Angeles County Office of Education, said the proposal has a “chilling effect.” \u003c/p>\n\n\n\n\u003cp>“It’s concerning to think that this is the message we would be sending to children and families across the country, especially when we’re charged to serve children that are in foster care, families that are experiencing homelessness, families that are already dealing with quite a number of challenges,” Bautista said. “We should not be adding more barriers to their participation.”\u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED.jpg\" alt=\"\" class=\"wp-image-12096898\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-47-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Children play the red light, green light game with preschool lead teacher Tracey O’Brien on the playground at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cp>The ACF said cutting regulations would save money and give local providers and their parent-led governing bodies more flexibility to run programs that meet their communities’ needs.\u003c/p>\n\n\n\n\u003cp>“While the proposed rule requires programs to be conducted in English … it allows programs to seek a waiver from any specific requirement in the regulation as long as it does not relate to nutrition, physical activity, or eligibility,” an ACF representative told KQED. \u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://headstart.gov/program-data/article/head-start-program-facts-fiscal-year-2024\">The most recent data show\u003c/a> more than 30% of Head Start staffers nationwide were bilingual, and 35% of children enrolled in the program were dual-language learners. \u003c/p>\n\n\n\n\u003cp>The numbers show that families seek out educators who speak the same language as them, said Savitha Moorthy, director of the Center for the Study of Child Care Employment at UC Berkeley.\u003c/p>\n\n\n\u003cdiv class=\"wp-block-image\">\n\u003cfigure class=\"aligncenter size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED.jpg\" alt=\"\" class=\"wp-image-12096899\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-HEADSTARTDEREGULATION-NG-54-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Preschool associate teacher Fanny Liang blows bubbles on the playground at Wu Yee Children’s Services in San Francisco’s Chinatown on Aug. 24, 2026. (Nina Glick/KQED)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\n\n\u003cp>“Their value is in their ability to provide instruction that’s in the family’s home languages, so [the proposal] is actually stripping away the diversity of the workforce,” she said.\u003c/p>\n\n\n\n\u003cp>Yuen, the teacher, said an English-only mandate would make it harder for her to do her job.\u003c/p>\n\n\n\n\u003cp>“In order for children to learn how to speak a language, they need to trust a teacher first,” she said. \u003c/p>\n\n\n\n\u003cp>When children feel safe and can trust the adults in their care, Yuen said, they’re open to learning. \u003c/p>\n\n\n\n\u003cp>The proposed changes on the Federal Register are open to public comment until Oct. 6, and could still be amended before being finalized in the coming months. On Sept. 14, Berkeley’s Center for the Study of Child Care Employment and EDvance College will \u003ca href=\"https://zoom.us/webinar/register/WN_WBqylHS1SQm1bbvGt0xw1g#/registration\">host a webinar\u003c/a> to explain the public comment process.\u003c/p>\n\u003c/div>\u003c/p>",
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"headTitle": "Sex Abuse Survivors and Broke School Districts at Odds in Legislature’s Final Days | KQED",
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"content": "\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://kqed.org/news/tag/california\">California\u003c/a> legislators this week are rushing to broker a compromise on child sexual assault lawsuits before the Legislature finishes for the year.\u003c/p>\n\u003cp>They are faced with the unenviable task of figuring out how to give justice to survivors of child sexual assault by school or county employees without bankrupting the cash-strapped school districts and local governments responsible for compensating them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Counties and \u003ca href=\"https://calmatters.org/education/2026/02/sex-abuse-california-2/\">school districts\u003c/a> have been flooded with lawsuits from survivors since the Legislature essentially waived any statute of limitations for those cases.\u003c/p>\n\u003cp>The resulting damage payments and insurance premium hikes have cost schools and local governments billions, depleting their reserves and blowing holes in their budgets.\u003c/p>\n\u003cp>In the final week of the 2026 legislative session, lobbyists for schools and counties are pushing Senate and Assembly leaders to strike a last-minute deal that would allow survivors to be compensated for past harms while simultaneously stewarding taxpayer dollars and protecting local agencies from going bankrupt.\u003c/p>\n\u003cfigure id=\"attachment_12082992\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12082992\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Children at Mission Kids Preschool in San Francisco raise their hands to ask Senator Alex Padilla a question on June 1, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>An attempt last year to find common ground collapsed in the final hours of the legislative session.\u003c/p>\n\u003cp>Victims’ advocacy groups fiercely oppose any changes that would make it more difficult for survivors to receive compensation and have been rallying support to keep the law as it is.\u003c/p>\n\u003cp>“It’s impossible to choose between the future education of California students and meeting the needs for survivors,” said Dr. Debra Schade, president of the California School Boards Association, one of the groups pushing for a deal. “But if we don’t do something soon, the future of our public school system in California is at risk.”\u003c/p>\n\u003ch2>‘A difficult needle to thread’\u003c/h2>\n\u003cp>Counties and school districts want to be able to cap how much money each survivor could seek in damages, as well as require a greater amount of evidence from victims who wait more than 20 years to file a claim. But both of those proposals are nonstarters with survivor advocates, who are livid that the government would consider putting a “price tag” on someone’s sexual abuse. They say it’s also unreasonable to expect that children and parents would keep documentation that could prove they were assaulted.\u003c/p>\n\u003cp>A June draft proposal from Assembly Speaker \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/robert-rivas-165041\">Robert Rivas\u003c/a>’s office, obtained by CalMatters, showed that Assembly leaders were at least considering caps on damages and a higher threshold for evidence in older cases.\u003c/p>\n\u003cp>Decades-old claims are much more likely to involve perpetrators and witnesses who are dead, as well as missing or damaged records. Without access to that evidence, counties and schools say they’re at an unfair disadvantage.\u003c/p>\n\u003cfigure id=\"attachment_12095609\" class=\"wp-caption aligncenter\" style=\"max-width: 1998px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12095609\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg\" alt=\"\" width=\"1998\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">Students arrive at Jose Ortega Elementary School for the first day of their school year on August 17, 2026, in San Francisco. \u003ccite>(Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While counties and school districts say they agree victims should be able to seek just compensation for the harms they’ve suffered, public entities are responsible for “safeguarding the resources that we are entrusted with” to help current students and vulnerable populations, said Faith Borges, a lobbyist for local government insurance pools that are called joint powers authorities.\u003c/p>\n\u003cp>“It’s been a difficult needle to thread,” Borges said.\u003c/p>\n\u003cp>Victims’ groups argue that the government has vast resources at its disposal to defend itself — including staff attorneys, researchers and archives of public documents — whereas most survivors and their families can only afford litigation with a plaintiff’s attorney.\u003c/p>\n\u003cp>“It is a towering immorality to make the traumatized survivors of child rape, beatings, and sex abuse pay the bills for our negligence,” said Ed Howard, senior attorney for the Children’s Advocacy Institute, at a news conference in Sacramento.[aside postID=news_12094994 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/260722-FAMILYSEPARATION-03-BL-KQED.jpg']“It is our fault what happened to them. Not theirs,” Howard said. “That is grotesque that a child would have to have a higher burden of proof to get compensation for crimes committed to them by people that we selected.”\u003c/p>\n\u003cp>The politically powerful \u003ca href=\"https://calmatters.digitaldemocracy.org/organizations/-17#year%5B%5D=2025\">Consumer Attorneys of California\u003c/a>, which has contributed at least $350,000 to California lawmakers this legislative session, is also part of the campaign.\u003c/p>\n\u003cp>Suzie, a 25-year-old survivor who asked to be identified by her first name, hopes the financial pain will force school districts and counties to make changes to protect children under their care.\u003c/p>\n\u003cp>She said seeking justice through the courts required her to confront her abuser — her fourth grade teacher — and take on an army of attorneys for the Mountainview School District who sought to discredit her allegations that the teacher molested and groomed her.\u003c/p>\n\u003cp>“I just became super suicidal like, when I was only eight or nine,” Suzie said. “I couldn’t tell my parents that I was scared of going to school, so I was like, at such a young age, the bad guy.”\u003c/p>\n\u003cp>After she and five other students sued the district, a jury last April \u003ca href=\"https://www.latimes.com/california/story/2025-04-16/los-angeles-jury-awards-48-million-to-students-abused-by-teacher-at-el-monte-school\">awarded them\u003c/a> a $48 million verdict, with the district responsible for just over $36 million and the teacher responsible for the remainder.\u003c/p>\n\u003cp>“I wish a lot of things wouldn’t have happened to me,” Suzie said. “But also, with the financial compensation, there’s going to be, maybe, room for growth for (the district). And a definite change. Because it cannot happen again.”\u003c/p>\n\u003ch2>Previous compromise attempt collapsed\u003c/h2>\n\u003cp>An effort to strike a deal last year, brokered by Sen. \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/john-laird-3108\">John Laird\u003c/a>, a Santa Cruz Democrat, fell apart at the last minute. Counties and school districts were upset that \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260sb577\">Senate Bill 577\u003c/a> didn’t include caps on how much money victims could seek in damages.\u003c/p>\n\u003cp>Government agencies say a compensation limit is the only way to achieve meaningful change, but the concept infuriates survivor groups.\u003c/p>\n\u003cp>Survivors were also angry that that proposal sought to ban any further claims from survivors of sex abuse at one Los Angeles County juvenile detention facility, MacLaren Children’s Center, which permanently closed in 2003.\u003c/p>\n\u003cfigure id=\"attachment_12086449\" class=\"wp-caption aligncenter\" style=\"max-width: 1980px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086449\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187.jpg\" alt=\"\" width=\"1980\" height=\"1391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187-1536x1079.jpg 1536w\" sizes=\"auto, (max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-caption-text\">Chalk art decorates pavement outside of an old bus operating as a preschool at the Aspire Monarch Academy school in Oakland, California, on Wednesday, Nov. 18, 2015. \u003ccite>(Paul Chinn/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The county approved \u003ca href=\"https://lacounty.gov/2025/04/04/la-county-reaches-4-billion-tentative-settlement-in-thousands-of-sexual-abuse-cases/\">a $4 billion settlement \u003c/a>last April to resolve more than 6,800 child sex abuse cases, some of which date to 1959.\u003c/p>\n\u003cp>Rivas shelved the bill in the hope that the two sides could continue negotiating and hash out a more comprehensive deal in 2026, according to people familiar with the decision.\u003c/p>\n\u003cp>This year, legislative leaders are split along the same fault lines. The speaker’s office wants to ensure the public entities’ financial health and has been open to discussions about damage caps, while Senate President Pro Tem \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/monique-limon-13069\">Monique Limón\u003c/a> and her staff insist caps would hamper survivors’ rights, according to sources familiar with the negotiations.\u003c/p>\n\u003cp>Limón in a statement said the Senate “remains committed to maintaining access to justice for all survivors” while also recognizing the financial challenges of public entities.\u003c/p>\n\u003cp>Although the two leaders have met regularly for weeks, and sources familiar with the negotiations say the two sides are very close to a compromise, no deal has emerged.\u003c/p>\n\u003ch2>Flood of lawsuits squeezes tight budgets\u003c/h2>\n\u003cp>According to \u003ca href=\"https://www.fcmat.org/publicationsreports/child-sexual-assault-fiscal-implications-report.pdf\">a 2024 Legislature-mandated report\u003c/a>, thousands of suits have been filed since Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB218\">Assembly Bill 218\u003c/a> in 2019, raising the age for victims to report past abuse and file lawsuits from 26 to 40 years old.\u003c/p>\n\u003cp>The law also allows people who discover as adults that they were sexually abused as children five years to file a claim, up from the previous three years, and created a three-year window during which survivors could revive past claims that expired due to the previous statute of limitations.\u003c/p>\n\u003cp>The flood of claims has resulted in settlements and jury verdicts that are projected to cost California school districts up to $3 billion. Counties face liabilities several times those of school districts, according to the 2024 state report.\u003c/p>\n\u003cfigure id=\"attachment_12089327\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089327\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty.jpg\" alt=\"\" width=\"2000\" height=\"1374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty-1536x1055.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom walks with students from Clinton Elementary School to announce support for literacy with The Golden State Literacy Plan at Clinton Elementary School in Compton on June 5, 2025. The governor was joined by State Superintendent of Public Instruction Tony Thurmond and other education officials. \u003ccite>(Genaro Molina/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Los Angeles County alone estimated that its payouts reach $3 billion to resolve roughly 3,000 claims of sexual abuse that occurred in the county’s foster homes, youth shelters and probation camps and halls dating to the 1950s.\u003c/p>\n\u003cp>While some counties and school districts had private insurance to help cover their liabilities, the state’s insurance crisis in the 1970s forced the vast majority of them to embrace the alternate, self-run joint-powers authorities.\u003c/p>\n\u003cp>Unlike private insurance companies, which have large stores of capital in case of unexpected costs, public entities pay their premiums with taxpayer dollars.[aside postID=news_12096327 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260824-Animal-Rescue-Presser-ZF-01-KQED.jpg']The sheer volume of cases filed since 2019 has sent premiums skyrocketing, which disproportionately hurts smaller rural school districts and counties and those with few or no claims against them.\u003c/p>\n\u003cp>Several counties and school districts say they’ve had to cut staff and defer maintenance, such as replacing schools’ aging air conditioning, to afford their insurance payments as well as cover the cost of claims for harms that took place when the district or county didn’t have insurance.\u003c/p>\n\u003cp>Eric Dill, an associate superintendent for the Poway Unified School District, said his district has been forced to cut $10 million a year from its budget over the last three years, mostly from programming, staff and maintenance because of a requirement to set aside money for underinsured or uninsured claims.\u003c/p>\n\u003cp>The district has dedicated $7.5 million — the equivalent of 75 teachers’ salaries and benefits — in premiums and contributions to its self-insurance fund over the last four years.\u003c/p>\n\u003cp>“It is very real that today’s students are suffering from a lack of services that could otherwise be provided if we could use those general fund dollars to put back into the classroom,” Dill said.\u003c/p>\n\u003cp>While child sexual assault cases are at the heart of legislative negotiations, advocates for the school districts and counties are pushing for the changes to apply to all civil liability cases brought against them.\u003c/p>\n\u003ch2>Survivors decry backroom dealing\u003c/h2>\n\u003cp>Survivor advocates say legislative leaders are cutting out crucial voices and public input by trying to fast-track a deal at the last minute.\u003c/p>\n\u003cp>If a bill had gone through the traditional process, victims could have testified before committees about their abuse.\u003c/p>\n\u003cp>“We’re having to ask survivors to speak into a microphone and hope that the folks who are making the decisions in the building hear our voices,” said Jennifer Rodriguez, executive director of the Youth Law Center, at the news conference. “That’s not a democratic process.”\u003c/p>\n\u003cfigure id=\"attachment_12081808\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12081808\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Children play in an outdoor area at Rise Vallejo, an early education center, in Vallejo on April 28, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard, the senior attorney at Children’s Advocacy Institute, acknowledged that the topic of childhood sexual abuse is thorny and any measure that could alter the existing law “may not have survived a more thorough scrutiny of the regular bill process.”\u003c/p>\n\u003cp>Legislators have until midnight on Aug. 31 to wrap up lawmaking for the year.\u003c/p>\n\u003cp>\u003ci>For the record: This story has been corrected to clarify that the survivors groups have not received any funding from the Consumer Attorneys of California.\u003c/i>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/politics/2026/08/california-legislature-child-sex-abuse-claims/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": " State lawmakers are struggling to balance counties’ and schools’ financial health with the incalculable cost of survivors’ trauma.",
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"title": "Sex Abuse Survivors and Broke School Districts at Odds in Legislature’s Final Days | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://kqed.org/news/tag/california\">California\u003c/a> legislators this week are rushing to broker a compromise on child sexual assault lawsuits before the Legislature finishes for the year.\u003c/p>\n\u003cp>They are faced with the unenviable task of figuring out how to give justice to survivors of child sexual assault by school or county employees without bankrupting the cash-strapped school districts and local governments responsible for compensating them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Counties and \u003ca href=\"https://calmatters.org/education/2026/02/sex-abuse-california-2/\">school districts\u003c/a> have been flooded with lawsuits from survivors since the Legislature essentially waived any statute of limitations for those cases.\u003c/p>\n\u003cp>The resulting damage payments and insurance premium hikes have cost schools and local governments billions, depleting their reserves and blowing holes in their budgets.\u003c/p>\n\u003cp>In the final week of the 2026 legislative session, lobbyists for schools and counties are pushing Senate and Assembly leaders to strike a last-minute deal that would allow survivors to be compensated for past harms while simultaneously stewarding taxpayer dollars and protecting local agencies from going bankrupt.\u003c/p>\n\u003cfigure id=\"attachment_12082992\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12082992\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/020_SanFrancisco_AlexPadillaMissionKids_06012021_qed-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Children at Mission Kids Preschool in San Francisco raise their hands to ask Senator Alex Padilla a question on June 1, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>An attempt last year to find common ground collapsed in the final hours of the legislative session.\u003c/p>\n\u003cp>Victims’ advocacy groups fiercely oppose any changes that would make it more difficult for survivors to receive compensation and have been rallying support to keep the law as it is.\u003c/p>\n\u003cp>“It’s impossible to choose between the future education of California students and meeting the needs for survivors,” said Dr. Debra Schade, president of the California School Boards Association, one of the groups pushing for a deal. “But if we don’t do something soon, the future of our public school system in California is at risk.”\u003c/p>\n\u003ch2>‘A difficult needle to thread’\u003c/h2>\n\u003cp>Counties and school districts want to be able to cap how much money each survivor could seek in damages, as well as require a greater amount of evidence from victims who wait more than 20 years to file a claim. But both of those proposals are nonstarters with survivor advocates, who are livid that the government would consider putting a “price tag” on someone’s sexual abuse. They say it’s also unreasonable to expect that children and parents would keep documentation that could prove they were assaulted.\u003c/p>\n\u003cp>A June draft proposal from Assembly Speaker \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/robert-rivas-165041\">Robert Rivas\u003c/a>’s office, obtained by CalMatters, showed that Assembly leaders were at least considering caps on damages and a higher threshold for evidence in older cases.\u003c/p>\n\u003cp>Decades-old claims are much more likely to involve perpetrators and witnesses who are dead, as well as missing or damaged records. Without access to that evidence, counties and schools say they’re at an unfair disadvantage.\u003c/p>\n\u003cfigure id=\"attachment_12095609\" class=\"wp-caption aligncenter\" style=\"max-width: 1998px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12095609\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg\" alt=\"\" width=\"1998\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">Students arrive at Jose Ortega Elementary School for the first day of their school year on August 17, 2026, in San Francisco. \u003ccite>(Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While counties and school districts say they agree victims should be able to seek just compensation for the harms they’ve suffered, public entities are responsible for “safeguarding the resources that we are entrusted with” to help current students and vulnerable populations, said Faith Borges, a lobbyist for local government insurance pools that are called joint powers authorities.\u003c/p>\n\u003cp>“It’s been a difficult needle to thread,” Borges said.\u003c/p>\n\u003cp>Victims’ groups argue that the government has vast resources at its disposal to defend itself — including staff attorneys, researchers and archives of public documents — whereas most survivors and their families can only afford litigation with a plaintiff’s attorney.\u003c/p>\n\u003cp>“It is a towering immorality to make the traumatized survivors of child rape, beatings, and sex abuse pay the bills for our negligence,” said Ed Howard, senior attorney for the Children’s Advocacy Institute, at a news conference in Sacramento.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It is our fault what happened to them. Not theirs,” Howard said. “That is grotesque that a child would have to have a higher burden of proof to get compensation for crimes committed to them by people that we selected.”\u003c/p>\n\u003cp>The politically powerful \u003ca href=\"https://calmatters.digitaldemocracy.org/organizations/-17#year%5B%5D=2025\">Consumer Attorneys of California\u003c/a>, which has contributed at least $350,000 to California lawmakers this legislative session, is also part of the campaign.\u003c/p>\n\u003cp>Suzie, a 25-year-old survivor who asked to be identified by her first name, hopes the financial pain will force school districts and counties to make changes to protect children under their care.\u003c/p>\n\u003cp>She said seeking justice through the courts required her to confront her abuser — her fourth grade teacher — and take on an army of attorneys for the Mountainview School District who sought to discredit her allegations that the teacher molested and groomed her.\u003c/p>\n\u003cp>“I just became super suicidal like, when I was only eight or nine,” Suzie said. “I couldn’t tell my parents that I was scared of going to school, so I was like, at such a young age, the bad guy.”\u003c/p>\n\u003cp>After she and five other students sued the district, a jury last April \u003ca href=\"https://www.latimes.com/california/story/2025-04-16/los-angeles-jury-awards-48-million-to-students-abused-by-teacher-at-el-monte-school\">awarded them\u003c/a> a $48 million verdict, with the district responsible for just over $36 million and the teacher responsible for the remainder.\u003c/p>\n\u003cp>“I wish a lot of things wouldn’t have happened to me,” Suzie said. “But also, with the financial compensation, there’s going to be, maybe, room for growth for (the district). And a definite change. Because it cannot happen again.”\u003c/p>\n\u003ch2>Previous compromise attempt collapsed\u003c/h2>\n\u003cp>An effort to strike a deal last year, brokered by Sen. \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/john-laird-3108\">John Laird\u003c/a>, a Santa Cruz Democrat, fell apart at the last minute. Counties and school districts were upset that \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260sb577\">Senate Bill 577\u003c/a> didn’t include caps on how much money victims could seek in damages.\u003c/p>\n\u003cp>Government agencies say a compensation limit is the only way to achieve meaningful change, but the concept infuriates survivor groups.\u003c/p>\n\u003cp>Survivors were also angry that that proposal sought to ban any further claims from survivors of sex abuse at one Los Angeles County juvenile detention facility, MacLaren Children’s Center, which permanently closed in 2003.\u003c/p>\n\u003cfigure id=\"attachment_12086449\" class=\"wp-caption aligncenter\" style=\"max-width: 1980px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086449\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187.jpg\" alt=\"\" width=\"1980\" height=\"1391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-1408498187-1536x1079.jpg 1536w\" sizes=\"auto, (max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-caption-text\">Chalk art decorates pavement outside of an old bus operating as a preschool at the Aspire Monarch Academy school in Oakland, California, on Wednesday, Nov. 18, 2015. \u003ccite>(Paul Chinn/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The county approved \u003ca href=\"https://lacounty.gov/2025/04/04/la-county-reaches-4-billion-tentative-settlement-in-thousands-of-sexual-abuse-cases/\">a $4 billion settlement \u003c/a>last April to resolve more than 6,800 child sex abuse cases, some of which date to 1959.\u003c/p>\n\u003cp>Rivas shelved the bill in the hope that the two sides could continue negotiating and hash out a more comprehensive deal in 2026, according to people familiar with the decision.\u003c/p>\n\u003cp>This year, legislative leaders are split along the same fault lines. The speaker’s office wants to ensure the public entities’ financial health and has been open to discussions about damage caps, while Senate President Pro Tem \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/monique-limon-13069\">Monique Limón\u003c/a> and her staff insist caps would hamper survivors’ rights, according to sources familiar with the negotiations.\u003c/p>\n\u003cp>Limón in a statement said the Senate “remains committed to maintaining access to justice for all survivors” while also recognizing the financial challenges of public entities.\u003c/p>\n\u003cp>Although the two leaders have met regularly for weeks, and sources familiar with the negotiations say the two sides are very close to a compromise, no deal has emerged.\u003c/p>\n\u003ch2>Flood of lawsuits squeezes tight budgets\u003c/h2>\n\u003cp>According to \u003ca href=\"https://www.fcmat.org/publicationsreports/child-sexual-assault-fiscal-implications-report.pdf\">a 2024 Legislature-mandated report\u003c/a>, thousands of suits have been filed since Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB218\">Assembly Bill 218\u003c/a> in 2019, raising the age for victims to report past abuse and file lawsuits from 26 to 40 years old.\u003c/p>\n\u003cp>The law also allows people who discover as adults that they were sexually abused as children five years to file a claim, up from the previous three years, and created a three-year window during which survivors could revive past claims that expired due to the previous statute of limitations.\u003c/p>\n\u003cp>The flood of claims has resulted in settlements and jury verdicts that are projected to cost California school districts up to $3 billion. Counties face liabilities several times those of school districts, according to the 2024 state report.\u003c/p>\n\u003cfigure id=\"attachment_12089327\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089327\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty.jpg\" alt=\"\" width=\"2000\" height=\"1374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GavinNewsomEducationGetty-1536x1055.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom walks with students from Clinton Elementary School to announce support for literacy with The Golden State Literacy Plan at Clinton Elementary School in Compton on June 5, 2025. The governor was joined by State Superintendent of Public Instruction Tony Thurmond and other education officials. \u003ccite>(Genaro Molina/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Los Angeles County alone estimated that its payouts reach $3 billion to resolve roughly 3,000 claims of sexual abuse that occurred in the county’s foster homes, youth shelters and probation camps and halls dating to the 1950s.\u003c/p>\n\u003cp>While some counties and school districts had private insurance to help cover their liabilities, the state’s insurance crisis in the 1970s forced the vast majority of them to embrace the alternate, self-run joint-powers authorities.\u003c/p>\n\u003cp>Unlike private insurance companies, which have large stores of capital in case of unexpected costs, public entities pay their premiums with taxpayer dollars.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The sheer volume of cases filed since 2019 has sent premiums skyrocketing, which disproportionately hurts smaller rural school districts and counties and those with few or no claims against them.\u003c/p>\n\u003cp>Several counties and school districts say they’ve had to cut staff and defer maintenance, such as replacing schools’ aging air conditioning, to afford their insurance payments as well as cover the cost of claims for harms that took place when the district or county didn’t have insurance.\u003c/p>\n\u003cp>Eric Dill, an associate superintendent for the Poway Unified School District, said his district has been forced to cut $10 million a year from its budget over the last three years, mostly from programming, staff and maintenance because of a requirement to set aside money for underinsured or uninsured claims.\u003c/p>\n\u003cp>The district has dedicated $7.5 million — the equivalent of 75 teachers’ salaries and benefits — in premiums and contributions to its self-insurance fund over the last four years.\u003c/p>\n\u003cp>“It is very real that today’s students are suffering from a lack of services that could otherwise be provided if we could use those general fund dollars to put back into the classroom,” Dill said.\u003c/p>\n\u003cp>While child sexual assault cases are at the heart of legislative negotiations, advocates for the school districts and counties are pushing for the changes to apply to all civil liability cases brought against them.\u003c/p>\n\u003ch2>Survivors decry backroom dealing\u003c/h2>\n\u003cp>Survivor advocates say legislative leaders are cutting out crucial voices and public input by trying to fast-track a deal at the last minute.\u003c/p>\n\u003cp>If a bill had gone through the traditional process, victims could have testified before committees about their abuse.\u003c/p>\n\u003cp>“We’re having to ask survivors to speak into a microphone and hope that the folks who are making the decisions in the building hear our voices,” said Jennifer Rodriguez, executive director of the Youth Law Center, at the news conference. “That’s not a democratic process.”\u003c/p>\n\u003cfigure id=\"attachment_12081808\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12081808\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260428-VallejoChildCare-37-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Children play in an outdoor area at Rise Vallejo, an early education center, in Vallejo on April 28, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard, the senior attorney at Children’s Advocacy Institute, acknowledged that the topic of childhood sexual abuse is thorny and any measure that could alter the existing law “may not have survived a more thorough scrutiny of the regular bill process.”\u003c/p>\n\u003cp>Legislators have until midnight on Aug. 31 to wrap up lawmaking for the year.\u003c/p>\n\u003cp>\u003ci>For the record: This story has been corrected to clarify that the survivors groups have not received any funding from the Consumer Attorneys of California.\u003c/i>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/politics/2026/08/california-legislature-child-sex-abuse-claims/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "californians-voted-to-spend-1-billion-on-k-12-arts-why-are-schools-returning-the-money",
"title": "Californians Voted to Spend $1 Billion on K-12 Arts. Why Are Schools Returning the Money?",
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"headTitle": "Californians Voted to Spend $1 Billion on K-12 Arts. Why Are Schools Returning the Money? | KQED",
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"content": "\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Three years after voters passed an ambitious arts education funding measure, \u003ca href=\"https://www.kqed.org/news/tag/education\">California’s K-12 schools\u003c/a> were supposed to be awash in dance, music, theater and fine arts. But some schools are returning their arts money to the state, saying the rules on how to spend it are too vague and they can’t find enough arts teachers.\u003c/p>\n\u003cp>“The sad thing is, this means that thousands of kids aren’t getting art,” said Austin Beutner, the former superintendent of Los Angeles Unified who wrote \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a>. “We thought Prop. 28 was clear.”\u003c/p>\n\u003cp>Prop. 28, which voters overwhelmingly approved in 2022, sets aside about $1 billion a year for the arts in California public schools.\u003c/p>\n\u003cfigure id=\"attachment_12094193\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12094193\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten classroom at Mission Bay Elementary School in San Francisco on August 6, 2026. Mission Bay Elementary is the first new public SFUSD school to open in 20 years. \u003ccite>(Gina Castro for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools with more low-income students get more money, but otherwise funding is based on enrollment. Los Angeles Unified, with about 400,000 students, got about $72 million last year, while Death Valley Unified, with 21 students, got about $2,000.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schools must spend at least 80% of their money on additional arts staff, with the rest going to art supplies and other arts expenses. Whatever they don’t spend, they’re required to return to the state after three years. The first three-year period just ended, and the California Department of Education hasn’t yet announced how much money schools returned.[aside postID=news_12094994 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/260722-FAMILYSEPARATION-03-BL-KQED.jpg']The state redistributes the unspent money to individual schools that are using their Prop. 28 money correctly, based on their annual spending reports.\u003c/p>\n\u003cp>State data \u003ca href=\"https://createca.org/california-arts-education-data-project/\">compiled by Create CA\u003c/a>, an arts nonprofit that supported Prop. 28, shows dozens, if not hundreds of schools that spent no money. Among them are charter schools, small schools, and mid-sized schools in every corner of the state.\u003c/p>\n\u003cp>At the other end of the spectrum, many districts have gone on spending sprees, hiring teachers and expanding programs at all schools.\u003c/p>\n\u003cp>Bakersfield City Schools, for example, doubled the size of its folklorico and mariachi dance programs, bought thousands of musical instruments and paired local artists with classroom teachers.\u003c/p>\n\u003cp>Long Beach Unified has also doubled down on the arts. Its high school course catalog offers dozens of arts classes, including classics like marching band and painting as well as more obscure classes like improvisational dance, steel drums, stage technology, chamber orchestra and photography.\u003c/p>\n\u003ch2>Too few teachers, too much confusion\u003c/h2>\n\u003cp>But other districts, particularly smaller and rural districts, \u003ca href=\"https://calmatters.org/education/k-12-education/2024/05/arts-education/\">have hit some snags\u003c/a>. Even though the state allows districts to pool their Prop. 28 money to share a teacher, the law doesn’t provide explicit language about it.\u003c/p>\n\u003cp>Regardless, schools say there are not enough art teachers to hire. According to a \u003ca href=\"https://www.sri.com/wp-content/uploads/2025/10/California-Arts-Education-Landscape-2025.pdf\">recent Stanford Research Institute study\u003c/a>, California needs at least 5,000 new arts teachers to meet the demand. Rural areas in general \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/rural-schools-california/\">have a harder time\u003c/a> hiring teachers, particularly those with specialized training.\u003c/p>\n\u003cp>Another obstacle is what some school officials describe as vague directions in the law. Prop. 28 broadly defines what constitutes an arts class, but it doesn’t require those classes to align with the state’s existing \u003ca href=\"https://www.cde.ca.gov/ci/vp/cf/\">arts framework\u003c/a>. And schools already get arts funding from the state, leaving some school officials wondering if they can mix their funds and still comply with the law.\u003c/p>\n\u003cfigure id=\"attachment_12083046\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12083046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Heather Posner (center), executive director of Carquinez Garden School, does arts and crafts with children in the school yard of Carquinez Garden School in Crockett on May 8, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We need clarity and confidence that we’re doing this the right way,” said El Dorado County Superintendent of Schools Ed Manansala, saying schools are afraid of misusing the funds – for example, sharing a music teacher with another district but not dividing their time lawfully. “We have a long history of supporting the arts and we really want to make sure we do this right.”\u003c/p>\n\u003cp>Manansala and other school officials also say they’re afraid of getting sued if they don’t use the money correctly. That’s what happened to Los Angeles Unified. Beutner sued his former district last year, claiming it cut existing arts funding and backfilled it with Prop. 28 money, which is prohibited.\u003c/p>\n\u003cp>The lawsuit is pending in Los Angeles Superior Court. The district said that its use of Prop. 28 money was legal.\u003c/p>\n\u003ch2>‘We should not be fighting over this’\u003c/h2>\n\u003cp>Nonetheless, the confusion led Assemblymember \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/al-muratsuchi-34399\">Al Muratsuchi\u003c/a> to \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab2440\">write a bill\u003c/a> that would clarify some of the Prop. 28 language – for example, defining what constitutes supplemental arts funding. The legislation so far has had nearly unanimous bipartisan support, but one very vocal opponent: Beutner.\u003c/p>\n\u003cp>Beutner said that Muratsuchi’s bill, \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab2440\">Assembly Bill 2440\u003c/a>, essentially guts Prop. 28 by giving schools too much leeway to spend their money. Among his concerns is that districts will not increase arts education at all school sites, but instead cluster it at certain schools or try to pawn off a physical education class, for example, as an arts class.\u003c/p>\n\u003cp>“I believe in the arts, and what it can do for students. Some kids only come to school because of the arts,” Beutner said. “We should not be fighting over this. Prop. 28 is very clear” in that it requires schools to add extra arts programs, not replace existing programs.\u003c/p>\n\u003cfigure id=\"attachment_12089615\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089615\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">The majority of students enrolled in the transitional kindergarten program at Kingsley Elementary School come from Spanish-speaking families. Teacher Ana Quintanilla helps them learn basic letters and words. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beutner also described the bill as a “get-out-of-jail-free card” for Los Angeles Unified, because he said it would give the district more freedom in how it spends its Prop. 28 money. District spokesperson Christy Hagen said in an email that the district had nothing to do with the bill and hasn’t taken a position on it.\u003c/p>\n\u003cp>Beutner said he’d like to see Muratsuchi’s legislation tabled until a judge rules on his lawsuit against Los Angeles Unified. Otherwise, spending the funding could become even more confusing.\u003c/p>\n\u003cp>The bill is currently in the suspense file in the Senate appropriations committee, awaiting approval Thursday. If the committee doesn’t agree to hear it, it’ll likely die.\u003c/p>\n\u003cp>Muratsuchi said he’s open to a last-minute compromise.\u003c/p>\n\u003cp>“(Beutner) and I share the same goal of Prop. 28 providing arts and music to every child in California regardless of zip code,” said Muratsuchi, a Democrat from Torrance. “We want to make sure the law’s language reflects that. Hopefully I convinced him that I mean well and we have the same objective.”\u003c/p>\n\u003ch2>Urgent need for clarity\u003c/h2>\n\u003cp>Clarifying the languageis crucial if the law is going to be successful, said Veronica Alvarez, executive director of Create CA, a nonprofit that promotes arts education in California schools.\u003c/p>\n\u003cp>Too many school districts are not spending their Prop. 28 money because they’re confused about the guidelines or can’t comply with what they view as overly narrow requirements, Alvarez said.\u003c/p>\n\u003cp>“We want clearer statewide rules, so all kids from Shasta to Bakersfield get high-quality arts education,” Alvarez said. “Hopefully we can move forward on this.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2026/08/arts-programs-california/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Proposition 28, which voters overwhelmingly approved in 2022, sets aside about $1 billion a year for the arts in California public schools.\r\n\r\n",
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"title": "Californians Voted to Spend $1 Billion on K-12 Arts. Why Are Schools Returning the Money? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Three years after voters passed an ambitious arts education funding measure, \u003ca href=\"https://www.kqed.org/news/tag/education\">California’s K-12 schools\u003c/a> were supposed to be awash in dance, music, theater and fine arts. But some schools are returning their arts money to the state, saying the rules on how to spend it are too vague and they can’t find enough arts teachers.\u003c/p>\n\u003cp>“The sad thing is, this means that thousands of kids aren’t getting art,” said Austin Beutner, the former superintendent of Los Angeles Unified who wrote \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a>. “We thought Prop. 28 was clear.”\u003c/p>\n\u003cp>Prop. 28, which voters overwhelmingly approved in 2022, sets aside about $1 billion a year for the arts in California public schools.\u003c/p>\n\u003cfigure id=\"attachment_12094193\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12094193\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/20260806_SFUSDNEWSCHOOL_GC-15-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten classroom at Mission Bay Elementary School in San Francisco on August 6, 2026. Mission Bay Elementary is the first new public SFUSD school to open in 20 years. \u003ccite>(Gina Castro for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools with more low-income students get more money, but otherwise funding is based on enrollment. Los Angeles Unified, with about 400,000 students, got about $72 million last year, while Death Valley Unified, with 21 students, got about $2,000.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools must spend at least 80% of their money on additional arts staff, with the rest going to art supplies and other arts expenses. Whatever they don’t spend, they’re required to return to the state after three years. The first three-year period just ended, and the California Department of Education hasn’t yet announced how much money schools returned.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The state redistributes the unspent money to individual schools that are using their Prop. 28 money correctly, based on their annual spending reports.\u003c/p>\n\u003cp>State data \u003ca href=\"https://createca.org/california-arts-education-data-project/\">compiled by Create CA\u003c/a>, an arts nonprofit that supported Prop. 28, shows dozens, if not hundreds of schools that spent no money. Among them are charter schools, small schools, and mid-sized schools in every corner of the state.\u003c/p>\n\u003cp>At the other end of the spectrum, many districts have gone on spending sprees, hiring teachers and expanding programs at all schools.\u003c/p>\n\u003cp>Bakersfield City Schools, for example, doubled the size of its folklorico and mariachi dance programs, bought thousands of musical instruments and paired local artists with classroom teachers.\u003c/p>\n\u003cp>Long Beach Unified has also doubled down on the arts. Its high school course catalog offers dozens of arts classes, including classics like marching band and painting as well as more obscure classes like improvisational dance, steel drums, stage technology, chamber orchestra and photography.\u003c/p>\n\u003ch2>Too few teachers, too much confusion\u003c/h2>\n\u003cp>But other districts, particularly smaller and rural districts, \u003ca href=\"https://calmatters.org/education/k-12-education/2024/05/arts-education/\">have hit some snags\u003c/a>. Even though the state allows districts to pool their Prop. 28 money to share a teacher, the law doesn’t provide explicit language about it.\u003c/p>\n\u003cp>Regardless, schools say there are not enough art teachers to hire. According to a \u003ca href=\"https://www.sri.com/wp-content/uploads/2025/10/California-Arts-Education-Landscape-2025.pdf\">recent Stanford Research Institute study\u003c/a>, California needs at least 5,000 new arts teachers to meet the demand. Rural areas in general \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/rural-schools-california/\">have a harder time\u003c/a> hiring teachers, particularly those with specialized training.\u003c/p>\n\u003cp>Another obstacle is what some school officials describe as vague directions in the law. Prop. 28 broadly defines what constitutes an arts class, but it doesn’t require those classes to align with the state’s existing \u003ca href=\"https://www.cde.ca.gov/ci/vp/cf/\">arts framework\u003c/a>. And schools already get arts funding from the state, leaving some school officials wondering if they can mix their funds and still comply with the law.\u003c/p>\n\u003cfigure id=\"attachment_12083046\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12083046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05194-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Heather Posner (center), executive director of Carquinez Garden School, does arts and crafts with children in the school yard of Carquinez Garden School in Crockett on May 8, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We need clarity and confidence that we’re doing this the right way,” said El Dorado County Superintendent of Schools Ed Manansala, saying schools are afraid of misusing the funds – for example, sharing a music teacher with another district but not dividing their time lawfully. “We have a long history of supporting the arts and we really want to make sure we do this right.”\u003c/p>\n\u003cp>Manansala and other school officials also say they’re afraid of getting sued if they don’t use the money correctly. That’s what happened to Los Angeles Unified. Beutner sued his former district last year, claiming it cut existing arts funding and backfilled it with Prop. 28 money, which is prohibited.\u003c/p>\n\u003cp>The lawsuit is pending in Los Angeles Superior Court. The district said that its use of Prop. 28 money was legal.\u003c/p>\n\u003ch2>‘We should not be fighting over this’\u003c/h2>\n\u003cp>Nonetheless, the confusion led Assemblymember \u003ca href=\"https://calmatters.digitaldemocracy.org/legislators/al-muratsuchi-34399\">Al Muratsuchi\u003c/a> to \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab2440\">write a bill\u003c/a> that would clarify some of the Prop. 28 language – for example, defining what constitutes supplemental arts funding. The legislation so far has had nearly unanimous bipartisan support, but one very vocal opponent: Beutner.\u003c/p>\n\u003cp>Beutner said that Muratsuchi’s bill, \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab2440\">Assembly Bill 2440\u003c/a>, essentially guts Prop. 28 by giving schools too much leeway to spend their money. Among his concerns is that districts will not increase arts education at all school sites, but instead cluster it at certain schools or try to pawn off a physical education class, for example, as an arts class.\u003c/p>\n\u003cp>“I believe in the arts, and what it can do for students. Some kids only come to school because of the arts,” Beutner said. “We should not be fighting over this. Prop. 28 is very clear” in that it requires schools to add extra arts programs, not replace existing programs.\u003c/p>\n\u003cfigure id=\"attachment_12089615\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089615\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">The majority of students enrolled in the transitional kindergarten program at Kingsley Elementary School come from Spanish-speaking families. Teacher Ana Quintanilla helps them learn basic letters and words. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beutner also described the bill as a “get-out-of-jail-free card” for Los Angeles Unified, because he said it would give the district more freedom in how it spends its Prop. 28 money. District spokesperson Christy Hagen said in an email that the district had nothing to do with the bill and hasn’t taken a position on it.\u003c/p>\n\u003cp>Beutner said he’d like to see Muratsuchi’s legislation tabled until a judge rules on his lawsuit against Los Angeles Unified. Otherwise, spending the funding could become even more confusing.\u003c/p>\n\u003cp>The bill is currently in the suspense file in the Senate appropriations committee, awaiting approval Thursday. If the committee doesn’t agree to hear it, it’ll likely die.\u003c/p>\n\u003cp>Muratsuchi said he’s open to a last-minute compromise.\u003c/p>\n\u003cp>“(Beutner) and I share the same goal of Prop. 28 providing arts and music to every child in California regardless of zip code,” said Muratsuchi, a Democrat from Torrance. “We want to make sure the law’s language reflects that. Hopefully I convinced him that I mean well and we have the same objective.”\u003c/p>\n\u003ch2>Urgent need for clarity\u003c/h2>\n\u003cp>Clarifying the languageis crucial if the law is going to be successful, said Veronica Alvarez, executive director of Create CA, a nonprofit that promotes arts education in California schools.\u003c/p>\n\u003cp>Too many school districts are not spending their Prop. 28 money because they’re confused about the guidelines or can’t comply with what they view as overly narrow requirements, Alvarez said.\u003c/p>\n\u003cp>“We want clearer statewide rules, so all kids from Shasta to Bakersfield get high-quality arts education,” Alvarez said. “Hopefully we can move forward on this.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2026/08/arts-programs-california/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "why-ai-might-not-change-education-much-at-all-with-justin-reich",
"title": "Why AI Might Not Change Education Much at All (With Justin Reich)",
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"content": "\u003cp>\u003ca href=\"#Transcript\">View Full Episode Transcript\u003c/a>\u003c/p>\n\n\n\n\u003cp>AI will revolutionize education! No, it will destroy it! Which is it? If history is any guide, the impact will be limited in either direction. In this episode, MIT education researcher \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich\u003c/a> walks through a century of hype cycles — from filmstrips and radio to MOOCs and smartphones — to show what actually changed in classrooms, and what didn’t. Drawing on\u003ca href=\"https://www.teachlabpodcast.com/the-homework-machine-ep-1-buckle-up-here-it-comes/\"> interviews with 120 teachers and students\u003c/a> across the U.S., he explains why new tools tend to extend old habits, why gains from new technology are usually modest, and why they tend to benefit affluent schools most. (Part 2/2 in our back-to-school series.)\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Further Listening and Reading:\u003c/h2>\n\n\n\n\u003cp>\u003ca href=\"https://www.teachlabpodcast.com/the-homework-machine-ep-1-buckle-up-here-it-comes/\">The Homework Machine\u003c/a> (Audio)\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://www.amazon.com/dp/0674089049?lv=shuf&channelId=500&plpRedirect=mhFallback\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/a>\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"Transcript\">Episode Transcript\u003c/h2>\n\n\n\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Welcome to Life, Automated, the show where we explore how to live, work, and make decisions in a world increasingly shaped by machines. I’ll admit it, I’m the kind of person who hears something about the incredible capabilities of AI and then immediately tries to project all the ways those capabilities might transform the world.\u003c/p>\n\n\n\n\u003cp>That’s actually one of the goals of this podcast, to try to determine how many of these mental leaps are grounded in evidence. And sometimes I talk to someone and I’m like, “Yeah, this is a really big deal.” Today’s conversation, not that. I’ll be talking to Justin Reich, a researcher and director of the Teaching Systems Lab at MIT, about AI’s likely impact on K-12 education.\u003c/p>\n\n\n\n\u003cp>This is not my first conversation about AI and education. I recently spoke with one of my colleagues here at Kellogg, Sébastien Martin, who has entirely reimagined many aspects of how he teaches his MBA students in ways I find pretty inspiring. But he’s admittedly an edge case, like if you accidentally ended up having Beethoven as your piano instructor and he gave you a warped sense of what piano lessons typically look like.\u003c/p>\n\n\n\n\u003cp>Justin Reich, on the other hand, does have a sense of what lessons typically look like, not those designed by tech-savvy professors at top-ranked business schools, but in the rest of the world where budgets are limited, professional development is scarce, and time and time again, technology has entered the classroom only to fail to live up to its promise.\u003c/p>\n\n\n\n\u003cp>Justin recently interviewed 120 K-12 teachers and students across America about AI for his podcast, “The Homework Machine.” His verdict? AI might modestly help some students learn some things. AI certainly is causing a lot of headaches. But somewhat surprisingly, given we’re talking about a technology that can pretty convincingly mimic human intelligence, he does not view it as transformational in the least.\u003c/p>\n\n\n\n\u003cp>I’m Jess Love, and this is Life, Automated, a project from Kellogg’s Ryan Institute on Complexity, distributed by KQED. And here is my very grounded conversation with Justin. \u003c/p>\n\n\n\n\u003cp>You have been described as a healthy skeptic when it comes to bringing technology into classrooms. Do you agree with that characterization?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah, healthy skeptic. I was recently at DeepMind in London where one of the Google engineers said that I was the token skeptic. I don’t know. I’m not ideologically skeptical. Like, I’ve used technology, computers in my teaching for more than 20 years now, and I still do it. What I aspire to be is evidence-based.\u003c/p>\n\n\n\n\u003cp>To me, maybe that’s skeptical, but it’s not skeptical as like, “I don’t know if I trust this technology stuff.” It’s more skeptical in the sense of like, what does a century of evidence tell us, and based on that century, what would we expect to happen next? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Well, it seems like you’re kind of in a position to interview yourself, so I’m just gonna ask you the question you asked yourself. What does a century of experience with technology tell us about this current moment? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The first things that happen when teachers get access to new technologies is they use them to extend existing practices. So they do whatever they were doing before but with the new technology. So we used to write our notes on chalkboards, and then we wrote our notes on whiteboards, and then we put them on acetate sheets, and then they got projected onto SMART Boards, into LCD projectors. It’s the same notes. We just reproduce them in all these different formats. If you give teachers enough time and support and coaching, they will invent new kinds of practices. Unfortunately, the second pattern that we see is that, where there are benefits to new technologies, they tend to disproportionately benefit the affluent.\u003c/p>\n\n\n\n\u003cp>They benefit people with the financial, social, and technical capital to take advantage of new innovations. So for instance, in 2012, we invented these giant, these massive open online courses, and the main thing that we found is that they were pretty good for helping people earn their second master’s degree.\u003c/p>\n\n\n\n\u003cp>So if you were already educated, already affluent person, there are these great new opportunities for you, and it turned out that they really weren’t very good at helping onboard new kinds of students into the higher education system. \u003c/p>\n\n\n\n\u003cp>The third pattern that we see over and over again is that technologies are only as powerful as the communities that guide their use. So we’re constantly hoping that we can invent the software or these machines. You just sort of download things onto a bunch of people’s computers, and all of a sudden, learning gets better. And that essentially never happens. What can happen, where you can see improvements in learning, is when teachers have time to experiment and to try new things and to collaborate with their colleagues.\u003c/p>\n\n\n\n\u003cp>Principals come up with new disciplinary standards. Students learn new routines. Families learn new ways of helping people. When whole communities have a chance to make improvements, you know, across the curriculum and lesson planning with technologies, that’s when we can sometimes see some benefits. And, we should typically expect that benefits are modest, because the benefits of anything that we do in educational settings are typically modest.\u003c/p>\n\n\n\n\u003cp>If you want to make education better, what you’re usually doing is, like, putting your shoulder to the wheel for a long time and being like, “Oh, it’s one percent better this year. That’s great. Let’s see if we can make it one percent better again next year.” Which is, of course, not at all what techno-utopians want to have happen or describing what happened, where there’s this giant disjunction with the past, and everything is better afterwards.\u003c/p>\n\n\n\n\u003cp>I mean, it’s kind of fun to think that way. There’s not a lot of historical evidence for it, and, I mean, I think the reason why I critique that approach the most is that it tends to be where you see people wasting a lot of time and money. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So let’s do a couple of examples here. So can you give us a couple of examples of times when techno-utopians came in and said, “This is it. This is going to change everything,” and then what actually happened? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, you got to start with the OG, Thomas Edison. Wow, so my man, a century ago, Thomas Edison, went in front of Congress, I think it was in 1913, and said, “In 10 years, textbooks will be gone, that they’ll be completely replaced by film strips, and this is gonna be a good thing as computers have been introduced” – I mean, radio went through this phase. \u003c/p>\n\n\n\n\u003cp>There’s a Larry Cuban has a great book called Teachers and Machines with a photograph in it, of a big, like, an armour-sized radio set. And it says, “With radio, the underprivileged school becomes a privileged one.” And so the idea that, like, we’re gonna have the best experts in the world broadcast radio lectures, radio lessons into homes all across the country, and it’s gonna be totally transformative of how students learn. Massive open online courses are probably the one that most recently went through higher education.\u003c/p>\n\n\n\n\u003cp>And, I don’t know, Sebastian Thrun, who was a Google employee, a founder of Udacity, said that, “In 10 years, there will be fifty universities left, and Udacity might be one of them.” And as it turns out, today, sitting here in 2026, there are more than fifty universities that are left. People were really enthusiastic about the web, online courses.\u003c/p>\n\n\n\n\u003cp>There was a book called Disrupting Class, which Clay Christensen wrote. He’s the developer of the theory of disruptive innovation. In 2009, he said that in 10 years, by 2019, half of all secondary school courses would be mediated online, that they would cost a third as much to deliver, and they would have better outcomes.\u003c/p>\n\n\n\n\u003cp>And my hunch is, if any of your listeners wander to their local public high school, they will not find that half of the classes are delivered online, that they will not find that the costs of running educational institutions have gone down by sixty-six percent, and they will not find, that the educational outcomes of the online learning experiences are substantially better than the ones that are being mediated by teachers. So there’s a pile of them.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Now, this does not mean that these previous technologies haven’t changed anything about the classroom experience, or that they didn’t feel, in small ways, kind of magical. Here’s a story Justin likes to tell, one from before he became a researcher, back when he was a teacher.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So when I went to go get my first teaching job, the department head was interviewing me the summer before and he said, “Can you teach world history?”And I said, “No, but I promise that if you hire me by September, I’ll figure out how to teach world history.” And he said, “Well, maybe.” And he said, “All right, one more thing, you’re gonna be teaching in this kind of trial classroom where there’s a cart of laptops in the corner. There are these blue and orange clamshell MacBooks”, this sort of iconic form factor.\u003c/p>\n\n\n\n\u003cp>And he said, you know, “And we’ve used ninth grade world history as sort of a testing bed to,” this was in 2003, “to see how these new computers could affect teaching and learning.” I said, “You can put a cart of bananas in the back corner of the classroom and I’ll teach with them. I just really need this job.”\u003c/p>\n\n\n\n\u003cp>And he went ahead and hired me, and it was really fun teaching in that classroom. It was a moment where the world’s government and archives and museums were rapidly digitizing primary sources. And so as a history teacher, with those computers, I could really do some things that were quite different from my own high school education where, you know, maybe I had a book of primary source documents with 20 documents in it or something like that.\u003c/p>\n\n\n\n\u003cp>Now I can, you know, you just sort of imagine like, oh, what was, you know, I wanna teach my students about the Harlem Renaissance. Oh, the Smithsonian has 20,000 song sheets from the Harlem Renaissance. They can each study their own document, which maybe nobody has looked at, in the last hundred years or something like that.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Now, Justin says this was great. His students got a taste of what real historians do, find their own sources and documents and interpret them. But it also came with some hidden costs, in many ways, much greater than those of the computers themselves. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I was working in a private school, and I also recognized that the kinds of resources that were required to keep those computers running, to keep them charged, to keep our networks running, to find the productive things that students were doing and to highlight them, to find the malicious things that students were doing and stop them, was an enormous amount of resources.\u003c/p>\n\n\n\n\u003cp>And so the sort of incredible possibility of what students and me as a teacher could do with new computers was always balanced against the challenges and realities of turning those new affordances into everyday routines of learning that really helped students. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So fun, genuinely interesting, but not necessarily a game changer, and very resource intensive. I could see where this was going, and I wanted to know, is ChatGPT really just computers in classrooms all over again? \u003c/p>\n\n\n\n\u003cp>Yeah. Well, what is different, if anything, about generative AI? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, I think we will by and large see those same kinds of patterns, I mean, people get really enthusiastic about the new technology that are in front of them to the point of dismissing the magic of previous technologies. There’s sort of an argument that emerges, which is kind of like… I’m calling it the web was met. Like you hear people say, like, “Well, you know, this AI thing is just totally different. I mean, we-\u003cs> \u003c/s>like, what could the web have possibly done?” I was like, “My guy, we took a handheld supercomputer, and we put it in the pocket of every child 13 years older in the networked world. We connected them to basically the world’s corpus of information, to every person they know, to every expert you can possibly imagine, and the effects on education range from not that much to maybe actually not that good.” You know, to the point where schools across the country are banning those mobile devices from people’s classrooms.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin says that like previous technologies, there will be some things that AI is really good at. They just won’t be, in his words, “transformative.”\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> They seem to be pretty good at translation. Like, maybe that will become less expensive, and that will be sort of helpful, but we actually… It’s gonna find that it’s not transformative to schools because, like, just translating materials is not, like, the only thing you need to unlock educating, you know, students that come from all over the world and speak all kinds of different languages.\u003c/p>\n\n\n\n\u003cp>I’m kind of enthusiastic about writing feedback, maybe. You know, one of the things we know is that, like, you need a lot of feedback to improve at things, and the machines seem to be able to generate reasonable writing feedback, but then you get other kinds of reports from classrooms that are like, “Yeah, my students really just want feedback from me, the human being teacher in the room,” because it turns out that most of what motivates us to learn is our social relationships with one another, and it doesn’t seem like social relationships with chatbots is a very promising direction for humanity to go.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Well, there is at least one kind of disruption that absolutely is happening in schools right now. So this very deep intel comes from my husband. He is a Chicago public school teacher. He teaches at high school.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Excellent!\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>And so I asked him, I was like, “All right, I’m gonna talk to this ed tech expert.” Like, “Give me the lowdown. Like, what is happening in your high school?” And so he had a number of things to say, and so I’m gonna share these with you. I think we’ll do it, like, one at a time, and you can tell me if you are in any way surprised by this. \u003c/p>\n\n\n\n\u003cp>So, to prevent students from using these chatbots to just do entire homework assignments, there’s been a big shift toward in-class assignments done on paper, which does seem to help with that cheating problem, but it introduces another challenge, which is that you’re then not spending that class time actually doing instruction.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah. Happening all over the place, happening in universities, happening in lots of different contexts. If, like definitely, one potential thing to be sad about is that, like, if you believed it could be possible that five years ago you could send students home to write stuff and be reasonably likely that they would write stuff, and then you could use class for the time of being together and engaging with one another.\u003c/p>\n\n\n\n\u003cp>And now it sounds like your husband, like many other teachers, believes, “If I want to read something that my students have actually written, I pretty much have to put them in a room and watch them write it themselves.” \u003c/p>\n\n\n\n\u003cp>Yeah, I think it’s quite possible that there are millions of fewer minutes of homework being assigned than in previous years. And if you believe that homework gives students practice that’s valuable for their learning, then that could be a massive drawdown in the amount of learning time that students are doing. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So he and his colleagues have not entirely given up on the idea of homework, but what they’ve done is try to use technology to fight technology.\u003c/p>\n\n\n\n\u003cp>So he and his colleagues pay out of pocket, mind you, for a Google Doc extension that shows them a detailed history of the revisions made to a document. So the idea is you can actually see a video of an essay being constructed in real time, kind of sped up. And the downside is that it is still possible for students to cheat.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>They just, they ask ChatGPT to write the essay, and then they’re literally sitting there, like, typing the essay from ChatGPT into Google Docs at, like, roughly a pace that they think it would look like you know, a 17-year-old comes up with thoughts in a unique manner and things like that. It’s kind of an interesting learning experience for the students, but obviously they’re not learning the thing that they’re supposed to be doing.\u003c/p>\n\n\n\n\u003cp>Yeah, like, the best possible use of your husband’s expertise is not surveilling students’ writing. I think we could find that as we ramp up the level of surveillance in schools, that that’s really not good for a democratic society, that you know, that a certain amount of privacy, a certain amount of freedom from surveillance is actually necessary for the Republic to continue as a Republic.\u003c/p>\n\n\n\n\u003cp>In the context that he’s in, what he’s doing is sensible, but if you aggregate that context across a lot of classrooms, you’re like, “Oh, that could be really bad, actually.” \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah. And I’ll share one more with you. So the last thing he mentioned is building, he calls it “layers of resistance.” So for an essay, this might mean breaking down an assignment into a bunch of different pieces. Then students do each piece separately, and then once they’ve already done that work, they then combine it into a longer piece. So, you are making it easier to do the eventual assignment yourself since you’ve had to do earlier parts yourself before.\u003c/p>\n\n\n\n\u003cp>But you’re also making it harder to cheat because that would be, you know, just a lot more difficult to cheat at each of those steps and then combine them into cheating. And again, he says it’s fairly effective, and that’s kinda like his favorite strategy right now. And I asked him, I said, “Well, is this having the effect of requiring your students to kind of use training wheels to think longer than they would otherwise?”\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So training wheels to think is oftentimes better than we imagine it is. There’s a group of educational researchers that are interested in this set of ideas called cognitive load theory, and an idea that we often have is that people become experts by behaving like experts. And they sort of argue, “No, no, no when people develop expertise, it looks quite different than being an expert.”\u003c/p>\n\n\n\n\u003cp>But I mean, you do, I think, Jess, have a good intuition there, which is like, “man, at some point, the kids, like, before they leave high school, probably just need to be able to write the essay.” Like, that it seems like that would be a pretty good thing, that we would want young people to be able to independently generate an argument in prose.\u003c/p>\n\n\n\n\u003cp>At least for the last, like, 30 years, we’ve thought that’s a pretty good idea to do, you know, with computers in particular. And boy, is generative AI making it hard for teachers to assign that task that we think is pretty good. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>But after going into these specifics, like, wouldn’t you agree that this is pretty transformative in terms of what students are actually doing during the school day?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, definitely not transformative in the sense of, “Boy, this is great.” \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin really wouldn’t take the bait here. He was adamant. No, we don’t have any great evidence that how teachers and students actually spend their days, think lectures, group work, has really changed that much over the past couple of years, or for that matter, the past few decades, even if take-home essays are basically off the table now. \u003c/p>\n\n\n\n\u003cp>But I kept at him. That’s after the break.\u003c/p>\n\n\n\n\u003cp>It does seem like one really big difference right now is that there’s a lot of discussions about how AI is or isn’t going to change the kind of future and work that we’re preparing students for. I’m curious if you’re seeing, you know, is that impacting students’ motivation to learn, which would obviously have a very big impact in the classrooms.\u003c/p>\n\n\n\n\u003cp>And I guess it also could start to change the question of what school should be for. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Yes. New technologies are a great catalyst to provoke conversations about what schools are for. In the last few decades, we’ve been particularly interested in the question, like, how do you prepare individuals for work in the labor market?\u003c/p>\n\n\n\n\u003cp>Although if you go through the history of schooling, you know, in the United States, we have public schools as a bulwark of our democracy. When Thomas Jefferson wrote about public schooling in the notes of the State of Virginia, and proposed the system of public schooling, it would be so that our nascent democracy would continue to exist and have citizens who are prepared to take on their roles as citizens.\u003c/p>\n\n\n\n\u003cp>But, you know, citizenship is gonna change with generative AI, too, and so we should be thinking about some of those kinds of changes. My hunch is if you went to all of the K-12 schools in the United States, you would not see huge changes in student motivation because like, students are not that great at thinking about their long-term futures.\u003c/p>\n\n\n\n\u003cp>Like, students primarily, like, they do not care that much about the subjects that we teach, for the most part. They care a ton about their teacher and their peers. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Well, whether the students feel it or not, I guess my question would be to you, do you think that schools should be rethinking what education is for in this moment?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> I don’t know – I think we should start by saying we don’t know. Not only do we not know, but historically, when we’ve made some of these guesses in the past, we’ve been wrong. So you could look at things like, you know, the sort of computer science industry telling people that it’s enormously important to learn to code in order to get good jobs, and now there’s a possibility that computer programming won’t actually be a very viable field in the near future.\u003c/p>\n\n\n\n\u003cp>And, and these things go back histor- You know, in the 19th century, there were a group of educators who passionately believed that you really had to teach sentence diagramming – that if you didn’t teach sentence diagramming, like, Western civilization would fall. And we’ve mostly stopped teaching sentence diagramming, and maybe Western civilization will fall apart, but it’s probably not gonna be for the lack of sentence diagramming.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Cursive. The great cursive debate. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The great cursive debate continues. Here, here, here are two stories you could tell about AI. One story you could tell about AI is that there is a lot to learn to figure out how to use AI, and that students should begin the process of learning that as soon as possible, that there should be a set of scaffold experiences, that we should change our curriculum, so that as people get older and older, there are more and more tasks that they do in partnership with AI, ’cause partnering with AI is hard to learn how to do, and if they do it with the supervision of teachers, they’ll be better.\u003c/p>\n\n\n\n\u003cp>A second story that you could tell is that getting generative AI to spit stuff out is actually super easy, that there really is not that much to learn, and that what really differentiates people who are proficient and less proficient with using generative AI is whether or not they can evaluate output. Since the output is highly uneven, what you really need are people who can say, “Oh, this is a good idea, this is a good practice, and this one is not.”\u003c/p>\n\n\n\n\u003cp>It could be that there’s actually very little general expertise that you can develop to distinguish good output from bad output. What you probably primarily need is domain knowledge. Like, if you ask ChatGPT a question about plumbing, there’s nothing about AI which is gonna tell you whether or not it gave you a good plumbing answer.\u003c/p>\n\n\n\n\u003cp>What you need to know about is plumbing. If that was the case, if domain expertise was sort of the key differentiator in people skills in using AI, then that would be pretty good news for schools and universities, ’cause the main thing they’ve done for however many hundreds of years is try to help people develop domain expertise.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> But I don’t- as a civilization, science does not know the answer to those two stories. Science cannot tell you today which of those two stories is correct. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah, it’s interesting. So I’m guessing you’re not a big fan of some of these moves more recently by school districts, university systems, states, even potentially the federal government, to implement various AI competency or AI literacy requirements.\u003c/p>\n\n\n\n\u003cp>And I will point out some of these seem more, you know, pro-technology, like giving the students the skills they need to succeed with these technologies. Others actually take a bit more of a defensive crouch, like let’s teach students the critical thinking skills so they can discriminate between the good and the bad. But there is nonetheless a lot of overlap, which is that these requirements purport to prepare students to live in a world alongside AI. And I’m curious what you make of those. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Well, one thing that we’ve tried over the last twenty years in the United States is a strategy they might call, like, the ‘tech literacy’ strategy, where every time a new technology comes along, you define a set of skills that correlate with that technology.\u003c/p>\n\n\n\n\u003cp>You write some policy documents that say schools should be teaching those things, and then you, like, bake it for a while and watch and see what happens. And, like, if you were to pick a sort of education reform strategy that we could be almost certain does not work, it would be that one.\u003c/p>\n\n\n\n\u003cp>It works really well for pundits and policymakers. Like, it’s a great way for policymakers to be like, “Look, we did a thing. We passed a bill which says you have to learn some stuff.” But what you actually have to do to make a difference in schools is you have to translate those policy guidance into curriculum documents.\u003c/p>\n\n\n\n\u003cp>There are 3.5 million teachers in the United States. Like your husband, one in every one hundred living Americans has to raise their hand and say, “I will be a teacher this year,” in order for our system to function. To improve the capacity of 3.5 million people is mind-bogglingly complex.\u003c/p>\n\n\n\n\u003cp>You could probably tell me the number of minutes or hours that your husband has gotten for, you know, AI-related professional development, and I bet the number is not super high. What I’m sure of is the number is not commensurate to some kind of transformational change. And so, I mean, I’m not opposed to that strategy on any kind of ideological or philosophical… Like, sounds kind of great to me. Just historically, it has not worked at all. Go ask young people – “have people, have young people describe their social media practices to you?”, and you’ll be like, “Oh, that sounds pretty bad and not good for your health, actually.”\u003c/p>\n\n\n\n\u003cp>But there has been ten or fifteen years of, like, social media literacy in schools. Like, ask one of your students to, like, save a file to a folder, and watch their head explode. And you’ll be like, “Oh, maybe, like, we’re not that good at teaching digital literacy in schools.” So one is just, like, an efficacy approach – But even if you believe that that, like, general approach would work, you have to sort of ask the question, like, what kinds of things are we gonna stuff into that AI fluency and AI literacy?\u003c/p>\n\n\n\n\u003cp>Like, what should that be? And I think we really, to this day, don’t know. So I mentioned before that I went to DeepMind the other day in London, and I cornered every engineer I could find, and I said, “Do you know how to train a junior engineer to code with a copilot?” I asked in big groups, in small groups, one-on-one. There was not an engineer or program manager there who told me yes. Every single one of them told me, “We do not know how to do that.” \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> DeepMind, Google’s elite AI laboratory. Justin went to a conference there about AI and education. And when he says that software engineers told him that they don’t know how to train a junior engineer to code with a copilot, what he means is that they may have protocols and practices, but they’re not yet confident that they work.\u003c/p>\n\n\n\n\u003cp>This is a major concern in the software industry. Many big companies are adopting coding assistants like Claude Code, GitHub Copilot, Cursor, and Codex. Senior engineers can thrive in this kind of environment. They can prompt the AI with exactly what they’re looking for, and then they can manually check the outputs and write their own code when something goes wrong.\u003c/p>\n\n\n\n\u003cp>A much more junior engineer can also use these code assistants to generate code that seems like it works, but if it has a bug or a vulnerability, they may not notice or be able to fix it. And worse, they may never get a chance to develop their skills further. So we could end up with a generation of software engineers who don’t understand how the software works, can’t fix it if it goes wrong, and have shaky ideas of what is technologically possible. Not ideal. \u003c/p>\n\n\n\n\u003cp>Companies know this could be a problem, so they’re experimenting with protocols for junior engineers, but this is all so new that nobody knows yet if these protocols will work. And they were frank about this with Justin. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>If Google, which has billions and billions of dollars at stake to answer this question, does not know how to teach a junior engineer how to code with a copilot, like, what is a seventh grade middle school’s computer science teacher supposed to do?\u003c/p>\n\n\n\n\u003cp>Like, what would AI literacy in that class look like until Google can figure it out? That is an excellent point. So you mentioned earlier this idea that, in general, previous educational technologies have – if they’ve had a positive impact, it’s been toward the students who are already either high-performing or come from very high-resourced schools.\u003c/p>\n\n\n\n\u003cp>And I wanna ask you a little bit about special education, and in particular, kind of the extreme edges of special education. So this is kind of personal for me. My 11-year-old now, she has a rare genetic disorder, and I would say she does fall in that sort of extreme end of the continuum. Like, she literally will not look at a piece of paper if it hasn’t been, like, personalized with things that, you know, her teachers and aides and therapists know will draw her attention.\u003c/p>\n\n\n\n\u003cp>And so there’s certainly this kind of low-hanging fruit that I could see being very easy helping, you know, busy professionals in the classroom. But I do see the possibility of something a little bit more transformative in a positive way – for kids whose brains just work so differently that the professionals involved don’t always have a ton of intuition about what will work.\u003c/p>\n\n\n\n\u003cp>So we talk a lot about AI having these jagged skills that are hard to understand from the outside, so being amazing at one skill and, like, hilariously bad at another. But there is a population of students for whom this is also true. I think a very concrete example here is severe language disabilities.\u003c/p>\n\n\n\n\u003cp>So right now, the vast majority of educational instruction is done via language. If you have a kid whose language skills are significantly more impaired than their other skills, how do you teach them? How do you assess them? Non-verbal assessments do exist, but guess how the instructions are given? They’re given in language.\u003c/p>\n\n\n\n\u003cp>And it just seems like this place where a tool that can radically personalize, that’s completely agnostic to how a student chooses to answer a question, that has zero preconceived ideas about what will or won’t be an effective learning tool, could be transformative. And I know this is very hand-wavy, it’s very in the distance, but is there something here?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Oh well, for sure. So first, I’m definitely rooting for these people – I mean, I’m always rooting for the people who are making education much, much better. My, like, very boring, sometimes sad job is to, like, hop into these conversations and be like, “That would totally be great. Just, we should remember that people have been working on this for decades, and progress tends to be more measured.”\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>That’s why they call you the skeptic. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>There’s this whole field called universal design for learning, which, you know, has observed for a long time, sometimes better to think of curriculum as disabled than people as disabled. The curriculum is just not presenting information in ways and in mechanisms that people with different kinds of ability can access. And so we should do a better job of reinventing our curriculum and, you know, in fact, as we start bringing generative AI into the application of these kinds of things in special education, we don’t have to start from scratch. We can start from decades of effort of people using computers to do these same kinds of things.\u003c/p>\n\n\n\n\u003cp>You know, translation is one thing that we mentioned, putting learning resources into different kinds of modalities. So if there are people who don’t read text well, then we can just have the machine speak the text. You know, a strategy that we’ve tried a lot is to build just-in-time learning supports for people into resources, saying like, “Okay, if this learning resource in its current form isn’t working for you, like, push this button and it will talk. Push this button and the reading level will change. Push this button and this other kind of feature of it can be modified to suit your needs.”\u003c/p>\n\n\n\n\u003cp>What we found historically is that the kids that we most want to push those buttons are not the ones who push the button. The like high-performing kids push the ‘Help Me’ button and the kids who we most wish would push the, like, ‘Give Me Some Extra Resources’ or ‘Change This to Support Me’ button would.\u003c/p>\n\n\n\n\u003cp>You know, when we talk to teachers across the country, adapting resources to folks with different kinds of abilities is one of the things that they’re most enthusiastic. The you know, generative AI technologies might be able to help them do, and I’m rooting for them, and I hope that there are companies that figure out ways of doing this more sustainably and at scale. And I wouldn’t be surprised if we saw some potential benefits from that. And those benefits are most likely to emerge not in the places where people download the, you know, the software that personalizes things for students with different learning capacities and things like that. It’s gonna be where whole communities are able to, like, rethink the way that they do special education in the context of that.\u003c/p>\n\n\n\n\u003cp>And, you know, and it’s probably gonna be that students who live in more affluent places are gonna have the kinds of systemic resources that allow for all that training and adoption to occur.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>This idea of resources, it’s an important one, and not just for special education because every dollar, every hour of an educator’s time, it comes at the expense of money or time spent elsewhere, including on things that we do know work. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>And the worst case scenario, which I think we’ve seen a lot of places, is that we make substantial additional investments, both in technology platforms and then in a bunch of extra humans to manage those technology platforms.\u003c/p>\n\n\n\n\u003cp>And so the cost of schooling goes up, but because at best, the gains of those technology platforms is pretty moderate, you’re like adding a whole bunch of additional expense. Like, you know, you’re basically like in the Chicago Public Schools, like you bought all these Google Docs, and you bought all of these computers so that all the students can use them, and you bought all these IT professionals because the computers break all the time, and your husband like, is like, “Well, actually, the best thing to do is to have them write essays on pencils and paper.”\u003c/p>\n\n\n\n\u003cp>Well, that’s an awful lot of money that we’re spending on all of this infrastructure to sit in a closet while your students are writing in composition notebooks. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Will AI transform K-12 education? Justin really doesn’t think so. And frankly, I’m not sure whether to be disappointed or relieved by that.\u003c/p>\n\n\n\n\u003cp>Like, there is something reassuring about a world where students continue to learn the same kinds of things that I learned when I was in school. It’s certainly preferable to one where the whole educational system grinds to a panicked halt because they’ve decided students don’t need to learn anything anymore.\u003c/p>\n\n\n\n\u003cp>But on the other hand, it seems my dreams of some automated tool that can magically help my daughter learn in a way no human has yet managed to is probably not right around the corner either. And I still think that experiments will be important, including the kind of ambitious, dare I say transformative experiments that folks like my colleague Sébastien Martin are pursuing.\u003c/p>\n\n\n\n\u003cp>We have to know what’s possible, and then we’ll need to roll up our sleeves. Test, learn, make sure that whatever gains we see in one classroom with one teacher can eventually benefit a much larger group of students. Because, and I’ll end with this, even our resident skeptic Justin agrees. At the end of the day, alongside all the headaches, new technologies do bring new capabilities. And little by little, these capabilities can tangibly improve the status quo. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, the things that do work, it’s probably going to be more like 10 or 20 years of development rather than sort of stumbling across something which works super well in a year or two. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So it could be transformative for the better, but it’s just going to take a ton of work and dedication and probably resources to get there.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> My colleague Ken Kaedinger says that step change is what 25 years of incremental change looks like from a distance.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> I’m Jess Love. Life, Automated is a project of the Ryan Institute on Complexity at the Kellogg School of Management at Northwestern University. We’re distributed by KQED. Special thanks to today’s guest, Justin Reich. Jesse Dukes is our producer. Music by Steven Jackson. Recording help from Will Feeney and George Christensen. Marketing support from Ananya Mallapragada. Administrative support, recording, and wise counsel from Stacia Sliger.\u003c/p>\n\n\n\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c/p>\n\n",
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"innerHTML": "\n\u003cp>AI will revolutionize education! No, it will destroy it! Which is it? If history is any guide, the impact will be limited in either direction. In this episode, MIT education researcher \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich\u003c/a> walks through a century of hype cycles — from filmstrips and radio to MOOCs and smartphones — to show what actually changed in classrooms, and what didn’t. Drawing on\u003ca href=\"https://www.teachlabpodcast.com/the-homework-machine-ep-1-buckle-up-here-it-comes/\"> interviews with 120 teachers and students\u003c/a> across the U.S., he explains why new tools tend to extend old habits, why gains from new technology are usually modest, and why they tend to benefit affluent schools most. (Part 2/2 in our back-to-school series.)\u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003ca href=\"https://www.teachlabpodcast.com/the-homework-machine-ep-1-buckle-up-here-it-comes/\">The Homework Machine\u003c/a> (Audio)\u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003ca href=\"https://www.amazon.com/dp/0674089049?lv=shuf&channelId=500&plpRedirect=mhFallback\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/a>\u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Welcome to Life, Automated, the show where we explore how to live, work, and make decisions in a world increasingly shaped by machines. I’ll admit it, I’m the kind of person who hears something about the incredible capabilities of AI and then immediately tries to project all the ways those capabilities might transform the world.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Welcome to Life, Automated, the show where we explore how to live, work, and make decisions in a world increasingly shaped by machines. I’ll admit it, I’m the kind of person who hears something about the incredible capabilities of AI and then immediately tries to project all the ways those capabilities might transform the world.\u003c/p>\n"
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"innerHTML": "\n\u003cp>That’s actually one of the goals of this podcast, to try to determine how many of these mental leaps are grounded in evidence. And sometimes I talk to someone and I’m like, “Yeah, this is a really big deal.” Today’s conversation, not that. I’ll be talking to Justin Reich, a researcher and director of the Teaching Systems Lab at MIT, about AI’s likely impact on K-12 education.\u003c/p>\n",
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"\n\u003cp>That’s actually one of the goals of this podcast, to try to determine how many of these mental leaps are grounded in evidence. And sometimes I talk to someone and I’m like, “Yeah, this is a really big deal.” Today’s conversation, not that. I’ll be talking to Justin Reich, a researcher and director of the Teaching Systems Lab at MIT, about AI’s likely impact on K-12 education.\u003c/p>\n"
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"innerHTML": "\n\u003cp>This is not my first conversation about AI and education. I recently spoke with one of my colleagues here at Kellogg, Sébastien Martin, who has entirely reimagined many aspects of how he teaches his MBA students in ways I find pretty inspiring. But he’s admittedly an edge case, like if you accidentally ended up having Beethoven as your piano instructor and he gave you a warped sense of what piano lessons typically look like.\u003c/p>\n",
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"\n\u003cp>This is not my first conversation about AI and education. I recently spoke with one of my colleagues here at Kellogg, Sébastien Martin, who has entirely reimagined many aspects of how he teaches his MBA students in ways I find pretty inspiring. But he’s admittedly an edge case, like if you accidentally ended up having Beethoven as your piano instructor and he gave you a warped sense of what piano lessons typically look like.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Justin Reich, on the other hand, does have a sense of what lessons typically look like, not those designed by tech-savvy professors at top-ranked business schools, but in the rest of the world where budgets are limited, professional development is scarce, and time and time again, technology has entered the classroom only to fail to live up to its promise.\u003c/p>\n",
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"\n\u003cp>Justin Reich, on the other hand, does have a sense of what lessons typically look like, not those designed by tech-savvy professors at top-ranked business schools, but in the rest of the world where budgets are limited, professional development is scarce, and time and time again, technology has entered the classroom only to fail to live up to its promise.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Justin recently interviewed 120 K-12 teachers and students across America about AI for his podcast, “The Homework Machine.” His verdict? AI might modestly help some students learn some things. AI certainly is causing a lot of headaches. But somewhat surprisingly, given we’re talking about a technology that can pretty convincingly mimic human intelligence, he does not view it as transformational in the least.\u003c/p>\n",
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"innerHTML": "\n\u003cp>I’m Jess Love, and this is Life, Automated, a project from Kellogg’s Ryan Institute on Complexity, distributed by KQED. And here is my very grounded conversation with Justin. \u003c/p>\n",
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"innerHTML": "\n\u003cp>You have been described as a healthy skeptic when it comes to bringing technology into classrooms. Do you agree with that characterization?\u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah, healthy skeptic. I was recently at DeepMind in London where one of the Google engineers said that I was the token skeptic. I don’t know. I’m not ideologically skeptical. Like, I’ve used technology, computers in my teaching for more than 20 years now, and I still do it. What I aspire to be is evidence-based.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah, healthy skeptic. I was recently at DeepMind in London where one of the Google engineers said that I was the token skeptic. I don’t know. I’m not ideologically skeptical. Like, I’ve used technology, computers in my teaching for more than 20 years now, and I still do it. What I aspire to be is evidence-based.\u003c/p>\n"
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"innerHTML": "\n\u003cp>To me, maybe that’s skeptical, but it’s not skeptical as like, “I don’t know if I trust this technology stuff.” It’s more skeptical in the sense of like, what does a century of evidence tell us, and based on that century, what would we expect to happen next? \u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Well, it seems like you’re kind of in a position to interview yourself, so I’m just gonna ask you the question you asked yourself. What does a century of experience with technology tell us about this current moment? \u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The first things that happen when teachers get access to new technologies is they use them to extend existing practices. So they do whatever they were doing before but with the new technology. So we used to write our notes on chalkboards, and then we wrote our notes on whiteboards, and then we put them on acetate sheets, and then they got projected onto SMART Boards, into LCD projectors. It’s the same notes. We just reproduce them in all these different formats. If you give teachers enough time and support and coaching, they will invent new kinds of practices. Unfortunately, the second pattern that we see is that, where there are benefits to new technologies, they tend to disproportionately benefit the affluent.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The first things that happen when teachers get access to new technologies is they use them to extend existing practices. So they do whatever they were doing before but with the new technology. So we used to write our notes on chalkboards, and then we wrote our notes on whiteboards, and then we put them on acetate sheets, and then they got projected onto SMART Boards, into LCD projectors. It’s the same notes. We just reproduce them in all these different formats. If you give teachers enough time and support and coaching, they will invent new kinds of practices. Unfortunately, the second pattern that we see is that, where there are benefits to new technologies, they tend to disproportionately benefit the affluent.\u003c/p>\n"
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"innerHTML": "\n\u003cp>They benefit people with the financial, social, and technical capital to take advantage of new innovations. So for instance, in 2012, we invented these giant, these massive open online courses, and the main thing that we found is that they were pretty good for helping people earn their second master’s degree.\u003c/p>\n",
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"\n\u003cp>They benefit people with the financial, social, and technical capital to take advantage of new innovations. So for instance, in 2012, we invented these giant, these massive open online courses, and the main thing that we found is that they were pretty good for helping people earn their second master’s degree.\u003c/p>\n"
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"innerHTML": "\n\u003cp>So if you were already educated, already affluent person, there are these great new opportunities for you, and it turned out that they really weren’t very good at helping onboard new kinds of students into the higher education system. \u003c/p>\n",
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"\n\u003cp>So if you were already educated, already affluent person, there are these great new opportunities for you, and it turned out that they really weren’t very good at helping onboard new kinds of students into the higher education system. \u003c/p>\n"
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"innerHTML": "\n\u003cp>The third pattern that we see over and over again is that technologies are only as powerful as the communities that guide their use. So we’re constantly hoping that we can invent the software or these machines. You just sort of download things onto a bunch of people’s computers, and all of a sudden, learning gets better. And that essentially never happens. What can happen, where you can see improvements in learning, is when teachers have time to experiment and to try new things and to collaborate with their colleagues.\u003c/p>\n",
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"\n\u003cp>The third pattern that we see over and over again is that technologies are only as powerful as the communities that guide their use. So we’re constantly hoping that we can invent the software or these machines. You just sort of download things onto a bunch of people’s computers, and all of a sudden, learning gets better. And that essentially never happens. What can happen, where you can see improvements in learning, is when teachers have time to experiment and to try new things and to collaborate with their colleagues.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Principals come up with new disciplinary standards. Students learn new routines. Families learn new ways of helping people. When whole communities have a chance to make improvements, you know, across the curriculum and lesson planning with technologies, that’s when we can sometimes see some benefits. And, we should typically expect that benefits are modest, because the benefits of anything that we do in educational settings are typically modest.\u003c/p>\n",
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"\n\u003cp>Principals come up with new disciplinary standards. Students learn new routines. Families learn new ways of helping people. When whole communities have a chance to make improvements, you know, across the curriculum and lesson planning with technologies, that’s when we can sometimes see some benefits. And, we should typically expect that benefits are modest, because the benefits of anything that we do in educational settings are typically modest.\u003c/p>\n"
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"innerHTML": "\n\u003cp>If you want to make education better, what you’re usually doing is, like, putting your shoulder to the wheel for a long time and being like, “Oh, it’s one percent better this year. That’s great. Let’s see if we can make it one percent better again next year.” Which is, of course, not at all what techno-utopians want to have happen or describing what happened, where there’s this giant disjunction with the past, and everything is better afterwards.\u003c/p>\n",
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"\n\u003cp>If you want to make education better, what you’re usually doing is, like, putting your shoulder to the wheel for a long time and being like, “Oh, it’s one percent better this year. That’s great. Let’s see if we can make it one percent better again next year.” Which is, of course, not at all what techno-utopians want to have happen or describing what happened, where there’s this giant disjunction with the past, and everything is better afterwards.\u003c/p>\n"
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"innerHTML": "\n\u003cp>I mean, it’s kind of fun to think that way. There’s not a lot of historical evidence for it, and, I mean, I think the reason why I critique that approach the most is that it tends to be where you see people wasting a lot of time and money. \u003c/p>\n",
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"\n\u003cp>I mean, it’s kind of fun to think that way. There’s not a lot of historical evidence for it, and, I mean, I think the reason why I critique that approach the most is that it tends to be where you see people wasting a lot of time and money. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So let’s do a couple of examples here. So can you give us a couple of examples of times when techno-utopians came in and said, “This is it. This is going to change everything,” and then what actually happened? \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So let’s do a couple of examples here. So can you give us a couple of examples of times when techno-utopians came in and said, “This is it. This is going to change everything,” and then what actually happened? \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, you got to start with the OG, Thomas Edison. Wow, so my man, a century ago, Thomas Edison, went in front of Congress, I think it was in 1913, and said, “In 10 years, textbooks will be gone, that they’ll be completely replaced by film strips, and this is gonna be a good thing as computers have been introduced” – I mean, radio went through this phase. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, you got to start with the OG, Thomas Edison. Wow, so my man, a century ago, Thomas Edison, went in front of Congress, I think it was in 1913, and said, “In 10 years, textbooks will be gone, that they’ll be completely replaced by film strips, and this is gonna be a good thing as computers have been introduced” – I mean, radio went through this phase. \u003c/p>\n"
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"innerHTML": "\n\u003cp>There’s a Larry Cuban has a great book called Teachers and Machines with a photograph in it, of a big, like, an armour-sized radio set. And it says, “With radio, the underprivileged school becomes a privileged one.” And so the idea that, like, we’re gonna have the best experts in the world broadcast radio lectures, radio lessons into homes all across the country, and it’s gonna be totally transformative of how students learn. Massive open online courses are probably the one that most recently went through higher education.\u003c/p>\n",
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"\n\u003cp>There’s a Larry Cuban has a great book called Teachers and Machines with a photograph in it, of a big, like, an armour-sized radio set. And it says, “With radio, the underprivileged school becomes a privileged one.” And so the idea that, like, we’re gonna have the best experts in the world broadcast radio lectures, radio lessons into homes all across the country, and it’s gonna be totally transformative of how students learn. Massive open online courses are probably the one that most recently went through higher education.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And, I don’t know, Sebastian Thrun, who was a Google employee, a founder of Udacity, said that, “In 10 years, there will be fifty universities left, and Udacity might be one of them.” And as it turns out, today, sitting here in 2026, there are more than fifty universities that are left. People were really enthusiastic about the web, online courses.\u003c/p>\n",
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"\n\u003cp>And, I don’t know, Sebastian Thrun, who was a Google employee, a founder of Udacity, said that, “In 10 years, there will be fifty universities left, and Udacity might be one of them.” And as it turns out, today, sitting here in 2026, there are more than fifty universities that are left. People were really enthusiastic about the web, online courses.\u003c/p>\n"
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"innerHTML": "\n\u003cp>There was a book called Disrupting Class, which Clay Christensen wrote. He’s the developer of the theory of disruptive innovation. In 2009, he said that in 10 years, by 2019, half of all secondary school courses would be mediated online, that they would cost a third as much to deliver, and they would have better outcomes.\u003c/p>\n",
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"\n\u003cp>There was a book called Disrupting Class, which Clay Christensen wrote. He’s the developer of the theory of disruptive innovation. In 2009, he said that in 10 years, by 2019, half of all secondary school courses would be mediated online, that they would cost a third as much to deliver, and they would have better outcomes.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And my hunch is, if any of your listeners wander to their local public high school, they will not find that half of the classes are delivered online, that they will not find that the costs of running educational institutions have gone down by sixty-six percent, and they will not find, that the educational outcomes of the online learning experiences are substantially better than the ones that are being mediated by teachers. So there’s a pile of them.\u003c/p>\n",
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"\n\u003cp>And my hunch is, if any of your listeners wander to their local public high school, they will not find that half of the classes are delivered online, that they will not find that the costs of running educational institutions have gone down by sixty-six percent, and they will not find, that the educational outcomes of the online learning experiences are substantially better than the ones that are being mediated by teachers. So there’s a pile of them.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Now, this does not mean that these previous technologies haven’t changed anything about the classroom experience, or that they didn’t feel, in small ways, kind of magical. Here’s a story Justin likes to tell, one from before he became a researcher, back when he was a teacher.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Now, this does not mean that these previous technologies haven’t changed anything about the classroom experience, or that they didn’t feel, in small ways, kind of magical. Here’s a story Justin likes to tell, one from before he became a researcher, back when he was a teacher.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So when I went to go get my first teaching job, the department head was interviewing me the summer before and he said, “Can you teach world history?”And I said, “No, but I promise that if you hire me by September, I’ll figure out how to teach world history.” And he said, “Well, maybe.” And he said, “All right, one more thing, you’re gonna be teaching in this kind of trial classroom where there’s a cart of laptops in the corner. There are these blue and orange clamshell MacBooks”, this sort of iconic form factor.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So when I went to go get my first teaching job, the department head was interviewing me the summer before and he said, “Can you teach world history?”And I said, “No, but I promise that if you hire me by September, I’ll figure out how to teach world history.” And he said, “Well, maybe.” And he said, “All right, one more thing, you’re gonna be teaching in this kind of trial classroom where there’s a cart of laptops in the corner. There are these blue and orange clamshell MacBooks”, this sort of iconic form factor.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And he said, you know, “And we’ve used ninth grade world history as sort of a testing bed to,” this was in 2003, “to see how these new computers could affect teaching and learning.” I said, “You can put a cart of bananas in the back corner of the classroom and I’ll teach with them. I just really need this job.”\u003c/p>\n",
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"\n\u003cp>And he said, you know, “And we’ve used ninth grade world history as sort of a testing bed to,” this was in 2003, “to see how these new computers could affect teaching and learning.” I said, “You can put a cart of bananas in the back corner of the classroom and I’ll teach with them. I just really need this job.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>And he went ahead and hired me, and it was really fun teaching in that classroom. It was a moment where the world’s government and archives and museums were rapidly digitizing primary sources. And so as a history teacher, with those computers, I could really do some things that were quite different from my own high school education where, you know, maybe I had a book of primary source documents with 20 documents in it or something like that.\u003c/p>\n",
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"\n\u003cp>And he went ahead and hired me, and it was really fun teaching in that classroom. It was a moment where the world’s government and archives and museums were rapidly digitizing primary sources. And so as a history teacher, with those computers, I could really do some things that were quite different from my own high school education where, you know, maybe I had a book of primary source documents with 20 documents in it or something like that.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Now I can, you know, you just sort of imagine like, oh, what was, you know, I wanna teach my students about the Harlem Renaissance. Oh, the Smithsonian has 20,000 song sheets from the Harlem Renaissance. They can each study their own document, which maybe nobody has looked at, in the last hundred years or something like that.\u003c/p>\n",
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"\n\u003cp>Now I can, you know, you just sort of imagine like, oh, what was, you know, I wanna teach my students about the Harlem Renaissance. Oh, the Smithsonian has 20,000 song sheets from the Harlem Renaissance. They can each study their own document, which maybe nobody has looked at, in the last hundred years or something like that.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Now, Justin says this was great. His students got a taste of what real historians do, find their own sources and documents and interpret them. But it also came with some hidden costs, in many ways, much greater than those of the computers themselves. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Now, Justin says this was great. His students got a taste of what real historians do, find their own sources and documents and interpret them. But it also came with some hidden costs, in many ways, much greater than those of the computers themselves. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I was working in a private school, and I also recognized that the kinds of resources that were required to keep those computers running, to keep them charged, to keep our networks running, to find the productive things that students were doing and to highlight them, to find the malicious things that students were doing and stop them, was an enormous amount of resources.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I was working in a private school, and I also recognized that the kinds of resources that were required to keep those computers running, to keep them charged, to keep our networks running, to find the productive things that students were doing and to highlight them, to find the malicious things that students were doing and stop them, was an enormous amount of resources.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And so the sort of incredible possibility of what students and me as a teacher could do with new computers was always balanced against the challenges and realities of turning those new affordances into everyday routines of learning that really helped students. \u003c/p>\n",
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"\n\u003cp>And so the sort of incredible possibility of what students and me as a teacher could do with new computers was always balanced against the challenges and realities of turning those new affordances into everyday routines of learning that really helped students. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So fun, genuinely interesting, but not necessarily a game changer, and very resource intensive. I could see where this was going, and I wanted to know, is ChatGPT really just computers in classrooms all over again? \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So fun, genuinely interesting, but not necessarily a game changer, and very resource intensive. I could see where this was going, and I wanted to know, is ChatGPT really just computers in classrooms all over again? \u003c/p>\n"
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"innerHTML": "\n\u003cp>Yeah. Well, what is different, if anything, about generative AI? \u003c/p>\n",
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"\n\u003cp>Yeah. Well, what is different, if anything, about generative AI? \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, I think we will by and large see those same kinds of patterns, I mean, people get really enthusiastic about the new technology that are in front of them to the point of dismissing the magic of previous technologies. There’s sort of an argument that emerges, which is kind of like… I’m calling it the web was met. Like you hear people say, like, “Well, you know, this AI thing is just totally different. I mean, we-\u003cs> \u003c/s>like, what could the web have possibly done?” I was like, “My guy, we took a handheld supercomputer, and we put it in the pocket of every child 13 years older in the networked world. We connected them to basically the world’s corpus of information, to every person they know, to every expert you can possibly imagine, and the effects on education range from not that much to maybe actually not that good.” You know, to the point where schools across the country are banning those mobile devices from people’s classrooms.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, I think we will by and large see those same kinds of patterns, I mean, people get really enthusiastic about the new technology that are in front of them to the point of dismissing the magic of previous technologies. There’s sort of an argument that emerges, which is kind of like… I’m calling it the web was met. Like you hear people say, like, “Well, you know, this AI thing is just totally different. I mean, we-\u003cs> \u003c/s>like, what could the web have possibly done?” I was like, “My guy, we took a handheld supercomputer, and we put it in the pocket of every child 13 years older in the networked world. We connected them to basically the world’s corpus of information, to every person they know, to every expert you can possibly imagine, and the effects on education range from not that much to maybe actually not that good.” You know, to the point where schools across the country are banning those mobile devices from people’s classrooms.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin says that like previous technologies, there will be some things that AI is really good at. They just won’t be, in his words, “transformative.”\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin says that like previous technologies, there will be some things that AI is really good at. They just won’t be, in his words, “transformative.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> They seem to be pretty good at translation. Like, maybe that will become less expensive, and that will be sort of helpful, but we actually… It’s gonna find that it’s not transformative to schools because, like, just translating materials is not, like, the only thing you need to unlock educating, you know, students that come from all over the world and speak all kinds of different languages.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> They seem to be pretty good at translation. Like, maybe that will become less expensive, and that will be sort of helpful, but we actually… It’s gonna find that it’s not transformative to schools because, like, just translating materials is not, like, the only thing you need to unlock educating, you know, students that come from all over the world and speak all kinds of different languages.\u003c/p>\n"
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"innerHTML": "\n\u003cp>I’m kind of enthusiastic about writing feedback, maybe. You know, one of the things we know is that, like, you need a lot of feedback to improve at things, and the machines seem to be able to generate reasonable writing feedback, but then you get other kinds of reports from classrooms that are like, “Yeah, my students really just want feedback from me, the human being teacher in the room,” because it turns out that most of what motivates us to learn is our social relationships with one another, and it doesn’t seem like social relationships with chatbots is a very promising direction for humanity to go.\u003c/p>\n",
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"\n\u003cp>I’m kind of enthusiastic about writing feedback, maybe. You know, one of the things we know is that, like, you need a lot of feedback to improve at things, and the machines seem to be able to generate reasonable writing feedback, but then you get other kinds of reports from classrooms that are like, “Yeah, my students really just want feedback from me, the human being teacher in the room,” because it turns out that most of what motivates us to learn is our social relationships with one another, and it doesn’t seem like social relationships with chatbots is a very promising direction for humanity to go.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Well, there is at least one kind of disruption that absolutely is happening in schools right now. So this very deep intel comes from my husband. He is a Chicago public school teacher. He teaches at high school.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Well, there is at least one kind of disruption that absolutely is happening in schools right now. So this very deep intel comes from my husband. He is a Chicago public school teacher. He teaches at high school.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Excellent!\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Excellent!\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>And so I asked him, I was like, “All right, I’m gonna talk to this ed tech expert.” Like, “Give me the lowdown. Like, what is happening in your high school?” And so he had a number of things to say, and so I’m gonna share these with you. I think we’ll do it, like, one at a time, and you can tell me if you are in any way surprised by this. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>And so I asked him, I was like, “All right, I’m gonna talk to this ed tech expert.” Like, “Give me the lowdown. Like, what is happening in your high school?” And so he had a number of things to say, and so I’m gonna share these with you. I think we’ll do it, like, one at a time, and you can tell me if you are in any way surprised by this. \u003c/p>\n"
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"innerHTML": "\n\u003cp>So, to prevent students from using these chatbots to just do entire homework assignments, there’s been a big shift toward in-class assignments done on paper, which does seem to help with that cheating problem, but it introduces another challenge, which is that you’re then not spending that class time actually doing instruction.\u003c/p>\n",
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"\n\u003cp>So, to prevent students from using these chatbots to just do entire homework assignments, there’s been a big shift toward in-class assignments done on paper, which does seem to help with that cheating problem, but it introduces another challenge, which is that you’re then not spending that class time actually doing instruction.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah. Happening all over the place, happening in universities, happening in lots of different contexts. If, like definitely, one potential thing to be sad about is that, like, if you believed it could be possible that five years ago you could send students home to write stuff and be reasonably likely that they would write stuff, and then you could use class for the time of being together and engaging with one another.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah. Happening all over the place, happening in universities, happening in lots of different contexts. If, like definitely, one potential thing to be sad about is that, like, if you believed it could be possible that five years ago you could send students home to write stuff and be reasonably likely that they would write stuff, and then you could use class for the time of being together and engaging with one another.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And now it sounds like your husband, like many other teachers, believes, “If I want to read something that my students have actually written, I pretty much have to put them in a room and watch them write it themselves.” \u003c/p>\n",
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"\n\u003cp>And now it sounds like your husband, like many other teachers, believes, “If I want to read something that my students have actually written, I pretty much have to put them in a room and watch them write it themselves.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>Yeah, I think it’s quite possible that there are millions of fewer minutes of homework being assigned than in previous years. And if you believe that homework gives students practice that’s valuable for their learning, then that could be a massive drawdown in the amount of learning time that students are doing. \u003c/p>\n",
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"\n\u003cp>Yeah, I think it’s quite possible that there are millions of fewer minutes of homework being assigned than in previous years. And if you believe that homework gives students practice that’s valuable for their learning, then that could be a massive drawdown in the amount of learning time that students are doing. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So he and his colleagues have not entirely given up on the idea of homework, but what they’ve done is try to use technology to fight technology.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So he and his colleagues have not entirely given up on the idea of homework, but what they’ve done is try to use technology to fight technology.\u003c/p>\n"
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"innerHTML": "\n\u003cp>So he and his colleagues pay out of pocket, mind you, for a Google Doc extension that shows them a detailed history of the revisions made to a document. So the idea is you can actually see a video of an essay being constructed in real time, kind of sped up. And the downside is that it is still possible for students to cheat.\u003c/p>\n",
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"\n\u003cp>So he and his colleagues pay out of pocket, mind you, for a Google Doc extension that shows them a detailed history of the revisions made to a document. So the idea is you can actually see a video of an essay being constructed in real time, kind of sped up. And the downside is that it is still possible for students to cheat.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>They just, they ask ChatGPT to write the essay, and then they’re literally sitting there, like, typing the essay from ChatGPT into Google Docs at, like, roughly a pace that they think it would look like you know, a 17-year-old comes up with thoughts in a unique manner and things like that. It’s kind of an interesting learning experience for the students, but obviously they’re not learning the thing that they’re supposed to be doing.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>They just, they ask ChatGPT to write the essay, and then they’re literally sitting there, like, typing the essay from ChatGPT into Google Docs at, like, roughly a pace that they think it would look like you know, a 17-year-old comes up with thoughts in a unique manner and things like that. It’s kind of an interesting learning experience for the students, but obviously they’re not learning the thing that they’re supposed to be doing.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Yeah, like, the best possible use of your husband’s expertise is not surveilling students’ writing. I think we could find that as we ramp up the level of surveillance in schools, that that’s really not good for a democratic society, that you know, that a certain amount of privacy, a certain amount of freedom from surveillance is actually necessary for the Republic to continue as a Republic.\u003c/p>\n",
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"\n\u003cp>Yeah, like, the best possible use of your husband’s expertise is not surveilling students’ writing. I think we could find that as we ramp up the level of surveillance in schools, that that’s really not good for a democratic society, that you know, that a certain amount of privacy, a certain amount of freedom from surveillance is actually necessary for the Republic to continue as a Republic.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In the context that he’s in, what he’s doing is sensible, but if you aggregate that context across a lot of classrooms, you’re like, “Oh, that could be really bad, actually.” \u003c/p>\n",
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"\n\u003cp>In the context that he’s in, what he’s doing is sensible, but if you aggregate that context across a lot of classrooms, you’re like, “Oh, that could be really bad, actually.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah. And I’ll share one more with you. So the last thing he mentioned is building, he calls it “layers of resistance.” So for an essay, this might mean breaking down an assignment into a bunch of different pieces. Then students do each piece separately, and then once they’ve already done that work, they then combine it into a longer piece. So, you are making it easier to do the eventual assignment yourself since you’ve had to do earlier parts yourself before.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah. And I’ll share one more with you. So the last thing he mentioned is building, he calls it “layers of resistance.” So for an essay, this might mean breaking down an assignment into a bunch of different pieces. Then students do each piece separately, and then once they’ve already done that work, they then combine it into a longer piece. So, you are making it easier to do the eventual assignment yourself since you’ve had to do earlier parts yourself before.\u003c/p>\n"
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"innerHTML": "\n\u003cp>But you’re also making it harder to cheat because that would be, you know, just a lot more difficult to cheat at each of those steps and then combine them into cheating. And again, he says it’s fairly effective, and that’s kinda like his favorite strategy right now. And I asked him, I said, “Well, is this having the effect of requiring your students to kind of use training wheels to think longer than they would otherwise?”\u003c/p>\n",
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"\n\u003cp>But you’re also making it harder to cheat because that would be, you know, just a lot more difficult to cheat at each of those steps and then combine them into cheating. And again, he says it’s fairly effective, and that’s kinda like his favorite strategy right now. And I asked him, I said, “Well, is this having the effect of requiring your students to kind of use training wheels to think longer than they would otherwise?”\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So training wheels to think is oftentimes better than we imagine it is. There’s a group of educational researchers that are interested in this set of ideas called cognitive load theory, and an idea that we often have is that people become experts by behaving like experts. And they sort of argue, “No, no, no when people develop expertise, it looks quite different than being an expert.”\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So training wheels to think is oftentimes better than we imagine it is. There’s a group of educational researchers that are interested in this set of ideas called cognitive load theory, and an idea that we often have is that people become experts by behaving like experts. And they sort of argue, “No, no, no when people develop expertise, it looks quite different than being an expert.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>But I mean, you do, I think, Jess, have a good intuition there, which is like, “man, at some point, the kids, like, before they leave high school, probably just need to be able to write the essay.” Like, that it seems like that would be a pretty good thing, that we would want young people to be able to independently generate an argument in prose.\u003c/p>\n",
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"\n\u003cp>But I mean, you do, I think, Jess, have a good intuition there, which is like, “man, at some point, the kids, like, before they leave high school, probably just need to be able to write the essay.” Like, that it seems like that would be a pretty good thing, that we would want young people to be able to independently generate an argument in prose.\u003c/p>\n"
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"innerHTML": "\n\u003cp>At least for the last, like, 30 years, we’ve thought that’s a pretty good idea to do, you know, with computers in particular. And boy, is generative AI making it hard for teachers to assign that task that we think is pretty good. \u003c/p>\n",
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"\n\u003cp>At least for the last, like, 30 years, we’ve thought that’s a pretty good idea to do, you know, with computers in particular. And boy, is generative AI making it hard for teachers to assign that task that we think is pretty good. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>But after going into these specifics, like, wouldn’t you agree that this is pretty transformative in terms of what students are actually doing during the school day?\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>But after going into these specifics, like, wouldn’t you agree that this is pretty transformative in terms of what students are actually doing during the school day?\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, definitely not transformative in the sense of, “Boy, this is great.” \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, definitely not transformative in the sense of, “Boy, this is great.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin really wouldn’t take the bait here. He was adamant. No, we don’t have any great evidence that how teachers and students actually spend their days, think lectures, group work, has really changed that much over the past couple of years, or for that matter, the past few decades, even if take-home essays are basically off the table now. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin really wouldn’t take the bait here. He was adamant. No, we don’t have any great evidence that how teachers and students actually spend their days, think lectures, group work, has really changed that much over the past couple of years, or for that matter, the past few decades, even if take-home essays are basically off the table now. \u003c/p>\n"
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"innerHTML": "\n\u003cp>But I kept at him. That’s after the break.\u003c/p>\n",
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"\n\u003cp>But I kept at him. That’s after the break.\u003c/p>\n"
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"innerHTML": "\n\u003cp>It does seem like one really big difference right now is that there’s a lot of discussions about how AI is or isn’t going to change the kind of future and work that we’re preparing students for. I’m curious if you’re seeing, you know, is that impacting students’ motivation to learn, which would obviously have a very big impact in the classrooms.\u003c/p>\n",
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"\n\u003cp>It does seem like one really big difference right now is that there’s a lot of discussions about how AI is or isn’t going to change the kind of future and work that we’re preparing students for. I’m curious if you’re seeing, you know, is that impacting students’ motivation to learn, which would obviously have a very big impact in the classrooms.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And I guess it also could start to change the question of what school should be for. \u003c/p>\n",
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"\n\u003cp>And I guess it also could start to change the question of what school should be for. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Yes. New technologies are a great catalyst to provoke conversations about what schools are for. In the last few decades, we’ve been particularly interested in the question, like, how do you prepare individuals for work in the labor market?\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Yes. New technologies are a great catalyst to provoke conversations about what schools are for. In the last few decades, we’ve been particularly interested in the question, like, how do you prepare individuals for work in the labor market?\u003c/p>\n"
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"innerHTML": "\n\u003cp>Although if you go through the history of schooling, you know, in the United States, we have public schools as a bulwark of our democracy. When Thomas Jefferson wrote about public schooling in the notes of the State of Virginia, and proposed the system of public schooling, it would be so that our nascent democracy would continue to exist and have citizens who are prepared to take on their roles as citizens.\u003c/p>\n",
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"innerHTML": "\n\u003cp>But, you know, citizenship is gonna change with generative AI, too, and so we should be thinking about some of those kinds of changes. My hunch is if you went to all of the K-12 schools in the United States, you would not see huge changes in student motivation because like, students are not that great at thinking about their long-term futures.\u003c/p>\n",
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"\n\u003cp>But, you know, citizenship is gonna change with generative AI, too, and so we should be thinking about some of those kinds of changes. My hunch is if you went to all of the K-12 schools in the United States, you would not see huge changes in student motivation because like, students are not that great at thinking about their long-term futures.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Like, students primarily, like, they do not care that much about the subjects that we teach, for the most part. They care a ton about their teacher and their peers. \u003c/p>\n",
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"\n\u003cp>Like, students primarily, like, they do not care that much about the subjects that we teach, for the most part. They care a ton about their teacher and their peers. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Well, whether the students feel it or not, I guess my question would be to you, do you think that schools should be rethinking what education is for in this moment?\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Well, whether the students feel it or not, I guess my question would be to you, do you think that schools should be rethinking what education is for in this moment?\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> I don’t know – I think we should start by saying we don’t know. Not only do we not know, but historically, when we’ve made some of these guesses in the past, we’ve been wrong. So you could look at things like, you know, the sort of computer science industry telling people that it’s enormously important to learn to code in order to get good jobs, and now there’s a possibility that computer programming won’t actually be a very viable field in the near future.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> I don’t know – I think we should start by saying we don’t know. Not only do we not know, but historically, when we’ve made some of these guesses in the past, we’ve been wrong. So you could look at things like, you know, the sort of computer science industry telling people that it’s enormously important to learn to code in order to get good jobs, and now there’s a possibility that computer programming won’t actually be a very viable field in the near future.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And, and these things go back histor- You know, in the 19th century, there were a group of educators who passionately believed that you really had to teach sentence diagramming – that if you didn’t teach sentence diagramming, like, Western civilization would fall. And we’ve mostly stopped teaching sentence diagramming, and maybe Western civilization will fall apart, but it’s probably not gonna be for the lack of sentence diagramming.\u003c/p>\n",
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"\n\u003cp>And, and these things go back histor- You know, in the 19th century, there were a group of educators who passionately believed that you really had to teach sentence diagramming – that if you didn’t teach sentence diagramming, like, Western civilization would fall. And we’ve mostly stopped teaching sentence diagramming, and maybe Western civilization will fall apart, but it’s probably not gonna be for the lack of sentence diagramming.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Cursive. The great cursive debate. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Cursive. The great cursive debate. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The great cursive debate continues. Here, here, here are two stories you could tell about AI. One story you could tell about AI is that there is a lot to learn to figure out how to use AI, and that students should begin the process of learning that as soon as possible, that there should be a set of scaffold experiences, that we should change our curriculum, so that as people get older and older, there are more and more tasks that they do in partnership with AI, ’cause partnering with AI is hard to learn how to do, and if they do it with the supervision of teachers, they’ll be better.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The great cursive debate continues. Here, here, here are two stories you could tell about AI. One story you could tell about AI is that there is a lot to learn to figure out how to use AI, and that students should begin the process of learning that as soon as possible, that there should be a set of scaffold experiences, that we should change our curriculum, so that as people get older and older, there are more and more tasks that they do in partnership with AI, ’cause partnering with AI is hard to learn how to do, and if they do it with the supervision of teachers, they’ll be better.\u003c/p>\n"
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"innerHTML": "\n\u003cp>A second story that you could tell is that getting generative AI to spit stuff out is actually super easy, that there really is not that much to learn, and that what really differentiates people who are proficient and less proficient with using generative AI is whether or not they can evaluate output. Since the output is highly uneven, what you really need are people who can say, “Oh, this is a good idea, this is a good practice, and this one is not.”\u003c/p>\n",
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"\n\u003cp>A second story that you could tell is that getting generative AI to spit stuff out is actually super easy, that there really is not that much to learn, and that what really differentiates people who are proficient and less proficient with using generative AI is whether or not they can evaluate output. Since the output is highly uneven, what you really need are people who can say, “Oh, this is a good idea, this is a good practice, and this one is not.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>It could be that there’s actually very little general expertise that you can develop to distinguish good output from bad output. What you probably primarily need is domain knowledge. Like, if you ask ChatGPT a question about plumbing, there’s nothing about AI which is gonna tell you whether or not it gave you a good plumbing answer.\u003c/p>\n",
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"\n\u003cp>It could be that there’s actually very little general expertise that you can develop to distinguish good output from bad output. What you probably primarily need is domain knowledge. Like, if you ask ChatGPT a question about plumbing, there’s nothing about AI which is gonna tell you whether or not it gave you a good plumbing answer.\u003c/p>\n"
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"innerHTML": "\n\u003cp>What you need to know about is plumbing. If that was the case, if domain expertise was sort of the key differentiator in people skills in using AI, then that would be pretty good news for schools and universities, ’cause the main thing they’ve done for however many hundreds of years is try to help people develop domain expertise.\u003c/p>\n",
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"\n\u003cp>What you need to know about is plumbing. If that was the case, if domain expertise was sort of the key differentiator in people skills in using AI, then that would be pretty good news for schools and universities, ’cause the main thing they’ve done for however many hundreds of years is try to help people develop domain expertise.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> But I don’t- as a civilization, science does not know the answer to those two stories. Science cannot tell you today which of those two stories is correct. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> But I don’t- as a civilization, science does not know the answer to those two stories. Science cannot tell you today which of those two stories is correct. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah, it’s interesting. So I’m guessing you’re not a big fan of some of these moves more recently by school districts, university systems, states, even potentially the federal government, to implement various AI competency or AI literacy requirements.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah, it’s interesting. So I’m guessing you’re not a big fan of some of these moves more recently by school districts, university systems, states, even potentially the federal government, to implement various AI competency or AI literacy requirements.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And I will point out some of these seem more, you know, pro-technology, like giving the students the skills they need to succeed with these technologies. Others actually take a bit more of a defensive crouch, like let’s teach students the critical thinking skills so they can discriminate between the good and the bad. But there is nonetheless a lot of overlap, which is that these requirements purport to prepare students to live in a world alongside AI. And I’m curious what you make of those. \u003c/p>\n",
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"\n\u003cp>And I will point out some of these seem more, you know, pro-technology, like giving the students the skills they need to succeed with these technologies. Others actually take a bit more of a defensive crouch, like let’s teach students the critical thinking skills so they can discriminate between the good and the bad. But there is nonetheless a lot of overlap, which is that these requirements purport to prepare students to live in a world alongside AI. And I’m curious what you make of those. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Well, one thing that we’ve tried over the last twenty years in the United States is a strategy they might call, like, the ‘tech literacy’ strategy, where every time a new technology comes along, you define a set of skills that correlate with that technology.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Well, one thing that we’ve tried over the last twenty years in the United States is a strategy they might call, like, the ‘tech literacy’ strategy, where every time a new technology comes along, you define a set of skills that correlate with that technology.\u003c/p>\n"
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"innerHTML": "\n\u003cp>You write some policy documents that say schools should be teaching those things, and then you, like, bake it for a while and watch and see what happens. And, like, if you were to pick a sort of education reform strategy that we could be almost certain does not work, it would be that one.\u003c/p>\n",
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"\n\u003cp>You write some policy documents that say schools should be teaching those things, and then you, like, bake it for a while and watch and see what happens. And, like, if you were to pick a sort of education reform strategy that we could be almost certain does not work, it would be that one.\u003c/p>\n"
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"innerHTML": "\n\u003cp>It works really well for pundits and policymakers. Like, it’s a great way for policymakers to be like, “Look, we did a thing. We passed a bill which says you have to learn some stuff.” But what you actually have to do to make a difference in schools is you have to translate those policy guidance into curriculum documents.\u003c/p>\n",
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"\n\u003cp>It works really well for pundits and policymakers. Like, it’s a great way for policymakers to be like, “Look, we did a thing. We passed a bill which says you have to learn some stuff.” But what you actually have to do to make a difference in schools is you have to translate those policy guidance into curriculum documents.\u003c/p>\n"
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"innerHTML": "\n\u003cp>There are 3.5 million teachers in the United States. Like your husband, one in every one hundred living Americans has to raise their hand and say, “I will be a teacher this year,” in order for our system to function. To improve the capacity of 3.5 million people is mind-bogglingly complex.\u003c/p>\n",
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"\n\u003cp>There are 3.5 million teachers in the United States. Like your husband, one in every one hundred living Americans has to raise their hand and say, “I will be a teacher this year,” in order for our system to function. To improve the capacity of 3.5 million people is mind-bogglingly complex.\u003c/p>\n"
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"innerHTML": "\n\u003cp>You could probably tell me the number of minutes or hours that your husband has gotten for, you know, AI-related professional development, and I bet the number is not super high. What I’m sure of is the number is not commensurate to some kind of transformational change. And so, I mean, I’m not opposed to that strategy on any kind of ideological or philosophical… Like, sounds kind of great to me. Just historically, it has not worked at all. Go ask young people – “have people, have young people describe their social media practices to you?”, and you’ll be like, “Oh, that sounds pretty bad and not good for your health, actually.”\u003c/p>\n",
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"\n\u003cp>You could probably tell me the number of minutes or hours that your husband has gotten for, you know, AI-related professional development, and I bet the number is not super high. What I’m sure of is the number is not commensurate to some kind of transformational change. And so, I mean, I’m not opposed to that strategy on any kind of ideological or philosophical… Like, sounds kind of great to me. Just historically, it has not worked at all. Go ask young people – “have people, have young people describe their social media practices to you?”, and you’ll be like, “Oh, that sounds pretty bad and not good for your health, actually.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>But there has been ten or fifteen years of, like, social media literacy in schools. Like, ask one of your students to, like, save a file to a folder, and watch their head explode. And you’ll be like, “Oh, maybe, like, we’re not that good at teaching digital literacy in schools.” So one is just, like, an efficacy approach – But even if you believe that that, like, general approach would work, you have to sort of ask the question, like, what kinds of things are we gonna stuff into that AI fluency and AI literacy?\u003c/p>\n",
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"innerHTML": "\n\u003cp>Like, what should that be? And I think we really, to this day, don’t know. So I mentioned before that I went to DeepMind the other day in London, and I cornered every engineer I could find, and I said, “Do you know how to train a junior engineer to code with a copilot?” I asked in big groups, in small groups, one-on-one. There was not an engineer or program manager there who told me yes. Every single one of them told me, “We do not know how to do that.” \u003c/p>\n",
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"\n\u003cp>Like, what should that be? And I think we really, to this day, don’t know. So I mentioned before that I went to DeepMind the other day in London, and I cornered every engineer I could find, and I said, “Do you know how to train a junior engineer to code with a copilot?” I asked in big groups, in small groups, one-on-one. There was not an engineer or program manager there who told me yes. Every single one of them told me, “We do not know how to do that.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> DeepMind, Google’s elite AI laboratory. Justin went to a conference there about AI and education. And when he says that software engineers told him that they don’t know how to train a junior engineer to code with a copilot, what he means is that they may have protocols and practices, but they’re not yet confident that they work.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> DeepMind, Google’s elite AI laboratory. Justin went to a conference there about AI and education. And when he says that software engineers told him that they don’t know how to train a junior engineer to code with a copilot, what he means is that they may have protocols and practices, but they’re not yet confident that they work.\u003c/p>\n"
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"innerHTML": "\n\u003cp>This is a major concern in the software industry. Many big companies are adopting coding assistants like Claude Code, GitHub Copilot, Cursor, and Codex. Senior engineers can thrive in this kind of environment. They can prompt the AI with exactly what they’re looking for, and then they can manually check the outputs and write their own code when something goes wrong.\u003c/p>\n",
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"\n\u003cp>This is a major concern in the software industry. Many big companies are adopting coding assistants like Claude Code, GitHub Copilot, Cursor, and Codex. Senior engineers can thrive in this kind of environment. They can prompt the AI with exactly what they’re looking for, and then they can manually check the outputs and write their own code when something goes wrong.\u003c/p>\n"
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"innerHTML": "\n\u003cp>A much more junior engineer can also use these code assistants to generate code that seems like it works, but if it has a bug or a vulnerability, they may not notice or be able to fix it. And worse, they may never get a chance to develop their skills further. So we could end up with a generation of software engineers who don’t understand how the software works, can’t fix it if it goes wrong, and have shaky ideas of what is technologically possible. Not ideal. \u003c/p>\n",
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"\n\u003cp>A much more junior engineer can also use these code assistants to generate code that seems like it works, but if it has a bug or a vulnerability, they may not notice or be able to fix it. And worse, they may never get a chance to develop their skills further. So we could end up with a generation of software engineers who don’t understand how the software works, can’t fix it if it goes wrong, and have shaky ideas of what is technologically possible. Not ideal. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Companies know this could be a problem, so they’re experimenting with protocols for junior engineers, but this is all so new that nobody knows yet if these protocols will work. And they were frank about this with Justin. \u003c/p>\n",
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"\n\u003cp>Companies know this could be a problem, so they’re experimenting with protocols for junior engineers, but this is all so new that nobody knows yet if these protocols will work. And they were frank about this with Justin. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>If Google, which has billions and billions of dollars at stake to answer this question, does not know how to teach a junior engineer how to code with a copilot, like, what is a seventh grade middle school’s computer science teacher supposed to do?\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>If Google, which has billions and billions of dollars at stake to answer this question, does not know how to teach a junior engineer how to code with a copilot, like, what is a seventh grade middle school’s computer science teacher supposed to do?\u003c/p>\n"
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"innerHTML": "\n\u003cp>Like, what would AI literacy in that class look like until Google can figure it out? That is an excellent point. So you mentioned earlier this idea that, in general, previous educational technologies have – if they’ve had a positive impact, it’s been toward the students who are already either high-performing or come from very high-resourced schools.\u003c/p>\n",
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"\n\u003cp>Like, what would AI literacy in that class look like until Google can figure it out? That is an excellent point. So you mentioned earlier this idea that, in general, previous educational technologies have – if they’ve had a positive impact, it’s been toward the students who are already either high-performing or come from very high-resourced schools.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And I wanna ask you a little bit about special education, and in particular, kind of the extreme edges of special education. So this is kind of personal for me. My 11-year-old now, she has a rare genetic disorder, and I would say she does fall in that sort of extreme end of the continuum. Like, she literally will not look at a piece of paper if it hasn’t been, like, personalized with things that, you know, her teachers and aides and therapists know will draw her attention.\u003c/p>\n",
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"\n\u003cp>And I wanna ask you a little bit about special education, and in particular, kind of the extreme edges of special education. So this is kind of personal for me. My 11-year-old now, she has a rare genetic disorder, and I would say she does fall in that sort of extreme end of the continuum. Like, she literally will not look at a piece of paper if it hasn’t been, like, personalized with things that, you know, her teachers and aides and therapists know will draw her attention.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And so there’s certainly this kind of low-hanging fruit that I could see being very easy helping, you know, busy professionals in the classroom. But I do see the possibility of something a little bit more transformative in a positive way – for kids whose brains just work so differently that the professionals involved don’t always have a ton of intuition about what will work.\u003c/p>\n",
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"\n\u003cp>And so there’s certainly this kind of low-hanging fruit that I could see being very easy helping, you know, busy professionals in the classroom. But I do see the possibility of something a little bit more transformative in a positive way – for kids whose brains just work so differently that the professionals involved don’t always have a ton of intuition about what will work.\u003c/p>\n"
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"innerHTML": "\n\u003cp>So we talk a lot about AI having these jagged skills that are hard to understand from the outside, so being amazing at one skill and, like, hilariously bad at another. But there is a population of students for whom this is also true. I think a very concrete example here is severe language disabilities.\u003c/p>\n",
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"\n\u003cp>So we talk a lot about AI having these jagged skills that are hard to understand from the outside, so being amazing at one skill and, like, hilariously bad at another. But there is a population of students for whom this is also true. I think a very concrete example here is severe language disabilities.\u003c/p>\n"
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"innerHTML": "\n\u003cp>So right now, the vast majority of educational instruction is done via language. If you have a kid whose language skills are significantly more impaired than their other skills, how do you teach them? How do you assess them? Non-verbal assessments do exist, but guess how the instructions are given? They’re given in language.\u003c/p>\n",
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"\n\u003cp>So right now, the vast majority of educational instruction is done via language. If you have a kid whose language skills are significantly more impaired than their other skills, how do you teach them? How do you assess them? Non-verbal assessments do exist, but guess how the instructions are given? They’re given in language.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And it just seems like this place where a tool that can radically personalize, that’s completely agnostic to how a student chooses to answer a question, that has zero preconceived ideas about what will or won’t be an effective learning tool, could be transformative. And I know this is very hand-wavy, it’s very in the distance, but is there something here?\u003c/p>\n",
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"\n\u003cp>And it just seems like this place where a tool that can radically personalize, that’s completely agnostic to how a student chooses to answer a question, that has zero preconceived ideas about what will or won’t be an effective learning tool, could be transformative. And I know this is very hand-wavy, it’s very in the distance, but is there something here?\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Oh well, for sure. So first, I’m definitely rooting for these people – I mean, I’m always rooting for the people who are making education much, much better. My, like, very boring, sometimes sad job is to, like, hop into these conversations and be like, “That would totally be great. Just, we should remember that people have been working on this for decades, and progress tends to be more measured.”\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Oh well, for sure. So first, I’m definitely rooting for these people – I mean, I’m always rooting for the people who are making education much, much better. My, like, very boring, sometimes sad job is to, like, hop into these conversations and be like, “That would totally be great. Just, we should remember that people have been working on this for decades, and progress tends to be more measured.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>That’s why they call you the skeptic. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>That’s why they call you the skeptic. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>There’s this whole field called universal design for learning, which, you know, has observed for a long time, sometimes better to think of curriculum as disabled than people as disabled. The curriculum is just not presenting information in ways and in mechanisms that people with different kinds of ability can access. And so we should do a better job of reinventing our curriculum and, you know, in fact, as we start bringing generative AI into the application of these kinds of things in special education, we don’t have to start from scratch. We can start from decades of effort of people using computers to do these same kinds of things.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>There’s this whole field called universal design for learning, which, you know, has observed for a long time, sometimes better to think of curriculum as disabled than people as disabled. The curriculum is just not presenting information in ways and in mechanisms that people with different kinds of ability can access. And so we should do a better job of reinventing our curriculum and, you know, in fact, as we start bringing generative AI into the application of these kinds of things in special education, we don’t have to start from scratch. We can start from decades of effort of people using computers to do these same kinds of things.\u003c/p>\n"
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"innerHTML": "\n\u003cp>You know, translation is one thing that we mentioned, putting learning resources into different kinds of modalities. So if there are people who don’t read text well, then we can just have the machine speak the text. You know, a strategy that we’ve tried a lot is to build just-in-time learning supports for people into resources, saying like, “Okay, if this learning resource in its current form isn’t working for you, like, push this button and it will talk. Push this button and the reading level will change. Push this button and this other kind of feature of it can be modified to suit your needs.”\u003c/p>\n",
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"\n\u003cp>You know, translation is one thing that we mentioned, putting learning resources into different kinds of modalities. So if there are people who don’t read text well, then we can just have the machine speak the text. You know, a strategy that we’ve tried a lot is to build just-in-time learning supports for people into resources, saying like, “Okay, if this learning resource in its current form isn’t working for you, like, push this button and it will talk. Push this button and the reading level will change. Push this button and this other kind of feature of it can be modified to suit your needs.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>What we found historically is that the kids that we most want to push those buttons are not the ones who push the button. The like high-performing kids push the ‘Help Me’ button and the kids who we most wish would push the, like, ‘Give Me Some Extra Resources’ or ‘Change This to Support Me’ button would.\u003c/p>\n",
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"\n\u003cp>What we found historically is that the kids that we most want to push those buttons are not the ones who push the button. The like high-performing kids push the ‘Help Me’ button and the kids who we most wish would push the, like, ‘Give Me Some Extra Resources’ or ‘Change This to Support Me’ button would.\u003c/p>\n"
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"innerHTML": "\n\u003cp>You know, when we talk to teachers across the country, adapting resources to folks with different kinds of abilities is one of the things that they’re most enthusiastic. The you know, generative AI technologies might be able to help them do, and I’m rooting for them, and I hope that there are companies that figure out ways of doing this more sustainably and at scale. And I wouldn’t be surprised if we saw some potential benefits from that. And those benefits are most likely to emerge not in the places where people download the, you know, the software that personalizes things for students with different learning capacities and things like that. It’s gonna be where whole communities are able to, like, rethink the way that they do special education in the context of that.\u003c/p>\n",
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"\n\u003cp>You know, when we talk to teachers across the country, adapting resources to folks with different kinds of abilities is one of the things that they’re most enthusiastic. The you know, generative AI technologies might be able to help them do, and I’m rooting for them, and I hope that there are companies that figure out ways of doing this more sustainably and at scale. And I wouldn’t be surprised if we saw some potential benefits from that. And those benefits are most likely to emerge not in the places where people download the, you know, the software that personalizes things for students with different learning capacities and things like that. It’s gonna be where whole communities are able to, like, rethink the way that they do special education in the context of that.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And, you know, and it’s probably gonna be that students who live in more affluent places are gonna have the kinds of systemic resources that allow for all that training and adoption to occur.\u003c/p>\n",
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"\n\u003cp>And, you know, and it’s probably gonna be that students who live in more affluent places are gonna have the kinds of systemic resources that allow for all that training and adoption to occur.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>This idea of resources, it’s an important one, and not just for special education because every dollar, every hour of an educator’s time, it comes at the expense of money or time spent elsewhere, including on things that we do know work. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>This idea of resources, it’s an important one, and not just for special education because every dollar, every hour of an educator’s time, it comes at the expense of money or time spent elsewhere, including on things that we do know work. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>And the worst case scenario, which I think we’ve seen a lot of places, is that we make substantial additional investments, both in technology platforms and then in a bunch of extra humans to manage those technology platforms.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>And the worst case scenario, which I think we’ve seen a lot of places, is that we make substantial additional investments, both in technology platforms and then in a bunch of extra humans to manage those technology platforms.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And so the cost of schooling goes up, but because at best, the gains of those technology platforms is pretty moderate, you’re like adding a whole bunch of additional expense. Like, you know, you’re basically like in the Chicago Public Schools, like you bought all these Google Docs, and you bought all of these computers so that all the students can use them, and you bought all these IT professionals because the computers break all the time, and your husband like, is like, “Well, actually, the best thing to do is to have them write essays on pencils and paper.”\u003c/p>\n",
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"\n\u003cp>And so the cost of schooling goes up, but because at best, the gains of those technology platforms is pretty moderate, you’re like adding a whole bunch of additional expense. Like, you know, you’re basically like in the Chicago Public Schools, like you bought all these Google Docs, and you bought all of these computers so that all the students can use them, and you bought all these IT professionals because the computers break all the time, and your husband like, is like, “Well, actually, the best thing to do is to have them write essays on pencils and paper.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Well, that’s an awful lot of money that we’re spending on all of this infrastructure to sit in a closet while your students are writing in composition notebooks. \u003c/p>\n",
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"\n\u003cp>Well, that’s an awful lot of money that we’re spending on all of this infrastructure to sit in a closet while your students are writing in composition notebooks. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Will AI transform K-12 education? Justin really doesn’t think so. And frankly, I’m not sure whether to be disappointed or relieved by that.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Will AI transform K-12 education? Justin really doesn’t think so. And frankly, I’m not sure whether to be disappointed or relieved by that.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Like, there is something reassuring about a world where students continue to learn the same kinds of things that I learned when I was in school. It’s certainly preferable to one where the whole educational system grinds to a panicked halt because they’ve decided students don’t need to learn anything anymore.\u003c/p>\n",
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"\n\u003cp>Like, there is something reassuring about a world where students continue to learn the same kinds of things that I learned when I was in school. It’s certainly preferable to one where the whole educational system grinds to a panicked halt because they’ve decided students don’t need to learn anything anymore.\u003c/p>\n"
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"innerHTML": "\n\u003cp>But on the other hand, it seems my dreams of some automated tool that can magically help my daughter learn in a way no human has yet managed to is probably not right around the corner either. And I still think that experiments will be important, including the kind of ambitious, dare I say transformative experiments that folks like my colleague Sébastien Martin are pursuing.\u003c/p>\n",
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"\n\u003cp>But on the other hand, it seems my dreams of some automated tool that can magically help my daughter learn in a way no human has yet managed to is probably not right around the corner either. And I still think that experiments will be important, including the kind of ambitious, dare I say transformative experiments that folks like my colleague Sébastien Martin are pursuing.\u003c/p>\n"
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"innerHTML": "\n\u003cp>We have to know what’s possible, and then we’ll need to roll up our sleeves. Test, learn, make sure that whatever gains we see in one classroom with one teacher can eventually benefit a much larger group of students. Because, and I’ll end with this, even our resident skeptic Justin agrees. At the end of the day, alongside all the headaches, new technologies do bring new capabilities. And little by little, these capabilities can tangibly improve the status quo. \u003c/p>\n",
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"\n\u003cp>We have to know what’s possible, and then we’ll need to roll up our sleeves. Test, learn, make sure that whatever gains we see in one classroom with one teacher can eventually benefit a much larger group of students. Because, and I’ll end with this, even our resident skeptic Justin agrees. At the end of the day, alongside all the headaches, new technologies do bring new capabilities. And little by little, these capabilities can tangibly improve the status quo. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, the things that do work, it’s probably going to be more like 10 or 20 years of development rather than sort of stumbling across something which works super well in a year or two. \u003c/p>\n",
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"\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, the things that do work, it’s probably going to be more like 10 or 20 years of development rather than sort of stumbling across something which works super well in a year or two. \u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So it could be transformative for the better, but it’s just going to take a ton of work and dedication and probably resources to get there.\u003c/p>\n",
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"\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So it could be transformative for the better, but it’s just going to take a ton of work and dedication and probably resources to get there.\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> My colleague Ken Kaedinger says that step change is what 25 years of incremental change looks like from a distance.\u003c/p>\n",
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"title": "Why AI Might Not Change Education Much at All (With Justin Reich) | KQED",
"description": "AI will revolutionize education! No, it will destroy it! Which is it? If history is any guide, the impact will be limited in either direction. In this episode, MIT education researcher Justin Reich walks through a century of hype cycles — from filmstrips and radio to MOOCs and smartphones — to show what actually changed in classrooms, and what didn’t. Drawing on interviews with 120 teachers and students across the U.S., he explains why new tools tend to extend old habits, why gains from new technology are usually modest, and why they tend to benefit affluent schools most. (Part 2/2 in our back-to-school series.)",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#Transcript\">View Full Episode Transcript\u003c/a>\u003c/p>\n\n\n\n\u003cp>AI will revolutionize education! No, it will destroy it! Which is it? If history is any guide, the impact will be limited in either direction. In this episode, MIT education researcher \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich\u003c/a> walks through a century of hype cycles — from filmstrips and radio to MOOCs and smartphones — to show what actually changed in classrooms, and what didn’t. Drawing on\u003ca href=\"https://www.teachlabpodcast.com/the-homework-machine-ep-1-buckle-up-here-it-comes/\"> interviews with 120 teachers and students\u003c/a> across the U.S., he explains why new tools tend to extend old habits, why gains from new technology are usually modest, and why they tend to benefit affluent schools most. (Part 2/2 in our back-to-school series.)\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Further Listening and Reading:\u003c/h2>\n\n\n\n\u003cp>\u003ca href=\"https://www.teachlabpodcast.com/the-homework-machine-ep-1-buckle-up-here-it-comes/\">The Homework Machine\u003c/a> (Audio)\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://www.amazon.com/dp/0674089049?lv=shuf&channelId=500&plpRedirect=mhFallback\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/a>\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"Transcript\">Episode Transcript\u003c/h2>\n\n\n\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Welcome to Life, Automated, the show where we explore how to live, work, and make decisions in a world increasingly shaped by machines. I’ll admit it, I’m the kind of person who hears something about the incredible capabilities of AI and then immediately tries to project all the ways those capabilities might transform the world.\u003c/p>\n\n\n\n\u003cp>That’s actually one of the goals of this podcast, to try to determine how many of these mental leaps are grounded in evidence. And sometimes I talk to someone and I’m like, “Yeah, this is a really big deal.” Today’s conversation, not that. I’ll be talking to Justin Reich, a researcher and director of the Teaching Systems Lab at MIT, about AI’s likely impact on K-12 education.\u003c/p>\n\n\n\n\u003cp>This is not my first conversation about AI and education. I recently spoke with one of my colleagues here at Kellogg, Sébastien Martin, who has entirely reimagined many aspects of how he teaches his MBA students in ways I find pretty inspiring. But he’s admittedly an edge case, like if you accidentally ended up having Beethoven as your piano instructor and he gave you a warped sense of what piano lessons typically look like.\u003c/p>\n\n\n\n\u003cp>Justin Reich, on the other hand, does have a sense of what lessons typically look like, not those designed by tech-savvy professors at top-ranked business schools, but in the rest of the world where budgets are limited, professional development is scarce, and time and time again, technology has entered the classroom only to fail to live up to its promise.\u003c/p>\n\n\n\n\u003cp>Justin recently interviewed 120 K-12 teachers and students across America about AI for his podcast, “The Homework Machine.” His verdict? AI might modestly help some students learn some things. AI certainly is causing a lot of headaches. But somewhat surprisingly, given we’re talking about a technology that can pretty convincingly mimic human intelligence, he does not view it as transformational in the least.\u003c/p>\n\n\n\n\u003cp>I’m Jess Love, and this is Life, Automated, a project from Kellogg’s Ryan Institute on Complexity, distributed by KQED. And here is my very grounded conversation with Justin. \u003c/p>\n\n\n\n\u003cp>You have been described as a healthy skeptic when it comes to bringing technology into classrooms. Do you agree with that characterization?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah, healthy skeptic. I was recently at DeepMind in London where one of the Google engineers said that I was the token skeptic. I don’t know. I’m not ideologically skeptical. Like, I’ve used technology, computers in my teaching for more than 20 years now, and I still do it. What I aspire to be is evidence-based.\u003c/p>\n\n\n\n\u003cp>To me, maybe that’s skeptical, but it’s not skeptical as like, “I don’t know if I trust this technology stuff.” It’s more skeptical in the sense of like, what does a century of evidence tell us, and based on that century, what would we expect to happen next? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Well, it seems like you’re kind of in a position to interview yourself, so I’m just gonna ask you the question you asked yourself. What does a century of experience with technology tell us about this current moment? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The first things that happen when teachers get access to new technologies is they use them to extend existing practices. So they do whatever they were doing before but with the new technology. So we used to write our notes on chalkboards, and then we wrote our notes on whiteboards, and then we put them on acetate sheets, and then they got projected onto SMART Boards, into LCD projectors. It’s the same notes. We just reproduce them in all these different formats. If you give teachers enough time and support and coaching, they will invent new kinds of practices. Unfortunately, the second pattern that we see is that, where there are benefits to new technologies, they tend to disproportionately benefit the affluent.\u003c/p>\n\n\n\n\u003cp>They benefit people with the financial, social, and technical capital to take advantage of new innovations. So for instance, in 2012, we invented these giant, these massive open online courses, and the main thing that we found is that they were pretty good for helping people earn their second master’s degree.\u003c/p>\n\n\n\n\u003cp>So if you were already educated, already affluent person, there are these great new opportunities for you, and it turned out that they really weren’t very good at helping onboard new kinds of students into the higher education system. \u003c/p>\n\n\n\n\u003cp>The third pattern that we see over and over again is that technologies are only as powerful as the communities that guide their use. So we’re constantly hoping that we can invent the software or these machines. You just sort of download things onto a bunch of people’s computers, and all of a sudden, learning gets better. And that essentially never happens. What can happen, where you can see improvements in learning, is when teachers have time to experiment and to try new things and to collaborate with their colleagues.\u003c/p>\n\n\n\n\u003cp>Principals come up with new disciplinary standards. Students learn new routines. Families learn new ways of helping people. When whole communities have a chance to make improvements, you know, across the curriculum and lesson planning with technologies, that’s when we can sometimes see some benefits. And, we should typically expect that benefits are modest, because the benefits of anything that we do in educational settings are typically modest.\u003c/p>\n\n\n\n\u003cp>If you want to make education better, what you’re usually doing is, like, putting your shoulder to the wheel for a long time and being like, “Oh, it’s one percent better this year. That’s great. Let’s see if we can make it one percent better again next year.” Which is, of course, not at all what techno-utopians want to have happen or describing what happened, where there’s this giant disjunction with the past, and everything is better afterwards.\u003c/p>\n\n\n\n\u003cp>I mean, it’s kind of fun to think that way. There’s not a lot of historical evidence for it, and, I mean, I think the reason why I critique that approach the most is that it tends to be where you see people wasting a lot of time and money. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So let’s do a couple of examples here. So can you give us a couple of examples of times when techno-utopians came in and said, “This is it. This is going to change everything,” and then what actually happened? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, you got to start with the OG, Thomas Edison. Wow, so my man, a century ago, Thomas Edison, went in front of Congress, I think it was in 1913, and said, “In 10 years, textbooks will be gone, that they’ll be completely replaced by film strips, and this is gonna be a good thing as computers have been introduced” – I mean, radio went through this phase. \u003c/p>\n\n\n\n\u003cp>There’s a Larry Cuban has a great book called Teachers and Machines with a photograph in it, of a big, like, an armour-sized radio set. And it says, “With radio, the underprivileged school becomes a privileged one.” And so the idea that, like, we’re gonna have the best experts in the world broadcast radio lectures, radio lessons into homes all across the country, and it’s gonna be totally transformative of how students learn. Massive open online courses are probably the one that most recently went through higher education.\u003c/p>\n\n\n\n\u003cp>And, I don’t know, Sebastian Thrun, who was a Google employee, a founder of Udacity, said that, “In 10 years, there will be fifty universities left, and Udacity might be one of them.” And as it turns out, today, sitting here in 2026, there are more than fifty universities that are left. People were really enthusiastic about the web, online courses.\u003c/p>\n\n\n\n\u003cp>There was a book called Disrupting Class, which Clay Christensen wrote. He’s the developer of the theory of disruptive innovation. In 2009, he said that in 10 years, by 2019, half of all secondary school courses would be mediated online, that they would cost a third as much to deliver, and they would have better outcomes.\u003c/p>\n\n\n\n\u003cp>And my hunch is, if any of your listeners wander to their local public high school, they will not find that half of the classes are delivered online, that they will not find that the costs of running educational institutions have gone down by sixty-six percent, and they will not find, that the educational outcomes of the online learning experiences are substantially better than the ones that are being mediated by teachers. So there’s a pile of them.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Now, this does not mean that these previous technologies haven’t changed anything about the classroom experience, or that they didn’t feel, in small ways, kind of magical. Here’s a story Justin likes to tell, one from before he became a researcher, back when he was a teacher.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So when I went to go get my first teaching job, the department head was interviewing me the summer before and he said, “Can you teach world history?”And I said, “No, but I promise that if you hire me by September, I’ll figure out how to teach world history.” And he said, “Well, maybe.” And he said, “All right, one more thing, you’re gonna be teaching in this kind of trial classroom where there’s a cart of laptops in the corner. There are these blue and orange clamshell MacBooks”, this sort of iconic form factor.\u003c/p>\n\n\n\n\u003cp>And he said, you know, “And we’ve used ninth grade world history as sort of a testing bed to,” this was in 2003, “to see how these new computers could affect teaching and learning.” I said, “You can put a cart of bananas in the back corner of the classroom and I’ll teach with them. I just really need this job.”\u003c/p>\n\n\n\n\u003cp>And he went ahead and hired me, and it was really fun teaching in that classroom. It was a moment where the world’s government and archives and museums were rapidly digitizing primary sources. And so as a history teacher, with those computers, I could really do some things that were quite different from my own high school education where, you know, maybe I had a book of primary source documents with 20 documents in it or something like that.\u003c/p>\n\n\n\n\u003cp>Now I can, you know, you just sort of imagine like, oh, what was, you know, I wanna teach my students about the Harlem Renaissance. Oh, the Smithsonian has 20,000 song sheets from the Harlem Renaissance. They can each study their own document, which maybe nobody has looked at, in the last hundred years or something like that.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Now, Justin says this was great. His students got a taste of what real historians do, find their own sources and documents and interpret them. But it also came with some hidden costs, in many ways, much greater than those of the computers themselves. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I was working in a private school, and I also recognized that the kinds of resources that were required to keep those computers running, to keep them charged, to keep our networks running, to find the productive things that students were doing and to highlight them, to find the malicious things that students were doing and stop them, was an enormous amount of resources.\u003c/p>\n\n\n\n\u003cp>And so the sort of incredible possibility of what students and me as a teacher could do with new computers was always balanced against the challenges and realities of turning those new affordances into everyday routines of learning that really helped students. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So fun, genuinely interesting, but not necessarily a game changer, and very resource intensive. I could see where this was going, and I wanted to know, is ChatGPT really just computers in classrooms all over again? \u003c/p>\n\n\n\n\u003cp>Yeah. Well, what is different, if anything, about generative AI? \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, I think we will by and large see those same kinds of patterns, I mean, people get really enthusiastic about the new technology that are in front of them to the point of dismissing the magic of previous technologies. There’s sort of an argument that emerges, which is kind of like… I’m calling it the web was met. Like you hear people say, like, “Well, you know, this AI thing is just totally different. I mean, we-\u003cs> \u003c/s>like, what could the web have possibly done?” I was like, “My guy, we took a handheld supercomputer, and we put it in the pocket of every child 13 years older in the networked world. We connected them to basically the world’s corpus of information, to every person they know, to every expert you can possibly imagine, and the effects on education range from not that much to maybe actually not that good.” You know, to the point where schools across the country are banning those mobile devices from people’s classrooms.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin says that like previous technologies, there will be some things that AI is really good at. They just won’t be, in his words, “transformative.”\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> They seem to be pretty good at translation. Like, maybe that will become less expensive, and that will be sort of helpful, but we actually… It’s gonna find that it’s not transformative to schools because, like, just translating materials is not, like, the only thing you need to unlock educating, you know, students that come from all over the world and speak all kinds of different languages.\u003c/p>\n\n\n\n\u003cp>I’m kind of enthusiastic about writing feedback, maybe. You know, one of the things we know is that, like, you need a lot of feedback to improve at things, and the machines seem to be able to generate reasonable writing feedback, but then you get other kinds of reports from classrooms that are like, “Yeah, my students really just want feedback from me, the human being teacher in the room,” because it turns out that most of what motivates us to learn is our social relationships with one another, and it doesn’t seem like social relationships with chatbots is a very promising direction for humanity to go.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> Well, there is at least one kind of disruption that absolutely is happening in schools right now. So this very deep intel comes from my husband. He is a Chicago public school teacher. He teaches at high school.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Excellent!\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>And so I asked him, I was like, “All right, I’m gonna talk to this ed tech expert.” Like, “Give me the lowdown. Like, what is happening in your high school?” And so he had a number of things to say, and so I’m gonna share these with you. I think we’ll do it, like, one at a time, and you can tell me if you are in any way surprised by this. \u003c/p>\n\n\n\n\u003cp>So, to prevent students from using these chatbots to just do entire homework assignments, there’s been a big shift toward in-class assignments done on paper, which does seem to help with that cheating problem, but it introduces another challenge, which is that you’re then not spending that class time actually doing instruction.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Yeah. Happening all over the place, happening in universities, happening in lots of different contexts. If, like definitely, one potential thing to be sad about is that, like, if you believed it could be possible that five years ago you could send students home to write stuff and be reasonably likely that they would write stuff, and then you could use class for the time of being together and engaging with one another.\u003c/p>\n\n\n\n\u003cp>And now it sounds like your husband, like many other teachers, believes, “If I want to read something that my students have actually written, I pretty much have to put them in a room and watch them write it themselves.” \u003c/p>\n\n\n\n\u003cp>Yeah, I think it’s quite possible that there are millions of fewer minutes of homework being assigned than in previous years. And if you believe that homework gives students practice that’s valuable for their learning, then that could be a massive drawdown in the amount of learning time that students are doing. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So he and his colleagues have not entirely given up on the idea of homework, but what they’ve done is try to use technology to fight technology.\u003c/p>\n\n\n\n\u003cp>So he and his colleagues pay out of pocket, mind you, for a Google Doc extension that shows them a detailed history of the revisions made to a document. So the idea is you can actually see a video of an essay being constructed in real time, kind of sped up. And the downside is that it is still possible for students to cheat.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>They just, they ask ChatGPT to write the essay, and then they’re literally sitting there, like, typing the essay from ChatGPT into Google Docs at, like, roughly a pace that they think it would look like you know, a 17-year-old comes up with thoughts in a unique manner and things like that. It’s kind of an interesting learning experience for the students, but obviously they’re not learning the thing that they’re supposed to be doing.\u003c/p>\n\n\n\n\u003cp>Yeah, like, the best possible use of your husband’s expertise is not surveilling students’ writing. I think we could find that as we ramp up the level of surveillance in schools, that that’s really not good for a democratic society, that you know, that a certain amount of privacy, a certain amount of freedom from surveillance is actually necessary for the Republic to continue as a Republic.\u003c/p>\n\n\n\n\u003cp>In the context that he’s in, what he’s doing is sensible, but if you aggregate that context across a lot of classrooms, you’re like, “Oh, that could be really bad, actually.” \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah. And I’ll share one more with you. So the last thing he mentioned is building, he calls it “layers of resistance.” So for an essay, this might mean breaking down an assignment into a bunch of different pieces. Then students do each piece separately, and then once they’ve already done that work, they then combine it into a longer piece. So, you are making it easier to do the eventual assignment yourself since you’ve had to do earlier parts yourself before.\u003c/p>\n\n\n\n\u003cp>But you’re also making it harder to cheat because that would be, you know, just a lot more difficult to cheat at each of those steps and then combine them into cheating. And again, he says it’s fairly effective, and that’s kinda like his favorite strategy right now. And I asked him, I said, “Well, is this having the effect of requiring your students to kind of use training wheels to think longer than they would otherwise?”\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> So training wheels to think is oftentimes better than we imagine it is. There’s a group of educational researchers that are interested in this set of ideas called cognitive load theory, and an idea that we often have is that people become experts by behaving like experts. And they sort of argue, “No, no, no when people develop expertise, it looks quite different than being an expert.”\u003c/p>\n\n\n\n\u003cp>But I mean, you do, I think, Jess, have a good intuition there, which is like, “man, at some point, the kids, like, before they leave high school, probably just need to be able to write the essay.” Like, that it seems like that would be a pretty good thing, that we would want young people to be able to independently generate an argument in prose.\u003c/p>\n\n\n\n\u003cp>At least for the last, like, 30 years, we’ve thought that’s a pretty good idea to do, you know, with computers in particular. And boy, is generative AI making it hard for teachers to assign that task that we think is pretty good. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>But after going into these specifics, like, wouldn’t you agree that this is pretty transformative in terms of what students are actually doing during the school day?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, definitely not transformative in the sense of, “Boy, this is great.” \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Justin really wouldn’t take the bait here. He was adamant. No, we don’t have any great evidence that how teachers and students actually spend their days, think lectures, group work, has really changed that much over the past couple of years, or for that matter, the past few decades, even if take-home essays are basically off the table now. \u003c/p>\n\n\n\n\u003cp>But I kept at him. That’s after the break.\u003c/p>\n\n\n\n\u003cp>It does seem like one really big difference right now is that there’s a lot of discussions about how AI is or isn’t going to change the kind of future and work that we’re preparing students for. I’m curious if you’re seeing, you know, is that impacting students’ motivation to learn, which would obviously have a very big impact in the classrooms.\u003c/p>\n\n\n\n\u003cp>And I guess it also could start to change the question of what school should be for. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Yes. New technologies are a great catalyst to provoke conversations about what schools are for. In the last few decades, we’ve been particularly interested in the question, like, how do you prepare individuals for work in the labor market?\u003c/p>\n\n\n\n\u003cp>Although if you go through the history of schooling, you know, in the United States, we have public schools as a bulwark of our democracy. When Thomas Jefferson wrote about public schooling in the notes of the State of Virginia, and proposed the system of public schooling, it would be so that our nascent democracy would continue to exist and have citizens who are prepared to take on their roles as citizens.\u003c/p>\n\n\n\n\u003cp>But, you know, citizenship is gonna change with generative AI, too, and so we should be thinking about some of those kinds of changes. My hunch is if you went to all of the K-12 schools in the United States, you would not see huge changes in student motivation because like, students are not that great at thinking about their long-term futures.\u003c/p>\n\n\n\n\u003cp>Like, students primarily, like, they do not care that much about the subjects that we teach, for the most part. They care a ton about their teacher and their peers. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Well, whether the students feel it or not, I guess my question would be to you, do you think that schools should be rethinking what education is for in this moment?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> I don’t know – I think we should start by saying we don’t know. Not only do we not know, but historically, when we’ve made some of these guesses in the past, we’ve been wrong. So you could look at things like, you know, the sort of computer science industry telling people that it’s enormously important to learn to code in order to get good jobs, and now there’s a possibility that computer programming won’t actually be a very viable field in the near future.\u003c/p>\n\n\n\n\u003cp>And, and these things go back histor- You know, in the 19th century, there were a group of educators who passionately believed that you really had to teach sentence diagramming – that if you didn’t teach sentence diagramming, like, Western civilization would fall. And we’ve mostly stopped teaching sentence diagramming, and maybe Western civilization will fall apart, but it’s probably not gonna be for the lack of sentence diagramming.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Cursive. The great cursive debate. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>The great cursive debate continues. Here, here, here are two stories you could tell about AI. One story you could tell about AI is that there is a lot to learn to figure out how to use AI, and that students should begin the process of learning that as soon as possible, that there should be a set of scaffold experiences, that we should change our curriculum, so that as people get older and older, there are more and more tasks that they do in partnership with AI, ’cause partnering with AI is hard to learn how to do, and if they do it with the supervision of teachers, they’ll be better.\u003c/p>\n\n\n\n\u003cp>A second story that you could tell is that getting generative AI to spit stuff out is actually super easy, that there really is not that much to learn, and that what really differentiates people who are proficient and less proficient with using generative AI is whether or not they can evaluate output. Since the output is highly uneven, what you really need are people who can say, “Oh, this is a good idea, this is a good practice, and this one is not.”\u003c/p>\n\n\n\n\u003cp>It could be that there’s actually very little general expertise that you can develop to distinguish good output from bad output. What you probably primarily need is domain knowledge. Like, if you ask ChatGPT a question about plumbing, there’s nothing about AI which is gonna tell you whether or not it gave you a good plumbing answer.\u003c/p>\n\n\n\n\u003cp>What you need to know about is plumbing. If that was the case, if domain expertise was sort of the key differentiator in people skills in using AI, then that would be pretty good news for schools and universities, ’cause the main thing they’ve done for however many hundreds of years is try to help people develop domain expertise.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> But I don’t- as a civilization, science does not know the answer to those two stories. Science cannot tell you today which of those two stories is correct. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Yeah, it’s interesting. So I’m guessing you’re not a big fan of some of these moves more recently by school districts, university systems, states, even potentially the federal government, to implement various AI competency or AI literacy requirements.\u003c/p>\n\n\n\n\u003cp>And I will point out some of these seem more, you know, pro-technology, like giving the students the skills they need to succeed with these technologies. Others actually take a bit more of a defensive crouch, like let’s teach students the critical thinking skills so they can discriminate between the good and the bad. But there is nonetheless a lot of overlap, which is that these requirements purport to prepare students to live in a world alongside AI. And I’m curious what you make of those. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Well, one thing that we’ve tried over the last twenty years in the United States is a strategy they might call, like, the ‘tech literacy’ strategy, where every time a new technology comes along, you define a set of skills that correlate with that technology.\u003c/p>\n\n\n\n\u003cp>You write some policy documents that say schools should be teaching those things, and then you, like, bake it for a while and watch and see what happens. And, like, if you were to pick a sort of education reform strategy that we could be almost certain does not work, it would be that one.\u003c/p>\n\n\n\n\u003cp>It works really well for pundits and policymakers. Like, it’s a great way for policymakers to be like, “Look, we did a thing. We passed a bill which says you have to learn some stuff.” But what you actually have to do to make a difference in schools is you have to translate those policy guidance into curriculum documents.\u003c/p>\n\n\n\n\u003cp>There are 3.5 million teachers in the United States. Like your husband, one in every one hundred living Americans has to raise their hand and say, “I will be a teacher this year,” in order for our system to function. To improve the capacity of 3.5 million people is mind-bogglingly complex.\u003c/p>\n\n\n\n\u003cp>You could probably tell me the number of minutes or hours that your husband has gotten for, you know, AI-related professional development, and I bet the number is not super high. What I’m sure of is the number is not commensurate to some kind of transformational change. And so, I mean, I’m not opposed to that strategy on any kind of ideological or philosophical… Like, sounds kind of great to me. Just historically, it has not worked at all. Go ask young people – “have people, have young people describe their social media practices to you?”, and you’ll be like, “Oh, that sounds pretty bad and not good for your health, actually.”\u003c/p>\n\n\n\n\u003cp>But there has been ten or fifteen years of, like, social media literacy in schools. Like, ask one of your students to, like, save a file to a folder, and watch their head explode. And you’ll be like, “Oh, maybe, like, we’re not that good at teaching digital literacy in schools.” So one is just, like, an efficacy approach – But even if you believe that that, like, general approach would work, you have to sort of ask the question, like, what kinds of things are we gonna stuff into that AI fluency and AI literacy?\u003c/p>\n\n\n\n\u003cp>Like, what should that be? And I think we really, to this day, don’t know. So I mentioned before that I went to DeepMind the other day in London, and I cornered every engineer I could find, and I said, “Do you know how to train a junior engineer to code with a copilot?” I asked in big groups, in small groups, one-on-one. There was not an engineer or program manager there who told me yes. Every single one of them told me, “We do not know how to do that.” \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> DeepMind, Google’s elite AI laboratory. Justin went to a conference there about AI and education. And when he says that software engineers told him that they don’t know how to train a junior engineer to code with a copilot, what he means is that they may have protocols and practices, but they’re not yet confident that they work.\u003c/p>\n\n\n\n\u003cp>This is a major concern in the software industry. Many big companies are adopting coding assistants like Claude Code, GitHub Copilot, Cursor, and Codex. Senior engineers can thrive in this kind of environment. They can prompt the AI with exactly what they’re looking for, and then they can manually check the outputs and write their own code when something goes wrong.\u003c/p>\n\n\n\n\u003cp>A much more junior engineer can also use these code assistants to generate code that seems like it works, but if it has a bug or a vulnerability, they may not notice or be able to fix it. And worse, they may never get a chance to develop their skills further. So we could end up with a generation of software engineers who don’t understand how the software works, can’t fix it if it goes wrong, and have shaky ideas of what is technologically possible. Not ideal. \u003c/p>\n\n\n\n\u003cp>Companies know this could be a problem, so they’re experimenting with protocols for junior engineers, but this is all so new that nobody knows yet if these protocols will work. And they were frank about this with Justin. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>If Google, which has billions and billions of dollars at stake to answer this question, does not know how to teach a junior engineer how to code with a copilot, like, what is a seventh grade middle school’s computer science teacher supposed to do?\u003c/p>\n\n\n\n\u003cp>Like, what would AI literacy in that class look like until Google can figure it out? That is an excellent point. So you mentioned earlier this idea that, in general, previous educational technologies have – if they’ve had a positive impact, it’s been toward the students who are already either high-performing or come from very high-resourced schools.\u003c/p>\n\n\n\n\u003cp>And I wanna ask you a little bit about special education, and in particular, kind of the extreme edges of special education. So this is kind of personal for me. My 11-year-old now, she has a rare genetic disorder, and I would say she does fall in that sort of extreme end of the continuum. Like, she literally will not look at a piece of paper if it hasn’t been, like, personalized with things that, you know, her teachers and aides and therapists know will draw her attention.\u003c/p>\n\n\n\n\u003cp>And so there’s certainly this kind of low-hanging fruit that I could see being very easy helping, you know, busy professionals in the classroom. But I do see the possibility of something a little bit more transformative in a positive way – for kids whose brains just work so differently that the professionals involved don’t always have a ton of intuition about what will work.\u003c/p>\n\n\n\n\u003cp>So we talk a lot about AI having these jagged skills that are hard to understand from the outside, so being amazing at one skill and, like, hilariously bad at another. But there is a population of students for whom this is also true. I think a very concrete example here is severe language disabilities.\u003c/p>\n\n\n\n\u003cp>So right now, the vast majority of educational instruction is done via language. If you have a kid whose language skills are significantly more impaired than their other skills, how do you teach them? How do you assess them? Non-verbal assessments do exist, but guess how the instructions are given? They’re given in language.\u003c/p>\n\n\n\n\u003cp>And it just seems like this place where a tool that can radically personalize, that’s completely agnostic to how a student chooses to answer a question, that has zero preconceived ideas about what will or won’t be an effective learning tool, could be transformative. And I know this is very hand-wavy, it’s very in the distance, but is there something here?\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Oh well, for sure. So first, I’m definitely rooting for these people – I mean, I’m always rooting for the people who are making education much, much better. My, like, very boring, sometimes sad job is to, like, hop into these conversations and be like, “That would totally be great. Just, we should remember that people have been working on this for decades, and progress tends to be more measured.”\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>That’s why they call you the skeptic. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>There’s this whole field called universal design for learning, which, you know, has observed for a long time, sometimes better to think of curriculum as disabled than people as disabled. The curriculum is just not presenting information in ways and in mechanisms that people with different kinds of ability can access. And so we should do a better job of reinventing our curriculum and, you know, in fact, as we start bringing generative AI into the application of these kinds of things in special education, we don’t have to start from scratch. We can start from decades of effort of people using computers to do these same kinds of things.\u003c/p>\n\n\n\n\u003cp>You know, translation is one thing that we mentioned, putting learning resources into different kinds of modalities. So if there are people who don’t read text well, then we can just have the machine speak the text. You know, a strategy that we’ve tried a lot is to build just-in-time learning supports for people into resources, saying like, “Okay, if this learning resource in its current form isn’t working for you, like, push this button and it will talk. Push this button and the reading level will change. Push this button and this other kind of feature of it can be modified to suit your needs.”\u003c/p>\n\n\n\n\u003cp>What we found historically is that the kids that we most want to push those buttons are not the ones who push the button. The like high-performing kids push the ‘Help Me’ button and the kids who we most wish would push the, like, ‘Give Me Some Extra Resources’ or ‘Change This to Support Me’ button would.\u003c/p>\n\n\n\n\u003cp>You know, when we talk to teachers across the country, adapting resources to folks with different kinds of abilities is one of the things that they’re most enthusiastic. The you know, generative AI technologies might be able to help them do, and I’m rooting for them, and I hope that there are companies that figure out ways of doing this more sustainably and at scale. And I wouldn’t be surprised if we saw some potential benefits from that. And those benefits are most likely to emerge not in the places where people download the, you know, the software that personalizes things for students with different learning capacities and things like that. It’s gonna be where whole communities are able to, like, rethink the way that they do special education in the context of that.\u003c/p>\n\n\n\n\u003cp>And, you know, and it’s probably gonna be that students who live in more affluent places are gonna have the kinds of systemic resources that allow for all that training and adoption to occur.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>This idea of resources, it’s an important one, and not just for special education because every dollar, every hour of an educator’s time, it comes at the expense of money or time spent elsewhere, including on things that we do know work. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>And the worst case scenario, which I think we’ve seen a lot of places, is that we make substantial additional investments, both in technology platforms and then in a bunch of extra humans to manage those technology platforms.\u003c/p>\n\n\n\n\u003cp>And so the cost of schooling goes up, but because at best, the gains of those technology platforms is pretty moderate, you’re like adding a whole bunch of additional expense. Like, you know, you’re basically like in the Chicago Public Schools, like you bought all these Google Docs, and you bought all of these computers so that all the students can use them, and you bought all these IT professionals because the computers break all the time, and your husband like, is like, “Well, actually, the best thing to do is to have them write essays on pencils and paper.”\u003c/p>\n\n\n\n\u003cp>Well, that’s an awful lot of money that we’re spending on all of this infrastructure to sit in a closet while your students are writing in composition notebooks. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>Will AI transform K-12 education? Justin really doesn’t think so. And frankly, I’m not sure whether to be disappointed or relieved by that.\u003c/p>\n\n\n\n\u003cp>Like, there is something reassuring about a world where students continue to learn the same kinds of things that I learned when I was in school. It’s certainly preferable to one where the whole educational system grinds to a panicked halt because they’ve decided students don’t need to learn anything anymore.\u003c/p>\n\n\n\n\u003cp>But on the other hand, it seems my dreams of some automated tool that can magically help my daughter learn in a way no human has yet managed to is probably not right around the corner either. And I still think that experiments will be important, including the kind of ambitious, dare I say transformative experiments that folks like my colleague Sébastien Martin are pursuing.\u003c/p>\n\n\n\n\u003cp>We have to know what’s possible, and then we’ll need to roll up our sleeves. Test, learn, make sure that whatever gains we see in one classroom with one teacher can eventually benefit a much larger group of students. Because, and I’ll end with this, even our resident skeptic Justin agrees. At the end of the day, alongside all the headaches, new technologies do bring new capabilities. And little by little, these capabilities can tangibly improve the status quo. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>I mean, the things that do work, it’s probably going to be more like 10 or 20 years of development rather than sort of stumbling across something which works super well in a year or two. \u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love: \u003c/strong>So it could be transformative for the better, but it’s just going to take a ton of work and dedication and probably resources to get there.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> My colleague Ken Kaedinger says that step change is what 25 years of incremental change looks like from a distance.\u003c/p>\n\n\n\n\u003cp>\u003cstrong>Jess Love:\u003c/strong> I’m Jess Love. Life, Automated is a project of the Ryan Institute on Complexity at the Kellogg School of Management at Northwestern University. We’re distributed by KQED. Special thanks to today’s guest, Justin Reich. Jesse Dukes is our producer. Music by Steven Jackson. Recording help from Will Feeney and George Christensen. Marketing support from Ananya Mallapragada. Administrative support, recording, and wise counsel from Stacia Sliger.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "most-teens-use-ai-for-homework-even-if-some-think-theyre-missing-out-on-learning",
"title": "Most Teens Use AI for Homework, Even if Some Think They’re Missing Out on Learning",
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"content": "\u003cp>Seven in ten teenagers are \u003ca href=\"https://www.kqed.org/news/category/technology\">using artificial intelligence\u003c/a> for their schoolwork, according to new data released by San Francisco-based nonprofit Common Sense Media. \u003c/p>\n\n\n\n\u003cp>As schools and parents grapple with how to better control students’ technology and AI access, the survey of more than 1,000 teens across the U.S. found that the vast majority are already relying on the tools, while few are learning how to use them safely. \u003c/p>\n\n\n\n\u003cp>“AI has become routine in how teens do homework,” said Michael Robb, the head of research at Common Sense Media. “I actually think the more interesting finding is kind of how they are using AI.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/GettyImages-2159671948-scaled-e1781542152687.jpg\" alt=\"\" class=\"wp-image-12058035\">\u003cfigcaption class=\"wp-element-caption\">Close-up of phone screen displaying Anthropic Claude, a Large Language Model (LLM) powered generative artificial intelligence chatbot in Lafayette, California, on June 27, 2024. (Smith Collection/Gado via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“Our biggest concern … is that even if you think you are using AI in a way that’s beneficial to your learning, you might actually be subtly undermining your learning,” he said. \u003c/p>\n\n\n\n\u003cp>The survey found that 63% of teens using AI for schoolwork are getting an answer from the tool in some form. What they do with these responses varies: a quarter said they use the AI-generated text as is, while about 31% rewrite it in their voice and just 35% say they improve it with their own knowledge. \u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Robb said the concern with all of those uses is whether they are disrupting the learning process. The Common Sense Media report found that among the AI users surveyed, 38% say having the tools available leads them to develop fewer of their own ideas.\u003c/p>\n\n\n\n\n\n\u003cp>Two-thirds of teens said that AI helped them understand their schoolwork, but almost four in 10 reported feeling like they were missing out on learning when they used AI to complete assignments.\u003c/p>\n\n\n\n\u003cp>Schools, Robb said, should be “trying to design assignments so that AI is not removing the important thinking parts, things like drafting or revising, coming up with arguments.”\u003c/p>\n\n\n\n\u003cp>Teens reported that they believe the skills that will matter most for their future are social skills, fact-checking, critical thinking and understanding complex information. Robb said AI companies, school districts and employers should be considering if the tools available to their students are counterintuitive to those goals.\u003c/p>\n\n\n\n\u003cp>“The question is, if we’re introducing AI in all these various forms, are those things actually supporting human connection or critical thinking? Or are they replacing or disrupting them?” he asked. “Because if it’s the latter, then … we are undercutting the very things we set to value.”\u003c/p>\n\n\n\n\u003cp>While Robb said using AI to check work or get feedback can be useful, he worries about students who said they use it to brainstorm for assignments. \u003c/p>\n\n\n\n\u003cp>“They are starting with an answer before a student is trying the problem,” Robb said. “There are a couple of skills I think are at stake. Starting hard things, generating your own ideas flexibly — these are executive function skills that are still developing.”\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1335\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy.jpg\" alt=\"\" class=\"wp-image-11992395\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-1920x1282.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Students walk down a hallway at Fremont High School in Oakland on Oct. 10, 2023. (Laure Andrillon for CalMatters)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“This is happening at a period in adolescence where you really want to hone and strengthen these skills, and I’m concerned that we are undermining them,” he continued. \u003c/p>\n\n\n\n\u003cp>Sixty-eight percent of students who use AI said they use one of those multi-purpose tools, like ChatGPT, for their schoolwork, while four in 10 reported that they use a reading or writing assistant, like Grammarly. Smaller percentages use AI-backed research tools, image and video generators or tutors.\u003c/p>\n\n\n\n\u003cp>San Francisco’s school district in 2025 introduced an AI-powered tutoring program called Amira, which it said provides students with individualized reading support, without the need for one-on-one human tutors. Amira’s \u003ca href=\"https://amiralearning.com/research\">website\u003c/a> said studies show that the software “outperforms high dosage human tutoring at scale,” though critics have \u003ca href=\"https://sfeducation.substack.com/p/no-amiras-ai-tutor-is-not-ready-to\">disputed\u003c/a> this claim. According to district documents, SFUSD uses the program for elementary students in class and at home.\u003c/p>\n\n\n\n\u003cp>“I think [something] that schools should be looking at is making sure that AI is not replacing learning from people,” Robb said. “People throw around the word ‘personalized’ a lot … but that should really just mean that kids need to be better supported, not leaving kids along with an AI system instead of a teacher or a classmate.”\u003c/p>\n\n\n\n\u003cp>The report comes amid a parent-led movement across some major school districts to restrict school technology use, as the majority have \u003ca href=\"https://www.cosn.org/edtech-topics/state-of-edtech-leadership/\">1:1\u003c/a> device programs that give students access to a laptop or tablet both in their classrooms and at home. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/AP24134775174210-scaled-e1770337042768.jpg\" alt=\"\" class=\"wp-image-11985952\">\u003cfigcaption class=\"wp-element-caption\">The OpenAI logo is seen on a mobile phone in front of a computer screen displaying output from ChatGPT, March 21, 2023, in Boston, Massachusetts. (Michael Dwyer/Associated Press)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Many of these devices make it easy for students to access artificial intelligence technology — from the automatically generated AI summary that tops Google search result pages to access to tools like ChatGPT, Grok and Gemini — leading the national parent group \u003ca href=\"https://www.schoolsbeyondscreens.com/reform-proposals\">Schools Beyond Screens\u003c/a> to call for a moratorium on AI in schools. \u003c/p>\n\n\n\n\u003cp>The Common Sense Media survey found that while many students have access to this tech, they aren’t all discussing how to use it safely or to support their learning. \u003c/p>\n\n\n\n\u003cp>“It’s important that schools make their rules really clear,” Robb said. \u003c/p>\n\n\n\n\u003cp>Common Sense Media has also created a new curriculum that focuses on safety concerns like deepfakes and social engineering, a technique cybercriminals use to get people to reveal sensitive data or grant access to restricted systems.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Jose Velazquez contributed to this report.\u003c/em>\u003c/p>\n\n",
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"innerHTML": "\n\u003cp>“Our biggest concern … is that even if you think you are using AI in a way that’s beneficial to your learning, you might actually be subtly undermining your learning,” he said. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Robb said the concern with all of those uses is whether they are disrupting the learning process. The Common Sense Media report found that among the AI users surveyed, 38% say having the tools available leads them to develop fewer of their own ideas.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Schools, Robb said, should be “trying to design assignments so that AI is not removing the important thinking parts, things like drafting or revising, coming up with arguments.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>Teens reported that they believe the skills that will matter most for their future are social skills, fact-checking, critical thinking and understanding complex information. Robb said AI companies, school districts and employers should be considering if the tools available to their students are counterintuitive to those goals.\u003c/p>\n",
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"innerHTML": "\n\u003cp>While Robb said using AI to check work or get feedback can be useful, he worries about students who said they use it to brainstorm for assignments. \u003c/p>\n",
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"excerpt": "A new study from Bay Area-based Common Sense Media suggests AI tools could be disrupting students’ development of key skills, like critical thinking and executive function.",
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"title": "Most Teens Use AI for Homework, Even if Some Think They’re Missing Out on Learning | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Seven in ten teenagers are \u003ca href=\"https://www.kqed.org/news/category/technology\">using artificial intelligence\u003c/a> for their schoolwork, according to new data released by San Francisco-based nonprofit Common Sense Media. \u003c/p>\n\n\n\n\u003cp>As schools and parents grapple with how to better control students’ technology and AI access, the survey of more than 1,000 teens across the U.S. found that the vast majority are already relying on the tools, while few are learning how to use them safely. \u003c/p>\n\n\n\n\u003cp>“AI has become routine in how teens do homework,” said Michael Robb, the head of research at Common Sense Media. “I actually think the more interesting finding is kind of how they are using AI.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/GettyImages-2159671948-scaled-e1781542152687.jpg\" alt=\"\" class=\"wp-image-12058035\">\u003cfigcaption class=\"wp-element-caption\">Close-up of phone screen displaying Anthropic Claude, a Large Language Model (LLM) powered generative artificial intelligence chatbot in Lafayette, California, on June 27, 2024. (Smith Collection/Gado via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“Our biggest concern … is that even if you think you are using AI in a way that’s beneficial to your learning, you might actually be subtly undermining your learning,” he said. \u003c/p>\n\n\n\n\u003cp>The survey found that 63% of teens using AI for schoolwork are getting an answer from the tool in some form. What they do with these responses varies: a quarter said they use the AI-generated text as is, while about 31% rewrite it in their voice and just 35% say they improve it with their own knowledge. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Robb said the concern with all of those uses is whether they are disrupting the learning process. The Common Sense Media report found that among the AI users surveyed, 38% say having the tools available leads them to develop fewer of their own ideas.\u003c/p>\n\n\n\n\n\n\u003cp>Two-thirds of teens said that AI helped them understand their schoolwork, but almost four in 10 reported feeling like they were missing out on learning when they used AI to complete assignments.\u003c/p>\n\n\n\n\u003cp>Schools, Robb said, should be “trying to design assignments so that AI is not removing the important thinking parts, things like drafting or revising, coming up with arguments.”\u003c/p>\n\n\n\n\u003cp>Teens reported that they believe the skills that will matter most for their future are social skills, fact-checking, critical thinking and understanding complex information. Robb said AI companies, school districts and employers should be considering if the tools available to their students are counterintuitive to those goals.\u003c/p>\n\n\n\n\u003cp>“The question is, if we’re introducing AI in all these various forms, are those things actually supporting human connection or critical thinking? Or are they replacing or disrupting them?” he asked. “Because if it’s the latter, then … we are undercutting the very things we set to value.”\u003c/p>\n\n\n\n\u003cp>While Robb said using AI to check work or get feedback can be useful, he worries about students who said they use it to brainstorm for assignments. \u003c/p>\n\n\n\n\u003cp>“They are starting with an answer before a student is trying the problem,” Robb said. “There are a couple of skills I think are at stake. Starting hard things, generating your own ideas flexibly — these are executive function skills that are still developing.”\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1335\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy.jpg\" alt=\"\" class=\"wp-image-11992395\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/101023-AI-College-Toby-Reed-LA-CM-21-copy-1920x1282.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Students walk down a hallway at Fremont High School in Oakland on Oct. 10, 2023. (Laure Andrillon for CalMatters)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“This is happening at a period in adolescence where you really want to hone and strengthen these skills, and I’m concerned that we are undermining them,” he continued. \u003c/p>\n\n\n\n\u003cp>Sixty-eight percent of students who use AI said they use one of those multi-purpose tools, like ChatGPT, for their schoolwork, while four in 10 reported that they use a reading or writing assistant, like Grammarly. Smaller percentages use AI-backed research tools, image and video generators or tutors.\u003c/p>\n\n\n\n\u003cp>San Francisco’s school district in 2025 introduced an AI-powered tutoring program called Amira, which it said provides students with individualized reading support, without the need for one-on-one human tutors. Amira’s \u003ca href=\"https://amiralearning.com/research\">website\u003c/a> said studies show that the software “outperforms high dosage human tutoring at scale,” though critics have \u003ca href=\"https://sfeducation.substack.com/p/no-amiras-ai-tutor-is-not-ready-to\">disputed\u003c/a> this claim. According to district documents, SFUSD uses the program for elementary students in class and at home.\u003c/p>\n\n\n\n\u003cp>“I think [something] that schools should be looking at is making sure that AI is not replacing learning from people,” Robb said. “People throw around the word ‘personalized’ a lot … but that should really just mean that kids need to be better supported, not leaving kids along with an AI system instead of a teacher or a classmate.”\u003c/p>\n\n\n\n\u003cp>The report comes amid a parent-led movement across some major school districts to restrict school technology use, as the majority have \u003ca href=\"https://www.cosn.org/edtech-topics/state-of-edtech-leadership/\">1:1\u003c/a> device programs that give students access to a laptop or tablet both in their classrooms and at home. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/AP24134775174210-scaled-e1770337042768.jpg\" alt=\"\" class=\"wp-image-11985952\">\u003cfigcaption class=\"wp-element-caption\">The OpenAI logo is seen on a mobile phone in front of a computer screen displaying output from ChatGPT, March 21, 2023, in Boston, Massachusetts. (Michael Dwyer/Associated Press)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Many of these devices make it easy for students to access artificial intelligence technology — from the automatically generated AI summary that tops Google search result pages to access to tools like ChatGPT, Grok and Gemini — leading the national parent group \u003ca href=\"https://www.schoolsbeyondscreens.com/reform-proposals\">Schools Beyond Screens\u003c/a> to call for a moratorium on AI in schools. \u003c/p>\n\n\n\n\u003cp>The Common Sense Media survey found that while many students have access to this tech, they aren’t all discussing how to use it safely or to support their learning. \u003c/p>\n\n\n\n\u003cp>“It’s important that schools make their rules really clear,” Robb said. \u003c/p>\n\n\n\n\u003cp>Common Sense Media has also created a new curriculum that focuses on safety concerns like deepfakes and social engineering, a technique cybercriminals use to get people to reveal sensitive data or grant access to restricted systems.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Jose Velazquez contributed to this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "kennedy-high-clears-toxic-vapor-test-in-time-for-first-day-back",
"title": "Kennedy High Clears Toxic-Vapor Test in Time for First Day Back",
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"headTitle": "Kennedy High Clears Toxic-Vapor Test in Time for First Day Back | KQED",
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"content": "\u003cp>A \u003ca href=\"https://www.kqed.org/news/tag/pollution\">carcinogenic dry-cleaning solvent\u003c/a> is not seeping into classrooms at John F. Kennedy High School in Richmond, state officials announced, clearing the way for the campus to begin a new school year on Tuesday as scheduled.\u003c/p>\n\n\n\n\u003cp>Had the air testing shown similar contamination to what was found in the soil, the school district \u003ca href=\"https://www.kqed.org/news/12094345/richmonds-kennedy-high-to-stay-closed-pending-test-for-toxic-chemical\">was prepared\u003c/a> to start the school year at Contra Costa College, the Craneway Pavilion or another district site.\u003c/p>\n\n\n\n\u003cp>The West Contra Costa Unified School District was notified on July 31 when tetrachloroethylene, a carcinogen commonly abbreviated as PCE, turned up in five of six soil-vapor samples drilled about 5 feet down on the east side of campus. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED.jpg\" alt=\"\" class=\"wp-image-12094386\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026, as school district officials await air-testing results from the California Department of Toxic Substances Control. The campus has been under construction since 2025. (Brian Krans/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Though now banned in California, \u003ca href=\"https://wwwn.cdc.gov/TSp/PHS/PHS.aspx?phsid=263&toxid=48\">PCE\u003c/a> was once commonly used in dry cleaning. California officials have linked the underground contamination at Kennedy High to a broader plume that includes the Miraflores housing development and the former location of a dry cleaning business that operated at nearby San Pablo Avenue from 1959 to 2015. \u003c/p>\n\n\n\n\u003cp>In March, the current and former owners of Omo’s Fabricare Dry Cleaners paid $100,800 to \u003ca href=\"https://dtsc.ca.gov/2026/03/26/dtsc-secures-more-than-100000-settlement-with-former-bay-area-dry-cleaner-for-cleanup-violations/\">settle\u003c/a> charges that they had failed to clean up the site.\u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When teachers learned the results of the air testing on Thursday morning, Principal David Luongo said the room broke into “loud cheers and excitement.”\u003c/p>\n\n\n\n\u003cp>Luongo said the campus opened Monday for anyone who wanted to walk through it, and that upperclassmen would show incoming freshmen around, making up for the fact that orientation had been moved off campus.\u003c/p>\n\n\n\n\n\n\u003cp>Marikka Hughes, a licensed geologist who runs the site mitigation and restoration program at the state Department of Toxic Substances Control, told an Aug. 13 town hall that the agency is “confident that there is no vapor intrusion at Kennedy High School based off of the samples and data that have been collected to date.” \u003c/p>\n\n\n\n\u003cp>Crews took indoor air, outdoor air and sub-slab samples, she said, and found almost nothing directly beneath the buildings, “which means that there is nothing to move from the ground into indoor spaces.”\u003c/p>\n\n\n\n\u003cp>There were two exceptions to those findings — in the kitchen and in the metal welding shop. In a letter to the district on Thursday, scientists for the state stated that the source of detected PCE is expected to be consumer products rather than the plume underground.\u003c/p>\n\n\n\n\u003cp>Hughes said the readings in both rooms fall below standards set by the state’s Division of Occupational Safety and Health, as well as the state’s commercial screening level.\u003c/p>\n\n\n\n\u003cp>Jeff Carter, the district’s interim associate superintendent of business services, said staff will inventory the chemicals stored in those rooms, “remove those consumer products that we believe are enhancing that level of PCE,” retest and then decide whether to reopen the spaces.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED.jpg\" alt=\"\" class=\"wp-image-12094385\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026. The campus has been under construction since 2025. (Brian Krans/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Hughes said the samples were collected under deliberately conservative conditions, with no ventilation running, and that the kitchen in particular needs to be sampled again “under typical working conditions.”\u003c/p>\n\n\n\n\u003cp>Dr. Gina Solomon, chief of occupational, environmental and climate medicine at UCSF, who was briefed by state investigators and has advised the district as a volunteer, said that she feels “extremely confident that the school is safe.” \u003c/p>\n\n\n\n\u003cp>If she were the parent of a Kennedy student, she said, “I would feel totally comfortable sending my child to that high school.” In the district’s news release, Solomon called the results “truly the best case scenario.”\u003c/p>\n\n\n\n\u003cp>Hughes said her office has not identified the source of the contamination, nor has it mapped how far the plume extends, and that cleanup options cannot be evaluated until those determinations are made. \u003c/p>\n\n\n\n\u003cp>Asked whether the state could simply dig the chemical out, she said that would be ideal but that the agency expects to be working on it “in the coming years.” A schedule for future testing at Kennedy has not been set. Carter said the district hopes to test again during a school break, when results can be compared across seasons.\u003c/p>\n\n\n\n\u003cp>Addressing the town hall on Thursday, a woman who said she lives directly across from the school, at the corner of 45th Street and Cutting Boulevard, said she watches construction crews dig, and that “the dirt blows into my house” while her children play in the backyard. She pressed for regular retesting and for assurances about the welding teacher, who spends the day in one of the two rooms where PCE was detected. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED.jpg\" alt=\"\" class=\"wp-image-12094387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026, as school district officials await air-testing results from the California Department of Toxic Substances Control. Soil samples detected the presence of PCE, a carcinogenic solvent that is used in dry cleaning. (Brian Krans/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Hughes said the western side of the campus on Burke Avenue was not sampled because the plume, as mapped, has not reached that far, and that her office has found no PCE in indoor air in nearby homes.\u003c/p>\n\n\n\n\u003cp>The Richmond Swim Center, closed alongside the school, will reopen and start moving programs back during the week of Aug. 24, said LaShonda White, the city’s deputy city manager for community services.\u003c/p>\n\n\n\n\u003cp>Carter, the associate superintendent, put the cost of testing so far at “somewhere north of $100,000,” covered by bond and general fund money, along with air purifiers for classrooms and offices. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>Superintendent Cheryl Cotton said the district’s involvement does not end Tuesday. “We would not bring our students back to a situation that was not safe,” she said. “We will continue to monitor the situation, so this is not the end of this process.”\u003c/p>\n\n",
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED.jpg\" alt=\"\" class=\"wp-image-12094386\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026, as school district officials await air-testing results from the California Department of Toxic Substances Control. The campus has been under construction since 2025.\u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>Though now banned in California, \u003ca href=\"https://wwwn.cdc.gov/TSp/PHS/PHS.aspx?phsid=263&toxid=48\">PCE\u003c/a> was once commonly used in dry cleaning. California officials have linked the underground contamination at Kennedy High to a broader plume that includes the Miraflores housing development and the former location of a dry cleaning business that operated at nearby San Pablo Avenue from 1959 to 2015. \u003c/p>\n",
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"innerHTML": "\n\u003cp>In March, the current and former owners of Omo’s Fabricare Dry Cleaners paid $100,800 to \u003ca href=\"https://dtsc.ca.gov/2026/03/26/dtsc-secures-more-than-100000-settlement-with-former-bay-area-dry-cleaner-for-cleanup-violations/\">settle\u003c/a> charges that they had failed to clean up the site.\u003c/p>\n",
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"innerHTML": "\n\u003cp>When teachers learned the results of the air testing on Thursday morning, Principal David Luongo said the room broke into “loud cheers and excitement.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>Luongo said the campus opened Monday for anyone who wanted to walk through it, and that upperclassmen would show incoming freshmen around, making up for the fact that orientation had been moved off campus.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Marikka Hughes, a licensed geologist who runs the site mitigation and restoration program at the state Department of Toxic Substances Control, told an Aug. 13 town hall that the agency is “confident that there is no vapor intrusion at Kennedy High School based off of the samples and data that have been collected to date.” \u003c/p>\n",
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"innerHTML": "\n\u003cp>Crews took indoor air, outdoor air and sub-slab samples, she said, and found almost nothing directly beneath the buildings, “which means that there is nothing to move from the ground into indoor spaces.”\u003c/p>\n",
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"\n\u003cp>Crews took indoor air, outdoor air and sub-slab samples, she said, and found almost nothing directly beneath the buildings, “which means that there is nothing to move from the ground into indoor spaces.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>There were two exceptions to those findings — in the kitchen and in the metal welding shop. In a letter to the district on Thursday, scientists for the state stated that the source of detected PCE is expected to be consumer products rather than the plume underground.\u003c/p>\n",
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"\n\u003cp>There were two exceptions to those findings — in the kitchen and in the metal welding shop. In a letter to the district on Thursday, scientists for the state stated that the source of detected PCE is expected to be consumer products rather than the plume underground.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Hughes said the readings in both rooms fall below standards set by the state’s Division of Occupational Safety and Health, as well as the state’s commercial screening level.\u003c/p>\n",
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"\n\u003cp>Hughes said the readings in both rooms fall below standards set by the state’s Division of Occupational Safety and Health, as well as the state’s commercial screening level.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Jeff Carter, the district’s interim associate superintendent of business services, said staff will inventory the chemicals stored in those rooms, “remove those consumer products that we believe are enhancing that level of PCE,” retest and then decide whether to reopen the spaces.\u003c/p>\n",
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"\n\u003cp>Jeff Carter, the district’s interim associate superintendent of business services, said staff will inventory the chemicals stored in those rooms, “remove those consumer products that we believe are enhancing that level of PCE,” retest and then decide whether to reopen the spaces.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED.jpg\" alt=\"\" class=\"wp-image-12094385\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026. The campus has been under construction since 2025.\u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>Hughes said the samples were collected under deliberately conservative conditions, with no ventilation running, and that the kitchen in particular needs to be sampled again “under typical working conditions.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>Dr. Gina Solomon, chief of occupational, environmental and climate medicine at UCSF, who was briefed by state investigators and has advised the district as a volunteer, said that she feels “extremely confident that the school is safe.” \u003c/p>\n",
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"innerHTML": "\n\u003cp>If she were the parent of a Kennedy student, she said, “I would feel totally comfortable sending my child to that high school.” In the district’s news release, Solomon called the results “truly the best case scenario.”\u003c/p>\n",
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"\n\u003cp>If she were the parent of a Kennedy student, she said, “I would feel totally comfortable sending my child to that high school.” In the district’s news release, Solomon called the results “truly the best case scenario.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Hughes said her office has not identified the source of the contamination, nor has it mapped how far the plume extends, and that cleanup options cannot be evaluated until those determinations are made. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Asked whether the state could simply dig the chemical out, she said that would be ideal but that the agency expects to be working on it “in the coming years.” A schedule for future testing at Kennedy has not been set. Carter said the district hopes to test again during a school break, when results can be compared across seasons.\u003c/p>\n",
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"\n\u003cp>Asked whether the state could simply dig the chemical out, she said that would be ideal but that the agency expects to be working on it “in the coming years.” A schedule for future testing at Kennedy has not been set. Carter said the district hopes to test again during a school break, when results can be compared across seasons.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Addressing the town hall on Thursday, a woman who said she lives directly across from the school, at the corner of 45th Street and Cutting Boulevard, said she watches construction crews dig, and that “the dirt blows into my house” while her children play in the backyard. She pressed for regular retesting and for assurances about the welding teacher, who spends the day in one of the two rooms where PCE was detected. \u003c/p>\n",
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"\n\u003cp>Addressing the town hall on Thursday, a woman who said she lives directly across from the school, at the corner of 45th Street and Cutting Boulevard, said she watches construction crews dig, and that “the dirt blows into my house” while her children play in the backyard. She pressed for regular retesting and for assurances about the welding teacher, who spends the day in one of the two rooms where PCE was detected. \u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED.jpg\" alt=\"\" class=\"wp-image-12094387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026, as school district officials await air-testing results from the California Department of Toxic Substances Control. Soil samples detected the presence of PCE, a carcinogenic solvent that is used in dry cleaning. \u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>Hughes said the western side of the campus on Burke Avenue was not sampled because the plume, as mapped, has not reached that far, and that her office has found no PCE in indoor air in nearby homes.\u003c/p>\n",
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"innerHTML": "\n\u003cp>The Richmond Swim Center, closed alongside the school, will reopen and start moving programs back during the week of Aug. 24, said LaShonda White, the city’s deputy city manager for community services.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Carter, the associate superintendent, put the cost of testing so far at “somewhere north of $100,000,” covered by bond and general fund money, along with air purifiers for classrooms and offices. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Superintendent Cheryl Cotton said the district’s involvement does not end Tuesday. “We would not bring our students back to a situation that was not safe,” she said. “We will continue to monitor the situation, so this is not the end of this process.”\u003c/p>\n",
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"excerpt": "State testing shows no sign that classroom air is polluted with a carcinogenic dry-cleaning solvent found in soil beneath the Richmond campus.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"https://www.kqed.org/news/tag/pollution\">carcinogenic dry-cleaning solvent\u003c/a> is not seeping into classrooms at John F. Kennedy High School in Richmond, state officials announced, clearing the way for the campus to begin a new school year on Tuesday as scheduled.\u003c/p>\n\n\n\n\u003cp>Had the air testing shown similar contamination to what was found in the soil, the school district \u003ca href=\"https://www.kqed.org/news/12094345/richmonds-kennedy-high-to-stay-closed-pending-test-for-toxic-chemical\">was prepared\u003c/a> to start the school year at Contra Costa College, the Craneway Pavilion or another district site.\u003c/p>\n\n\n\n\u003cp>The West Contra Costa Unified School District was notified on July 31 when tetrachloroethylene, a carcinogen commonly abbreviated as PCE, turned up in five of six soil-vapor samples drilled about 5 feet down on the east side of campus. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED.jpg\" alt=\"\" class=\"wp-image-12094386\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-03-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026, as school district officials await air-testing results from the California Department of Toxic Substances Control. The campus has been under construction since 2025. (Brian Krans/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Though now banned in California, \u003ca href=\"https://wwwn.cdc.gov/TSp/PHS/PHS.aspx?phsid=263&toxid=48\">PCE\u003c/a> was once commonly used in dry cleaning. California officials have linked the underground contamination at Kennedy High to a broader plume that includes the Miraflores housing development and the former location of a dry cleaning business that operated at nearby San Pablo Avenue from 1959 to 2015. \u003c/p>\n\n\n\n\u003cp>In March, the current and former owners of Omo’s Fabricare Dry Cleaners paid $100,800 to \u003ca href=\"https://dtsc.ca.gov/2026/03/26/dtsc-secures-more-than-100000-settlement-with-former-bay-area-dry-cleaner-for-cleanup-violations/\">settle\u003c/a> charges that they had failed to clean up the site.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When teachers learned the results of the air testing on Thursday morning, Principal David Luongo said the room broke into “loud cheers and excitement.”\u003c/p>\n\n\n\n\u003cp>Luongo said the campus opened Monday for anyone who wanted to walk through it, and that upperclassmen would show incoming freshmen around, making up for the fact that orientation had been moved off campus.\u003c/p>\n\n\n\n\n\n\u003cp>Marikka Hughes, a licensed geologist who runs the site mitigation and restoration program at the state Department of Toxic Substances Control, told an Aug. 13 town hall that the agency is “confident that there is no vapor intrusion at Kennedy High School based off of the samples and data that have been collected to date.” \u003c/p>\n\n\n\n\u003cp>Crews took indoor air, outdoor air and sub-slab samples, she said, and found almost nothing directly beneath the buildings, “which means that there is nothing to move from the ground into indoor spaces.”\u003c/p>\n\n\n\n\u003cp>There were two exceptions to those findings — in the kitchen and in the metal welding shop. In a letter to the district on Thursday, scientists for the state stated that the source of detected PCE is expected to be consumer products rather than the plume underground.\u003c/p>\n\n\n\n\u003cp>Hughes said the readings in both rooms fall below standards set by the state’s Division of Occupational Safety and Health, as well as the state’s commercial screening level.\u003c/p>\n\n\n\n\u003cp>Jeff Carter, the district’s interim associate superintendent of business services, said staff will inventory the chemicals stored in those rooms, “remove those consumer products that we believe are enhancing that level of PCE,” retest and then decide whether to reopen the spaces.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED.jpg\" alt=\"\" class=\"wp-image-12094385\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026. The campus has been under construction since 2025. (Brian Krans/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Hughes said the samples were collected under deliberately conservative conditions, with no ventilation running, and that the kitchen in particular needs to be sampled again “under typical working conditions.”\u003c/p>\n\n\n\n\u003cp>Dr. Gina Solomon, chief of occupational, environmental and climate medicine at UCSF, who was briefed by state investigators and has advised the district as a volunteer, said that she feels “extremely confident that the school is safe.” \u003c/p>\n\n\n\n\u003cp>If she were the parent of a Kennedy student, she said, “I would feel totally comfortable sending my child to that high school.” In the district’s news release, Solomon called the results “truly the best case scenario.”\u003c/p>\n\n\n\n\u003cp>Hughes said her office has not identified the source of the contamination, nor has it mapped how far the plume extends, and that cleanup options cannot be evaluated until those determinations are made. \u003c/p>\n\n\n\n\u003cp>Asked whether the state could simply dig the chemical out, she said that would be ideal but that the agency expects to be working on it “in the coming years.” A schedule for future testing at Kennedy has not been set. Carter said the district hopes to test again during a school break, when results can be compared across seasons.\u003c/p>\n\n\n\n\u003cp>Addressing the town hall on Thursday, a woman who said she lives directly across from the school, at the corner of 45th Street and Cutting Boulevard, said she watches construction crews dig, and that “the dirt blows into my house” while her children play in the backyard. She pressed for regular retesting and for assurances about the welding teacher, who spends the day in one of the two rooms where PCE was detected. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED.jpg\" alt=\"\" class=\"wp-image-12094387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260807-Kennedy-High-BK-04-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">The campus of John F. Kennedy High School in Richmond is closed on Aug. 7, 2026, as school district officials await air-testing results from the California Department of Toxic Substances Control. Soil samples detected the presence of PCE, a carcinogenic solvent that is used in dry cleaning. (Brian Krans/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Hughes said the western side of the campus on Burke Avenue was not sampled because the plume, as mapped, has not reached that far, and that her office has found no PCE in indoor air in nearby homes.\u003c/p>\n\n\n\n\u003cp>The Richmond Swim Center, closed alongside the school, will reopen and start moving programs back during the week of Aug. 24, said LaShonda White, the city’s deputy city manager for community services.\u003c/p>\n\n\n\n\u003cp>Carter, the associate superintendent, put the cost of testing so far at “somewhere north of $100,000,” covered by bond and general fund money, along with air purifiers for classrooms and offices. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>Superintendent Cheryl Cotton said the district’s involvement does not end Tuesday. “We would not bring our students back to a situation that was not safe,” she said. “We will continue to monitor the situation, so this is not the end of this process.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "as-sfusd-welcomes-back-students-officials-plan-to-revamp-enrollment-consider-closures",
"title": "As SFUSD Welcomes Back Students, Officials Plan to Revamp Enrollment, Consider Closures",
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"content": "\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco public schools \u003c/a>welcomed students back to school Monday morning, touting high teacher staffing and brand-new gains in literacy and math proficiency districtwide. \u003c/p>\n\n\n\n\u003cp>Jose Ortega Elementary School in Ingleside buzzed with excitement in the early morning fog, as hundreds of young students greeted classmates, found their new teachers on the blacktop, and taught new transitional kindergarteners the “Jose Bears Cheer” — complete with a deafening, and high-pitched, roar.\u003c/p>\n\n\n\n\u003cp>First graders Ellie, Genevieve and Olivia said they were most excited to be reunited with their friends — they waited for each other on the campus’s front steps before making their way to the playground for the morning circle.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">A student takes a picture on his first day of school at Jose Ortega Elementary School on Aug. 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Mom Kathryn Yu said the first day was exciting, but also nerve-wracking for parents. \u003c/p>\n\n\n\n\u003cp>“We see them growing up,” Yu said. “It has been a great summer.”\u003c/p>\n\n\n\n\u003cp>The first day festivities marked the beginning of what Superintendent Maria Su hopes will be a period of stability for SFUSD, after a tumultuous few years,, which saw a \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">botched school closure plan\u003c/a>, unexpected superintendent departure, \u003ca href=\"https://www.kqed.org/news/12072729/san-francisco-teachers-walk-out-in-first-strike-in-nearly-50-years\">historic teachers’ strike\u003c/a> and federal inquiries into \u003ca href=\"https://www.kqed.org/news/12086634/white-house-opens-probe-into-san-francisco-schools-over-gender-ideology\">progressive district curriculum and policies\u003c/a>. But \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> is still far from smooth sailing. \u003c/p>\n\n\n\n\u003cp>Ahead of the first day of classes, the school board laid the groundwork to begin tackling two long-awaited and controversial changes this school year: a new enrollment system to take effect in 2028, and an evaluation of the district’s school portfolio, which could include campus closures and mergers. \u003c/p>\n\n\n\n\n\n\u003cp>“We are building operations and systems that are really meeting the demands of our students, our families and our employees. We’re moving in the right direction,” Superintendent Maria Su said at the district’s first board meeting of the academic year earlier this month. “But we’re not there yet; we’ve got a lot of work to do.”\u003c/p>\n\n\n\n\u003cp>By April, Su is expected to deliver a proposal for a new student assignment method to finally replace the embattled “lottery,” which SFUSD introduced in 2011.\u003c/p>\n\n\n\n\u003cp>The current system, which allows families to seek a spot at any campus, was intended to reduce the number of racially isolated and underenrolled schools, according to \u003ca href=\"https://drive.google.com/file/d/1hfSeb1kMqU6yVS5FNN3-HC3PkSMKP6je/view\">district documents\u003c/a>. \u003c/p>\n\n\n\n\u003cp>Instead, it’s created long waitlists and padded PTA funds at some of the most successful SFUSD campuses, while others suffer from significant underenrollment and limited resources. \u003c/p>\n\n\n\n\u003cp>In 2018, board members first proposed an overhaul after finding that “SFUSD’s choice system has increased inequity and has not provided equitable access to a range of opportunities.” \u003c/p>\n\n\n\n\u003cp>Two years later, district leaders approved a zone-based assignment system focused on elementary schools, slated to go into effect in 2023. That was pushed back to 2026, and later, delayed indefinitely amid leadership upheaval and budget concerns.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">San Francisco Unified School District superintendent, Dr. Maria Su, speaks during Jose Ortega Elementary School’s first morning circle of the school year on Aug. 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Last fall, the school board instructed Su to \u003ca href=\"https://www.kqed.org/news/12064366/sf-school-board-set-to-make-maria-su-the-permanent-superintendent-for-city-schools\">pick back up the project\u003c/a> and introduce a new strategy by the spring, but not all parents and commissioners seem confident that district staff will deliver. \u003c/p>\n\n\n\n\u003cp>“It constantly is coming up and then nothing happens,” said Veronica Gray, who has a second grader at Jose Ortega and an eighth grader who’s been in SFUSD for years. “I’m just going to take it day by day.”\u003c/p>\n\n\n\n\u003cp>In the spring, several board members expressed frustration after Su delayed the school assignment proposal by another two years — announcing her intention to roll out a new system in 2028 — without their input. She also told the board the conversation around whether schools could close or merge would wait until after the enrollment overhaul — by 2030.\u003c/p>\n\n\n\n\u003cp>At their first meeting this fall, the board made it clear that deferring further won’t be an option. \u003c/p>\n\n\n\n\u003cp>“I’ll just name my discomfort … because the board had indicated a timeline of two years and we saw that pushed out to four years. I just don’t want a repeat of what had happened,” Commissioner Parag Gupta said, referring to the spring. “That would be frankly unacceptable.”\u003c/p>\n\n\n\n\u003cp>Su assured the board that her team was on track to recommend an assignment system in April, and told them that developing the new enrollment process will lead to a “a very organic process” on school consolidations.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Talya Huntley (left) hugs Jose Ortega Elementary School principal Paula Antram (right) while Shamir Caston waits for his first day of the school year to start on Aug. 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“As we start to decide how we are going to assign students to schools, we are going to very quickly see that perhaps there are some neighborhoods in our city that won’t have enough students for the number of schools we currently have in those neighborhoods,” she said. “We as a body will have to figure out what to do with that.”\u003c/p>\n\n\n\n\u003cp>That could mean changing how the district fills schools or uses its school buildings. \u003c/p>\n\n\n\n\u003cp>Su has repeatedly posited that some sites could be reconfigured for new language pathways — including a \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">forthcoming K-8 Mandarin Immersion program\u003c/a> — or \u003ca href=\"https://www.kqed.org/news/12085270/sfusd-to-open-new-special-education-program-for-students-with-extensive-needs\">expanded special education services\u003c/a>. \u003c/p>\n\n\n\n\u003cp>“We have committed to our community that number one, we are going to open a K-8 Mandarin school and number two, we will share with the community the temporary site of that school and then go through a community engagement process to identify the long-term site,” Su said. “That in and of itself is a portfolio change that is necessary and required.”\u003c/p>\n\n\n\n\u003cp>Since she took over the district in distress in the fall of 2024, Su focused primarily on balancing a $130 million budget deficit and settling multi-year contracts with the district’s labor partners.\u003c/p>\n\n\n\n\u003cp>Classrooms opening today have the highest rate of permanent teachers in years — with 96% of classrooms staffed — and students will be welcomed to a brand \u003ca href=\"https://www.kqed.org/news/12094176/im-ready-for-kindergarten-san-franciscos-mission-bay-gets-first-public-school-in-20-years\">new campus in Mission Bay\u003c/a>, the neighborhood’s first public school 25 years in the making.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1998\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg\" alt=\"\" class=\"wp-image-12095609\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\" />\u003cfigcaption class=\"wp-element-caption\">Students arrive at Jose Ortega Elementary School for the first day of their school year on August 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“We’re excited to get this year started,” said Justin Schnieder, whose daughter is now a second grader at Jose Ortega. “I feel confident that we’re going to go through the whole year without any strikes or closures, so that’s all I can say.”\u003c/p>\n\n\n\n\u003cp>Now, major structural changes will be Su’s next target. The school board has also set lofty student achievement benchmarks for 3rd grade literacy rates and 8th grade math proficiency, both of which have slipped across the state since the COVID-19 pandemic. \u003c/p>\n\n\n\n\u003cp>On Tuesday, Su said that new data from the end of last year showed a 2% increase in 3rd grade reading, and a nearly 4% increase in 8th grade math. That data hasn’t been publicly released yet. \u003c/p>\n\n\n\n\u003cp>“The board has set some very audacious goals for us to achieve,” Su said. “They are our North Star.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>The first day festivities marked the beginning of what Superintendent Maria Su hopes will be a period of stability for SFUSD, after a tumultuous few years,, which saw a \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">botched school closure plan\u003c/a>, unexpected superintendent departure, \u003ca href=\"https://www.kqed.org/news/12072729/san-francisco-teachers-walk-out-in-first-strike-in-nearly-50-years\">historic teachers’ strike\u003c/a> and federal inquiries into \u003ca href=\"https://www.kqed.org/news/12086634/white-house-opens-probe-into-san-francisco-schools-over-gender-ideology\">progressive district curriculum and policies\u003c/a>. But \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> is still far from smooth sailing. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Ahead of the first day of classes, the school board laid the groundwork to begin tackling two long-awaited and controversial changes this school year: a new enrollment system to take effect in 2028, and an evaluation of the district’s school portfolio, which could include campus closures and mergers. \u003c/p>\n",
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"\n\u003cp>Ahead of the first day of classes, the school board laid the groundwork to begin tackling two long-awaited and controversial changes this school year: a new enrollment system to take effect in 2028, and an evaluation of the district’s school portfolio, which could include campus closures and mergers. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“We are building operations and systems that are really meeting the demands of our students, our families and our employees. We’re moving in the right direction,” Superintendent Maria Su said at the district’s first board meeting of the academic year earlier this month. “But we’re not there yet; we’ve got a lot of work to do.”\u003c/p>\n",
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"\n\u003cp>“We are building operations and systems that are really meeting the demands of our students, our families and our employees. We’re moving in the right direction,” Superintendent Maria Su said at the district’s first board meeting of the academic year earlier this month. “But we’re not there yet; we’ve got a lot of work to do.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>By April, Su is expected to deliver a proposal for a new student assignment method to finally replace the embattled “lottery,” which SFUSD introduced in 2011.\u003c/p>\n",
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"\n\u003cp>By April, Su is expected to deliver a proposal for a new student assignment method to finally replace the embattled “lottery,” which SFUSD introduced in 2011.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The current system, which allows families to seek a spot at any campus, was intended to reduce the number of racially isolated and underenrolled schools, according to \u003ca href=\"https://drive.google.com/file/d/1hfSeb1kMqU6yVS5FNN3-HC3PkSMKP6je/view\">district documents\u003c/a>. \u003c/p>\n",
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"\n\u003cp>The current system, which allows families to seek a spot at any campus, was intended to reduce the number of racially isolated and underenrolled schools, according to \u003ca href=\"https://drive.google.com/file/d/1hfSeb1kMqU6yVS5FNN3-HC3PkSMKP6je/view\">district documents\u003c/a>. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Instead, it’s created long waitlists and padded PTA funds at some of the most successful SFUSD campuses, while others suffer from significant underenrollment and limited resources. \u003c/p>\n",
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"\n\u003cp>Instead, it’s created long waitlists and padded PTA funds at some of the most successful SFUSD campuses, while others suffer from significant underenrollment and limited resources. \u003c/p>\n"
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"innerHTML": "\n\u003cp>In 2018, board members first proposed an overhaul after finding that “SFUSD’s choice system has increased inequity and has not provided equitable access to a range of opportunities.” \u003c/p>\n",
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"\n\u003cp>In 2018, board members first proposed an overhaul after finding that “SFUSD’s choice system has increased inequity and has not provided equitable access to a range of opportunities.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>Two years later, district leaders approved a zone-based assignment system focused on elementary schools, slated to go into effect in 2023. That was pushed back to 2026, and later, delayed indefinitely amid leadership upheaval and budget concerns.\u003c/p>\n",
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"\n\u003cp>Two years later, district leaders approved a zone-based assignment system focused on elementary schools, slated to go into effect in 2023. That was pushed back to 2026, and later, delayed indefinitely amid leadership upheaval and budget concerns.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">San Francisco Unified School District superintendent, Dr. Maria Su, speaks during Jose Ortega Elementary School’s first morning circle of the school year on Aug. 17, 2026, in San Francisco.\u003ccite class=\"wp-inline-image-credit\"> (Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n",
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"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095566\"/>\u003cfigcaption class=\"wp-element-caption\">San Francisco Unified School District superintendent, Dr. Maria Su, speaks during Jose Ortega Elementary School’s first morning circle of the school year on Aug. 17, 2026, in San Francisco.\u003ccite class=\"wp-inline-image-credit\"> (Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>Last fall, the school board instructed Su to \u003ca href=\"https://www.kqed.org/news/12064366/sf-school-board-set-to-make-maria-su-the-permanent-superintendent-for-city-schools\">pick back up the project\u003c/a> and introduce a new strategy by the spring, but not all parents and commissioners seem confident that district staff will deliver. \u003c/p>\n",
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"\n\u003cp>Last fall, the school board instructed Su to \u003ca href=\"https://www.kqed.org/news/12064366/sf-school-board-set-to-make-maria-su-the-permanent-superintendent-for-city-schools\">pick back up the project\u003c/a> and introduce a new strategy by the spring, but not all parents and commissioners seem confident that district staff will deliver. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“It constantly is coming up and then nothing happens,” said Veronica Gray, who has a second grader at Jose Ortega and an eighth grader who’s been in SFUSD for years. “I’m just going to take it day by day.”\u003c/p>\n",
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"\n\u003cp>“It constantly is coming up and then nothing happens,” said Veronica Gray, who has a second grader at Jose Ortega and an eighth grader who’s been in SFUSD for years. “I’m just going to take it day by day.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>In the spring, several board members expressed frustration after Su delayed the school assignment proposal by another two years — announcing her intention to roll out a new system in 2028 — without their input. She also told the board the conversation around whether schools could close or merge would wait until after the enrollment overhaul — by 2030.\u003c/p>\n",
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"\n\u003cp>In the spring, several board members expressed frustration after Su delayed the school assignment proposal by another two years — announcing her intention to roll out a new system in 2028 — without their input. She also told the board the conversation around whether schools could close or merge would wait until after the enrollment overhaul — by 2030.\u003c/p>\n"
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"innerHTML": "\n\u003cp>At their first meeting this fall, the board made it clear that deferring further won’t be an option. \u003c/p>\n",
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"\n\u003cp>At their first meeting this fall, the board made it clear that deferring further won’t be an option. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“I’ll just name my discomfort … because the board had indicated a timeline of two years and we saw that pushed out to four years. I just don’t want a repeat of what had happened,” Commissioner Parag Gupta said, referring to the spring. “That would be frankly unacceptable.”\u003c/p>\n",
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"\n\u003cp>“I’ll just name my discomfort … because the board had indicated a timeline of two years and we saw that pushed out to four years. I just don’t want a repeat of what had happened,” Commissioner Parag Gupta said, referring to the spring. “That would be frankly unacceptable.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Su assured the board that her team was on track to recommend an assignment system in April, and told them that developing the new enrollment process will lead to a “a very organic process” on school consolidations.\u003c/p>\n",
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"\n\u003cp>Su assured the board that her team was on track to recommend an assignment system in April, and told them that developing the new enrollment process will lead to a “a very organic process” on school consolidations.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED-1536x1025.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">Talya Huntley (left) hugs Jose Ortega Elementary School principal Paula Antram (right) while Shamir Caston waits for his first day of the school year to start on Aug. 17, 2026, in San Francisco.\u003ccite class=\"wp-inline-image-credit\"> (Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n",
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"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095560\"/>\u003cfigcaption class=\"wp-element-caption\">Talya Huntley (left) hugs Jose Ortega Elementary School principal Paula Antram (right) while Shamir Caston waits for his first day of the school year to start on Aug. 17, 2026, in San Francisco.\u003ccite class=\"wp-inline-image-credit\"> (Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>“As we start to decide how we are going to assign students to schools, we are going to very quickly see that perhaps there are some neighborhoods in our city that won’t have enough students for the number of schools we currently have in those neighborhoods,” she said. “We as a body will have to figure out what to do with that.”\u003c/p>\n",
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"\n\u003cp>“As we start to decide how we are going to assign students to schools, we are going to very quickly see that perhaps there are some neighborhoods in our city that won’t have enough students for the number of schools we currently have in those neighborhoods,” she said. “We as a body will have to figure out what to do with that.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>That could mean changing how the district fills schools or uses its school buildings. \u003c/p>\n",
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"\n\u003cp>That could mean changing how the district fills schools or uses its school buildings. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Su has repeatedly posited that some sites could be reconfigured for new language pathways — including a \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">forthcoming K-8 Mandarin Immersion program\u003c/a> — or \u003ca href=\"https://www.kqed.org/news/12085270/sfusd-to-open-new-special-education-program-for-students-with-extensive-needs\">expanded special education services\u003c/a>. \u003c/p>\n",
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"\n\u003cp>Su has repeatedly posited that some sites could be reconfigured for new language pathways — including a \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">forthcoming K-8 Mandarin Immersion program\u003c/a> — or \u003ca href=\"https://www.kqed.org/news/12085270/sfusd-to-open-new-special-education-program-for-students-with-extensive-needs\">expanded special education services\u003c/a>. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“We have committed to our community that number one, we are going to open a K-8 Mandarin school and number two, we will share with the community the temporary site of that school and then go through a community engagement process to identify the long-term site,” Su said. “That in and of itself is a portfolio change that is necessary and required.”\u003c/p>\n",
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"\n\u003cp>“We have committed to our community that number one, we are going to open a K-8 Mandarin school and number two, we will share with the community the temporary site of that school and then go through a community engagement process to identify the long-term site,” Su said. “That in and of itself is a portfolio change that is necessary and required.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Since she took over the district in distress in the fall of 2024, Su focused primarily on balancing a $130 million budget deficit and settling multi-year contracts with the district’s labor partners.\u003c/p>\n",
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"\n\u003cp>Since she took over the district in distress in the fall of 2024, Su focused primarily on balancing a $130 million budget deficit and settling multi-year contracts with the district’s labor partners.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Classrooms opening today have the highest rate of permanent teachers in years — with 96% of classrooms staffed — and students will be welcomed to a brand \u003ca href=\"https://www.kqed.org/news/12094176/im-ready-for-kindergarten-san-franciscos-mission-bay-gets-first-public-school-in-20-years\">new campus in Mission Bay\u003c/a>, the neighborhood’s first public school 25 years in the making.\u003c/p>\n",
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"\n\u003cp>Classrooms opening today have the highest rate of permanent teachers in years — with 96% of classrooms staffed — and students will be welcomed to a brand \u003ca href=\"https://www.kqed.org/news/12094176/im-ready-for-kindergarten-san-franciscos-mission-bay-gets-first-public-school-in-20-years\">new campus in Mission Bay\u003c/a>, the neighborhood’s first public school 25 years in the making.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg\" alt=\"\" class=\"wp-image-12095609\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-1536x1025.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">Students arrive at Jose Ortega Elementary School for the first day of their school year on August 17, 2026, in San Francisco.\u003ccite class=\"wp-inline-image-credit\"> (Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n",
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"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg\" alt=\"\" class=\"wp-image-12095609\"/>\u003cfigcaption class=\"wp-element-caption\">Students arrive at Jose Ortega Elementary School for the first day of their school year on August 17, 2026, in San Francisco.\u003ccite class=\"wp-inline-image-credit\"> (Miles Cull/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>“We’re excited to get this year started,” said Justin Schnieder, whose daughter is now a second grader at Jose Ortega. “I feel confident that we’re going to go through the whole year without any strikes or closures, so that’s all I can say.”\u003c/p>\n",
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"\n\u003cp>“We’re excited to get this year started,” said Justin Schnieder, whose daughter is now a second grader at Jose Ortega. “I feel confident that we’re going to go through the whole year without any strikes or closures, so that’s all I can say.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Now, major structural changes will be Su’s next target. The school board has also set lofty student achievement benchmarks for 3rd grade literacy rates and 8th grade math proficiency, both of which have slipped across the state since the COVID-19 pandemic. \u003c/p>\n",
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"\n\u003cp>Now, major structural changes will be Su’s next target. The school board has also set lofty student achievement benchmarks for 3rd grade literacy rates and 8th grade math proficiency, both of which have slipped across the state since the COVID-19 pandemic. \u003c/p>\n"
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"innerHTML": "\n\u003cp>On Tuesday, Su said that new data from the end of last year showed a 2% increase in 3rd grade reading, and a nearly 4% increase in 8th grade math. That data hasn’t been publicly released yet. \u003c/p>\n",
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"\n\u003cp>On Tuesday, Su said that new data from the end of last year showed a 2% increase in 3rd grade reading, and a nearly 4% increase in 8th grade math. That data hasn’t been publicly released yet. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“The board has set some very audacious goals for us to achieve,” Su said. “They are our North Star.”\u003c/p>\n",
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"excerpt": "Superintendent Maria Su must present a new school assignment system by April; she told the Board of Education that school consolidations could follow.",
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"title": "As SFUSD Welcomes Back Students, Officials Plan to Revamp Enrollment, Consider Closures | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco public schools \u003c/a>welcomed students back to school Monday morning, touting high teacher staffing and brand-new gains in literacy and math proficiency districtwide. \u003c/p>\n\n\n\n\u003cp>Jose Ortega Elementary School in Ingleside buzzed with excitement in the early morning fog, as hundreds of young students greeted classmates, found their new teachers on the blacktop, and taught new transitional kindergarteners the “Jose Bears Cheer” — complete with a deafening, and high-pitched, roar.\u003c/p>\n\n\n\n\u003cp>First graders Ellie, Genevieve and Olivia said they were most excited to be reunited with their friends — they waited for each other on the campus’s front steps before making their way to the playground for the morning circle.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-03-MC-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">A student takes a picture on his first day of school at Jose Ortega Elementary School on Aug. 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Mom Kathryn Yu said the first day was exciting, but also nerve-wracking for parents. \u003c/p>\n\n\n\n\u003cp>“We see them growing up,” Yu said. “It has been a great summer.”\u003c/p>\n\n\n\n\u003cp>The first day festivities marked the beginning of what Superintendent Maria Su hopes will be a period of stability for SFUSD, after a tumultuous few years,, which saw a \u003ca href=\"https://www.kqed.org/news/12010008/sf-schools-crisis-is-spiraling-with-top-official-to-resign-heres-all-thats-happened\">botched school closure plan\u003c/a>, unexpected superintendent departure, \u003ca href=\"https://www.kqed.org/news/12072729/san-francisco-teachers-walk-out-in-first-strike-in-nearly-50-years\">historic teachers’ strike\u003c/a> and federal inquiries into \u003ca href=\"https://www.kqed.org/news/12086634/white-house-opens-probe-into-san-francisco-schools-over-gender-ideology\">progressive district curriculum and policies\u003c/a>. But \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> is still far from smooth sailing. \u003c/p>\n\n\n\n\u003cp>Ahead of the first day of classes, the school board laid the groundwork to begin tackling two long-awaited and controversial changes this school year: a new enrollment system to take effect in 2028, and an evaluation of the district’s school portfolio, which could include campus closures and mergers. \u003c/p>\n\n\n\n\n\n\u003cp>“We are building operations and systems that are really meeting the demands of our students, our families and our employees. We’re moving in the right direction,” Superintendent Maria Su said at the district’s first board meeting of the academic year earlier this month. “But we’re not there yet; we’ve got a lot of work to do.”\u003c/p>\n\n\n\n\u003cp>By April, Su is expected to deliver a proposal for a new student assignment method to finally replace the embattled “lottery,” which SFUSD introduced in 2011.\u003c/p>\n\n\n\n\u003cp>The current system, which allows families to seek a spot at any campus, was intended to reduce the number of racially isolated and underenrolled schools, according to \u003ca href=\"https://drive.google.com/file/d/1hfSeb1kMqU6yVS5FNN3-HC3PkSMKP6je/view\">district documents\u003c/a>. \u003c/p>\n\n\n\n\u003cp>Instead, it’s created long waitlists and padded PTA funds at some of the most successful SFUSD campuses, while others suffer from significant underenrollment and limited resources. \u003c/p>\n\n\n\n\u003cp>In 2018, board members first proposed an overhaul after finding that “SFUSD’s choice system has increased inequity and has not provided equitable access to a range of opportunities.” \u003c/p>\n\n\n\n\u003cp>Two years later, district leaders approved a zone-based assignment system focused on elementary schools, slated to go into effect in 2023. That was pushed back to 2026, and later, delayed indefinitely amid leadership upheaval and budget concerns.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-14-MC-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">San Francisco Unified School District superintendent, Dr. Maria Su, speaks during Jose Ortega Elementary School’s first morning circle of the school year on Aug. 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Last fall, the school board instructed Su to \u003ca href=\"https://www.kqed.org/news/12064366/sf-school-board-set-to-make-maria-su-the-permanent-superintendent-for-city-schools\">pick back up the project\u003c/a> and introduce a new strategy by the spring, but not all parents and commissioners seem confident that district staff will deliver. \u003c/p>\n\n\n\n\u003cp>“It constantly is coming up and then nothing happens,” said Veronica Gray, who has a second grader at Jose Ortega and an eighth grader who’s been in SFUSD for years. “I’m just going to take it day by day.”\u003c/p>\n\n\n\n\u003cp>In the spring, several board members expressed frustration after Su delayed the school assignment proposal by another two years — announcing her intention to roll out a new system in 2028 — without their input. She also told the board the conversation around whether schools could close or merge would wait until after the enrollment overhaul — by 2030.\u003c/p>\n\n\n\n\u003cp>At their first meeting this fall, the board made it clear that deferring further won’t be an option. \u003c/p>\n\n\n\n\u003cp>“I’ll just name my discomfort … because the board had indicated a timeline of two years and we saw that pushed out to four years. I just don’t want a repeat of what had happened,” Commissioner Parag Gupta said, referring to the spring. “That would be frankly unacceptable.”\u003c/p>\n\n\n\n\u003cp>Su assured the board that her team was on track to recommend an assignment system in April, and told them that developing the new enrollment process will lead to a “a very organic process” on school consolidations.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1334\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED.jpg\" alt=\"\" class=\"wp-image-12095560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFIRSTDAY-04-MC-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\" />\u003cfigcaption class=\"wp-element-caption\">Talya Huntley (left) hugs Jose Ortega Elementary School principal Paula Antram (right) while Shamir Caston waits for his first day of the school year to start on Aug. 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“As we start to decide how we are going to assign students to schools, we are going to very quickly see that perhaps there are some neighborhoods in our city that won’t have enough students for the number of schools we currently have in those neighborhoods,” she said. “We as a body will have to figure out what to do with that.”\u003c/p>\n\n\n\n\u003cp>That could mean changing how the district fills schools or uses its school buildings. \u003c/p>\n\n\n\n\u003cp>Su has repeatedly posited that some sites could be reconfigured for new language pathways — including a \u003ca href=\"https://www.kqed.org/news/12048313/san-francisco-unified-plans-new-mandarin-immersion-school-amid-charter-push\">forthcoming K-8 Mandarin Immersion program\u003c/a> — or \u003ca href=\"https://www.kqed.org/news/12085270/sfusd-to-open-new-special-education-program-for-students-with-extensive-needs\">expanded special education services\u003c/a>. \u003c/p>\n\n\n\n\u003cp>“We have committed to our community that number one, we are going to open a K-8 Mandarin school and number two, we will share with the community the temporary site of that school and then go through a community engagement process to identify the long-term site,” Su said. “That in and of itself is a portfolio change that is necessary and required.”\u003c/p>\n\n\n\n\u003cp>Since she took over the district in distress in the fall of 2024, Su focused primarily on balancing a $130 million budget deficit and settling multi-year contracts with the district’s labor partners.\u003c/p>\n\n\n\n\u003cp>Classrooms opening today have the highest rate of permanent teachers in years — with 96% of classrooms staffed — and students will be welcomed to a brand \u003ca href=\"https://www.kqed.org/news/12094176/im-ready-for-kindergarten-san-franciscos-mission-bay-gets-first-public-school-in-20-years\">new campus in Mission Bay\u003c/a>, the neighborhood’s first public school 25 years in the making.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1998\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg\" alt=\"\" class=\"wp-image-12095609\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/081726-SFUSDFirstDay-20-MC_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\" />\u003cfigcaption class=\"wp-element-caption\">Students arrive at Jose Ortega Elementary School for the first day of their school year on August 17, 2026, in San Francisco. (Miles Cull/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“We’re excited to get this year started,” said Justin Schnieder, whose daughter is now a second grader at Jose Ortega. “I feel confident that we’re going to go through the whole year without any strikes or closures, so that’s all I can say.”\u003c/p>\n\n\n\n\u003cp>Now, major structural changes will be Su’s next target. The school board has also set lofty student achievement benchmarks for 3rd grade literacy rates and 8th grade math proficiency, both of which have slipped across the state since the COVID-19 pandemic. \u003c/p>\n\n\n\n\u003cp>On Tuesday, Su said that new data from the end of last year showed a 2% increase in 3rd grade reading, and a nearly 4% increase in 8th grade math. That data hasn’t been publicly released yet. \u003c/p>\n\n\n\n\u003cp>“The board has set some very audacious goals for us to achieve,” Su said. “They are our North Star.”\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "san-francisco-child-care-free-elfa-discount-subsidies-how-to-apply-who-qualifies",
"title": "San Francisco Is Expanding Access to Free or Discounted Childcare. How Do Families Sign Up?",
"publishDate": 1786964400,
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"headTitle": "San Francisco Is Expanding Access to Free or Discounted Childcare. How Do Families Sign Up? | KQED",
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"content": "\u003cp>\u003cem>This story is part of How We Get By, a KQED series exploring how people are coping with rising costs in the Bay Area and California. Find the \u003c/em>\u003ca href=\"https://www.kqed.org/affordability\">\u003cem>full series here\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003c/p>\n\n\n\n\u003cp>San Francisco is \u003ca href=\"https://www.kqed.org/news/12069711/san-francisco-expands-child-care-subsidies-to-tackle-affordability-issues\">widening access to early childhood education\u003c/a> and care for children from birth to 5 years old — by offering families financial aid.\u003c/p>\n\n\n\n\u003cp>A few years ago, the city began \u003ca href=\"https://www.kqed.org/news/11948690/business-tax-provides-crucial-funding-for-early-childhood-education-and-care-in-san-francisco\">using revenue from a local business tax\u003c/a>, plus state and federal dollars, to fund free childcare and preschool for families with low and moderate incomes. Starting this summer, higher-income families can apply for a 50% tuition discount.\u003c/p>\n\n\n\n\u003cp>The expansion is expected to take some financial pressure off young families in the city as they grapple with the \u003ca href=\"https://tootris.com/edu/blog/parents/cost-of-child-care-in-california-by-city-age-and-type-of-care-provider/\">highest childcare costs in California\u003c/a>.\u003c/p>\n\n\n\n\u003cp>But there’s a catch: financial aid is only available to families who enroll in any of the approximately 560 early learning programs participating in the city’s \u003ca href=\"https://www.sf.gov/early-learning-for-all\">Early Learning For All, also known as ELFA,\u003c/a> network. \u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here’s what San Francisco families need to know about the system and how they can sign up. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Who qualifies for San Francisco’s financial aid for childcare?\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Free tuition\u003c/h3>\n\n\n\n\u003cp>Free tuition is available for families who live in San Francisco and earn up to\u003cstrong> \u003c/strong>110% of the Area Median Income, or AMI. That means a single parent with a child, who makes up to $142,650 per year — or a couple with one child earning $160,500 per year — would qualify for free tuition.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Full tuition credit\u003c/h3>\n\n\n\n\u003cp>Families earning between 111% and 150% of the AMI (that’s up to $194,550 for a family of two, and up to $218,850 for a family of three) can get full tuition credit to pay for \u003cem>most \u003c/em>of the cost of childcare or preschool. The subsidy goes directly to the provider, but families might need to cover a co-pay and any extra hours of care.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed.jpg\" alt=\"\" class=\"wp-image-12076653\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Lyuba Shkolnik teaches children how to bake muffins at her in-home childcare business called Daycare Bumblebee in San Francisco on Jan. 30, 2026. (Tâm Vũ/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>The San Francisco Department of Early Childhood, a branch of the city’s government, sets the rates it will reimburse to providers in the ELFA network. \u003ca href=\"https://media.api.sf.gov/documents/Early_Learning_For_All_Rates_FY_26-27_uwckwsW.pdf\">For the 2026-27 fiscal year\u003c/a>, which began July 1, families can save the following amounts in childcare per month for each child in these age categories:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>Infants (0 to 24 months): $3,027 per month\u003c/li>\n\n\n\n\u003cli>Toddlers (24 to 36 months): $2,306 per month\u003c/li>\n\n\n\n\u003cli>Preschoolers (3 to 5 years): $2,115 per month\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch3 class=\"wp-block-heading\">50% tuition discount\u003c/h3>\n\n\n\n\u003cp>Families earning between 151% and 200% of the AMI (that’s up to $259,400 for a family of two, and up to $291,800 for a family of three) can apply for 50% off the reimbursement rates — but they must pay the rest of the tuition costs set by the provider and any extra hours of care or fees. Here’s how much families can save in childcare per month for children in these age categories:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli> Infants (0 to 24 months): $1,514 per month\u003c/li>\n\n\n\n\u003cli>Toddlers (24 to 36 months): $1,153 per month\u003c/li>\n\n\n\n\u003cli>Preschoolers (3 to 5 years): $1,058 per month\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How is income eligibility determined?\u003c/h2>\n\n\n\n\u003cp>The AMI is based on gross income, which is the amount you earn \u003cem>before \u003c/em>any taxes or other deductions are taken out of your paycheck. Families can submit tax documents from the previous year or their most recent pay stubs. Eligibility is determined based on the documentation provided and \u003ca href=\"https://www.sf.gov/eligibility-for-free-or-low-cost-preschool-and-child-care\">the family’s household size\u003c/a>, said Jonathan Rubinsky, a spokesman for the Department of Early Childhood.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How do I sign up for San Francisco childcare subsidies?\u003c/h2>\n\n\n\n\u003cp>You can sign up yourself on the \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service\">Department of Early Childhood’s online portal\u003c/a> — or you can contact these \u003ca href=\"https://www.sf.gov/early-learning-for-all\">three Childcare Resource and Referral agencies \u003c/a>who can help you apply. \u003c/p>\n\n\n\n\u003cp>You can also contact a preschool or childcare program in the ELFA network and their staff will help you apply for the subsidy.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How do I choose among the hundreds of childcare programs and preschools in the ELFA network? \u003c/h2>\n\n\n\n\u003cp>Families can browse through a \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service/search/list?near=San%20Francisco,%20CA\">centralized list\u003c/a> of childcare and preschool programs in the ELFA network to learn about their locations, hours, prices, available spaces and educational approaches, such as immersing children in specific languages or in a Montessori or play-based curriculum. \u003c/p>\n\n\n\n\u003cp>You can also click on the provider’s state license number to look up details of their health and safety records, state regulators’ inspections of their facilities, and any citations or complaints they received. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1920\" height=\"1280\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut.jpg\" alt=\"A woman with long, black braids and a brown hoodie plays with a baby in a sunhat in the backyard on a sunny day.\" class=\"wp-image-11957186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-element-caption\">A little over 50% of family childcare providers in California are 50 years old or older, yet less than a quarter of them have any retirement savings, according to research from the Center for the Study of Child Care Employment at UC Berkeley. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Programs based in the provider’s home and licensed to serve up to 14 children are categorized as “Family Child Care.” Larger programs with multiple classrooms and staff are categorized as “centers.” Some families prefer a home environment for their children, while others prefer larger centers — and you can request a tour of the facility to inform your decision. \u003c/p>\n\n\n\n\u003cp>Parents of 4-year-olds can also opt for a school-based program called \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a>. The pre-kindergarten program is taught at San Francisco Unified School District elementary schools or early education centers.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">I really want to enroll my child in a certain program, but they don’t have any openings. What can I do?\u003c/h2>\n\n\n\n\u003cp>Some childcare homes or centers have waitlists because the demand for a space in their program is driven by parental choice, according to Meenoo Yashar, deputy director of early learning at the city’s Department of Early Childhood. \u003c/p>\n\n\n\n\u003cp>She said parents can contact the provider to find out when they might have an opening and get on their waitlist. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">What’s the quality of these programs?\u003c/h2>\n\n\n\n\u003cp>All of these programs meet the state’s minimum health and safety standards for licensed centers and family childcare homes. These include:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>Passing staff background checks\u003c/li>\n\n\n\n\u003cli>Receiving staff training in pediatric CPR and First Aid\u003c/li>\n\n\n\n\u003cli>Maintaining specific staff-to-child ratios\u003c/li>\n\n\n\n\u003cli>Ensuring safe indoor and outdoor physical space\u003c/li>\n\u003c/ul>\n\n\n\n\u003cp>To join the Early Learning For All network, they also must meet the Department of Early Childhood’s \u003ca href=\"https://provider.sfdec.org/wp-content/uploads/Quality-Standard_Updated_6_8_26_ENG.pdf\">quality standards\u003c/a>, which are higher than state and federal requirements, according to an \u003ca href=\"https://learningpolicyinstitute.org/product/ca-upk-mixed-delivery-systems-report\">analysis by the Learning Policy Institute\u003c/a>. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" class=\"wp-image-12076655\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to childcare by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. (Tâm Vũ/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Yashar said those expectations include providing a “welcoming, culturally responsive environment” to parents, where there are multiple communication channels to tell them what’s going on in the classroom and how their children are developing.\u003c/p>\n\n\n\n\u003cp>Yashar said members must also provide a “rich learning environment with lots of opportunities for children to do exploratory play.” That means early educators are providing a variety of hands-on learning materials, and they’re also interacting meaningfully with children. \u003c/p>\n\n\n\n\u003cp>To join ELFA, educators get assessed on the way they engage with children, Yashar said. “Are they asking open-ended questions? Are there opportunities where children are talking to each other, or are they just being talked to?” she said. “We’re looking to see, are the teachers also helping the children understand what’s going to happen in their day?”\u003c/p>\n\n\n\n\n\n\u003cp>Providers in the ELFA network must also provide data regularly to the Department of Early Childhood. In return, they receive wage supplements for the teaching staff and funding to improve their facilities, including outdoor play areas. Teachers also receive professional development, coaching and access to mental health consultants. \u003c/p>\n\n\n\n\u003cp>The department also covers tuition for educators who want to complete their degrees in early childhood education at local colleges. \u003c/p>\n\n\n\n\u003cp>“This work has to do with optimizing brain development during a critical time, and so we want our educators to have access to higher education and understand the latest research and methodology for working with young kids,” Yashar said.\u003c/p>\n\n\n\n\u003cp>Higher pay has helped stabilize staffing in a sector plagued by workplace burnout due to low wages and lack of support and benefits. Last year, a study by \u003ca href=\"https://cscce.berkeley.edu/wp-content/uploads/2025/10/state-of-ece-san-francisco-2025-updated-jan2026.pdf\">UC Berkeley’s Center for the Study of Child Care Employment\u003c/a> found that the turnover rate for teachers and assistant teachers in San Francisco was 17%, which is 23% to 35% lower than in other places in California.\u003c/p>\n\n\n\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If you’re getting better paid, hopefully you’re going to stay in your job,” Yashar said. A stable staff is a marker of quality, she said, because it allows children to strengthen relationships with their educator. \u003c/p>\n\n",
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"innerHTML": "\n\u003cp>\u003cem>This story is part of How We Get By, a KQED series exploring how people are coping with rising costs in the Bay Area and California. Find the \u003c/em>\u003ca href=\"https://www.kqed.org/affordability\">\u003cem>full series here\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003c/p>\n",
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"\n\u003cp>\u003cem>This story is part of How We Get By, a KQED series exploring how people are coping with rising costs in the Bay Area and California. Find the \u003c/em>\u003ca href=\"https://www.kqed.org/affordability\">\u003cem>full series here\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003c/p>\n"
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"innerHTML": "\n\u003cp>San Francisco is \u003ca href=\"https://www.kqed.org/news/12069711/san-francisco-expands-child-care-subsidies-to-tackle-affordability-issues\">widening access to early childhood education\u003c/a> and care for children from birth to 5 years old — by offering families financial aid.\u003c/p>\n",
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"\n\u003cp>San Francisco is \u003ca href=\"https://www.kqed.org/news/12069711/san-francisco-expands-child-care-subsidies-to-tackle-affordability-issues\">widening access to early childhood education\u003c/a> and care for children from birth to 5 years old — by offering families financial aid.\u003c/p>\n"
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"innerHTML": "\n\u003cp>A few years ago, the city began \u003ca href=\"https://www.kqed.org/news/11948690/business-tax-provides-crucial-funding-for-early-childhood-education-and-care-in-san-francisco\">using revenue from a local business tax\u003c/a>, plus state and federal dollars, to fund free childcare and preschool for families with low and moderate incomes. Starting this summer, higher-income families can apply for a 50% tuition discount.\u003c/p>\n",
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"\n\u003cp>A few years ago, the city began \u003ca href=\"https://www.kqed.org/news/11948690/business-tax-provides-crucial-funding-for-early-childhood-education-and-care-in-san-francisco\">using revenue from a local business tax\u003c/a>, plus state and federal dollars, to fund free childcare and preschool for families with low and moderate incomes. Starting this summer, higher-income families can apply for a 50% tuition discount.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The expansion is expected to take some financial pressure off young families in the city as they grapple with the \u003ca href=\"https://tootris.com/edu/blog/parents/cost-of-child-care-in-california-by-city-age-and-type-of-care-provider/\">highest childcare costs in California\u003c/a>.\u003c/p>\n",
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"\n\u003cp>The expansion is expected to take some financial pressure off young families in the city as they grapple with the \u003ca href=\"https://tootris.com/edu/blog/parents/cost-of-child-care-in-california-by-city-age-and-type-of-care-provider/\">highest childcare costs in California\u003c/a>.\u003c/p>\n"
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"innerHTML": "\n\u003cp>But there’s a catch: financial aid is only available to families who enroll in any of the approximately 560 early learning programs participating in the city’s \u003ca href=\"https://www.sf.gov/early-learning-for-all\">Early Learning For All, also known as ELFA,\u003c/a> network. \u003c/p>\n",
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"\n\u003cp>But there’s a catch: financial aid is only available to families who enroll in any of the approximately 560 early learning programs participating in the city’s \u003ca href=\"https://www.sf.gov/early-learning-for-all\">Early Learning For All, also known as ELFA,\u003c/a> network. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Here’s what San Francisco families need to know about the system and how they can sign up. \u003c/p>\n",
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"text": "Who qualifies for San Francisco’s financial aid for childcare?",
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"innerHTML": "\n\u003cp>Free tuition is available for families who live in San Francisco and earn up to\u003cstrong> \u003c/strong>110% of the Area Median Income, or AMI. That means a single parent with a child, who makes up to $142,650 per year — or a couple with one child earning $160,500 per year — would qualify for free tuition.\u003c/p>\n",
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"\n\u003cp>Free tuition is available for families who live in San Francisco and earn up to\u003cstrong> \u003c/strong>110% of the Area Median Income, or AMI. That means a single parent with a child, who makes up to $142,650 per year — or a couple with one child earning $160,500 per year — would qualify for free tuition.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Families earning between 111% and 150% of the AMI (that’s up to $194,550 for a family of two, and up to $218,850 for a family of three) can get full tuition credit to pay for \u003cem>most \u003c/em>of the cost of childcare or preschool. The subsidy goes directly to the provider, but families might need to cover a co-pay and any extra hours of care.\u003c/p>\n",
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"\n\u003cp>Families earning between 111% and 150% of the AMI (that’s up to $194,550 for a family of two, and up to $218,850 for a family of three) can get full tuition credit to pay for \u003cem>most \u003c/em>of the cost of childcare or preschool. The subsidy goes directly to the provider, but families might need to cover a co-pay and any extra hours of care.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed.jpg\" alt=\"\" class=\"wp-image-12076653\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">Lyuba Shkolnik teaches children how to bake muffins at her in-home childcare business called Daycare Bumblebee in San Francisco on Jan. 30, 2026. \u003c/figcaption>\u003c/figure>\n",
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"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed.jpg\" alt=\"\" class=\"wp-image-12076653\" />\u003cfigcaption class=\"wp-element-caption\">Lyuba Shkolnik teaches children how to bake muffins at her in-home childcare business called Daycare Bumblebee in San Francisco on Jan. 30, 2026. \u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>The San Francisco Department of Early Childhood, a branch of the city’s government, sets the rates it will reimburse to providers in the ELFA network. \u003ca href=\"https://media.api.sf.gov/documents/Early_Learning_For_All_Rates_FY_26-27_uwckwsW.pdf\">For the 2026-27 fiscal year\u003c/a>, which began July 1, families can save the following amounts in childcare per month for each child in these age categories:\u003c/p>\n",
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"\n\u003cp>The San Francisco Department of Early Childhood, a branch of the city’s government, sets the rates it will reimburse to providers in the ELFA network. \u003ca href=\"https://media.api.sf.gov/documents/Early_Learning_For_All_Rates_FY_26-27_uwckwsW.pdf\">For the 2026-27 fiscal year\u003c/a>, which began July 1, families can save the following amounts in childcare per month for each child in these age categories:\u003c/p>\n"
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"Infants (0 to 24 months): $3,027 per month",
"Toddlers (24 to 36 months): $2,306 per month",
"Preschoolers (3 to 5 years): $2,115 per month"
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"innerHTML": "\n\u003cli>Infants (0 to 24 months): $3,027 per month\u003c/li>\n",
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"innerHTML": "\n\u003cli>Toddlers (24 to 36 months): $2,306 per month\u003c/li>\n",
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"innerHTML": "\n\u003cli>Preschoolers (3 to 5 years): $2,115 per month\u003c/li>\n",
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">50% tuition discount\u003c/h3>\n",
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"innerHTML": "\n\u003cp>Families earning between 151% and 200% of the AMI (that’s up to $259,400 for a family of two, and up to $291,800 for a family of three) can apply for 50% off the reimbursement rates — but they must pay the rest of the tuition costs set by the provider and any extra hours of care or fees. Here’s how much families can save in childcare per month for children in these age categories:\u003c/p>\n",
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"\n\u003cp>Families earning between 151% and 200% of the AMI (that’s up to $259,400 for a family of two, and up to $291,800 for a family of three) can apply for 50% off the reimbursement rates — but they must pay the rest of the tuition costs set by the provider and any extra hours of care or fees. Here’s how much families can save in childcare per month for children in these age categories:\u003c/p>\n"
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"innerHTML": "\n\u003cli> Infants (0 to 24 months): $1,514 per month\u003c/li>\n",
"innerContent": [
"\n\u003cli> Infants (0 to 24 months): $1,514 per month\u003c/li>\n"
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"innerHTML": "\n\u003cli>Toddlers (24 to 36 months): $1,153 per month\u003c/li>\n",
"innerContent": [
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"innerHTML": "\n\u003cli>Preschoolers (3 to 5 years): $1,058 per month\u003c/li>\n",
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"blockName": "core/heading",
"attrs": {
"text": "How is income eligibility determined?",
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"innerHTML": "\n\u003ch2 class=\"wp-block-heading\">How is income eligibility determined?\u003c/h2>\n",
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"innerHTML": "\n\u003cp>The AMI is based on gross income, which is the amount you earn \u003cem>before \u003c/em>any taxes or other deductions are taken out of your paycheck. Families can submit tax documents from the previous year or their most recent pay stubs. Eligibility is determined based on the documentation provided and \u003ca href=\"https://www.sf.gov/eligibility-for-free-or-low-cost-preschool-and-child-care\">the family’s household size\u003c/a>, said Jonathan Rubinsky, a spokesman for the Department of Early Childhood.\u003c/p>\n",
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"\n\u003cp>The AMI is based on gross income, which is the amount you earn \u003cem>before \u003c/em>any taxes or other deductions are taken out of your paycheck. Families can submit tax documents from the previous year or their most recent pay stubs. Eligibility is determined based on the documentation provided and \u003ca href=\"https://www.sf.gov/eligibility-for-free-or-low-cost-preschool-and-child-care\">the family’s household size\u003c/a>, said Jonathan Rubinsky, a spokesman for the Department of Early Childhood.\u003c/p>\n"
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"blockName": "core/heading",
"attrs": {
"text": "How do I sign up for San Francisco childcare subsidies?",
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"innerHTML": "\n\u003ch2 class=\"wp-block-heading\">How do I sign up for San Francisco childcare subsidies?\u003c/h2>\n",
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"innerHTML": "\n\u003cp>You can sign up yourself on the \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service\">Department of Early Childhood’s online portal\u003c/a> — or you can contact these \u003ca href=\"https://www.sf.gov/early-learning-for-all\">three Childcare Resource and Referral agencies \u003c/a>who can help you apply. \u003c/p>\n",
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"\n\u003cp>You can sign up yourself on the \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service\">Department of Early Childhood’s online portal\u003c/a> — or you can contact these \u003ca href=\"https://www.sf.gov/early-learning-for-all\">three Childcare Resource and Referral agencies \u003c/a>who can help you apply. \u003c/p>\n"
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"innerHTML": "\n\u003cp>You can also contact a preschool or childcare program in the ELFA network and their staff will help you apply for the subsidy.\u003c/p>\n",
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"blockName": "core/heading",
"attrs": {
"text": "How do I choose among the hundreds of childcare programs and preschools in the ELFA network? ",
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"innerHTML": "\n\u003ch2 class=\"wp-block-heading\">How do I choose among the hundreds of childcare programs and preschools in the ELFA network? \u003c/h2>\n",
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"innerHTML": "\n\u003cp>Families can browse through a \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service/search/list?near=San%20Francisco,%20CA\">centralized list\u003c/a> of childcare and preschool programs in the ELFA network to learn about their locations, hours, prices, available spaces and educational approaches, such as immersing children in specific languages or in a Montessori or play-based curriculum. \u003c/p>\n",
"innerContent": [
"\n\u003cp>Families can browse through a \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service/search/list?near=San%20Francisco,%20CA\">centralized list\u003c/a> of childcare and preschool programs in the ELFA network to learn about their locations, hours, prices, available spaces and educational approaches, such as immersing children in specific languages or in a Montessori or play-based curriculum. \u003c/p>\n"
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"innerHTML": "\n\u003cp>You can also click on the provider’s state license number to look up details of their health and safety records, state regulators’ inspections of their facilities, and any citations or complaints they received. \u003c/p>\n",
"innerContent": [
"\n\u003cp>You can also click on the provider’s state license number to look up details of their health and safety records, state regulators’ inspections of their facilities, and any citations or complaints they received. \u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut.jpg\" alt=\"A woman with long, black braids and a brown hoodie plays with a baby in a sunhat in the backyard on a sunny day.\" class=\"wp-image-11957186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">A little over 50% of family childcare providers in California are 50 years old or older, yet less than a quarter of them have any retirement savings, according to research from the Center for the Study of Child Care Employment at UC Berkeley.\u003c/figcaption>\u003c/figure>\n",
"innerContent": [
"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut.jpg\" alt=\"A woman with long, black braids and a brown hoodie plays with a baby in a sunhat in the backyard on a sunny day.\" class=\"wp-image-11957186\" />\u003cfigcaption class=\"wp-element-caption\">A little over 50% of family childcare providers in California are 50 years old or older, yet less than a quarter of them have any retirement savings, according to research from the Center for the Study of Child Care Employment at UC Berkeley.\u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>Programs based in the provider’s home and licensed to serve up to 14 children are categorized as “Family Child Care.” Larger programs with multiple classrooms and staff are categorized as “centers.” Some families prefer a home environment for their children, while others prefer larger centers — and you can request a tour of the facility to inform your decision. \u003c/p>\n",
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"\n\u003cp>Programs based in the provider’s home and licensed to serve up to 14 children are categorized as “Family Child Care.” Larger programs with multiple classrooms and staff are categorized as “centers.” Some families prefer a home environment for their children, while others prefer larger centers — and you can request a tour of the facility to inform your decision. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Parents of 4-year-olds can also opt for a school-based program called \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a>. The pre-kindergarten program is taught at San Francisco Unified School District elementary schools or early education centers.\u003c/p>\n",
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"\n\u003cp>Parents of 4-year-olds can also opt for a school-based program called \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a>. The pre-kindergarten program is taught at San Francisco Unified School District elementary schools or early education centers.\u003c/p>\n"
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"blockName": "core/heading",
"attrs": {
"text": "I really want to enroll my child in a certain program, but they don’t have any openings. What can I do?",
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"innerHTML": "\n\u003cp>Some childcare homes or centers have waitlists because the demand for a space in their program is driven by parental choice, according to Meenoo Yashar, deputy director of early learning at the city’s Department of Early Childhood. \u003c/p>\n",
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"innerHTML": "\n\u003cp>She said parents can contact the provider to find out when they might have an opening and get on their waitlist. \u003c/p>\n",
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"attrs": {
"text": "What’s the quality of these programs?",
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"innerHTML": "\n\u003cp>All of these programs meet the state’s minimum health and safety standards for licensed centers and family childcare homes. These include:\u003c/p>\n",
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"innerHTML": "\n\u003cli>Receiving staff training in pediatric CPR and First Aid\u003c/li>\n",
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"innerHTML": "\n\u003cp>To join the Early Learning For All network, they also must meet the Department of Early Childhood’s \u003ca href=\"https://provider.sfdec.org/wp-content/uploads/Quality-Standard_Updated_6_8_26_ENG.pdf\">quality standards\u003c/a>, which are higher than state and federal requirements, according to an \u003ca href=\"https://learningpolicyinstitute.org/product/ca-upk-mixed-delivery-systems-report\">analysis by the Learning Policy Institute\u003c/a>. \u003c/p>\n",
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"\n\u003cp>To join the Early Learning For All network, they also must meet the Department of Early Childhood’s \u003ca href=\"https://provider.sfdec.org/wp-content/uploads/Quality-Standard_Updated_6_8_26_ENG.pdf\">quality standards\u003c/a>, which are higher than state and federal requirements, according to an \u003ca href=\"https://learningpolicyinstitute.org/product/ca-upk-mixed-delivery-systems-report\">analysis by the Learning Policy Institute\u003c/a>. \u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" class=\"wp-image-12076655\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to childcare by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system.\u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>Yashar said those expectations include providing a “welcoming, culturally responsive environment” to parents, where there are multiple communication channels to tell them what’s going on in the classroom and how their children are developing.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Yashar said members must also provide a “rich learning environment with lots of opportunities for children to do exploratory play.” That means early educators are providing a variety of hands-on learning materials, and they’re also interacting meaningfully with children. \u003c/p>\n",
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"innerHTML": "\n\u003cp>To join ELFA, educators get assessed on the way they engage with children, Yashar said. “Are they asking open-ended questions? Are there opportunities where children are talking to each other, or are they just being talked to?” she said. “We’re looking to see, are the teachers also helping the children understand what’s going to happen in their day?”\u003c/p>\n",
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"\n\u003cp>To join ELFA, educators get assessed on the way they engage with children, Yashar said. “Are they asking open-ended questions? Are there opportunities where children are talking to each other, or are they just being talked to?” she said. “We’re looking to see, are the teachers also helping the children understand what’s going to happen in their day?”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Providers in the ELFA network must also provide data regularly to the Department of Early Childhood. In return, they receive wage supplements for the teaching staff and funding to improve their facilities, including outdoor play areas. Teachers also receive professional development, coaching and access to mental health consultants. \u003c/p>\n",
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"\n\u003cp>Providers in the ELFA network must also provide data regularly to the Department of Early Childhood. In return, they receive wage supplements for the teaching staff and funding to improve their facilities, including outdoor play areas. Teachers also receive professional development, coaching and access to mental health consultants. \u003c/p>\n"
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"innerHTML": "\n\u003cp>The department also covers tuition for educators who want to complete their degrees in early childhood education at local colleges. \u003c/p>\n",
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"innerHTML": "\n\u003cp>“This work has to do with optimizing brain development during a critical time, and so we want our educators to have access to higher education and understand the latest research and methodology for working with young kids,” Yashar said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Higher pay has helped stabilize staffing in a sector plagued by workplace burnout due to low wages and lack of support and benefits. Last year, a study by \u003ca href=\"https://cscce.berkeley.edu/wp-content/uploads/2025/10/state-of-ece-san-francisco-2025-updated-jan2026.pdf\">UC Berkeley’s Center for the Study of Child Care Employment\u003c/a> found that the turnover rate for teachers and assistant teachers in San Francisco was 17%, which is 23% to 35% lower than in other places in California.\u003c/p>\n",
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"excerpt": "San Francisco is the first U.S. city to offer a robust early childhood education program for children under 5. Here’s how families can opt into its Early Learning For All system. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is part of How We Get By, a KQED series exploring how people are coping with rising costs in the Bay Area and California. Find the \u003c/em>\u003ca href=\"https://www.kqed.org/affordability\">\u003cem>full series here\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003c/p>\n\n\n\n\u003cp>San Francisco is \u003ca href=\"https://www.kqed.org/news/12069711/san-francisco-expands-child-care-subsidies-to-tackle-affordability-issues\">widening access to early childhood education\u003c/a> and care for children from birth to 5 years old — by offering families financial aid.\u003c/p>\n\n\n\n\u003cp>A few years ago, the city began \u003ca href=\"https://www.kqed.org/news/11948690/business-tax-provides-crucial-funding-for-early-childhood-education-and-care-in-san-francisco\">using revenue from a local business tax\u003c/a>, plus state and federal dollars, to fund free childcare and preschool for families with low and moderate incomes. Starting this summer, higher-income families can apply for a 50% tuition discount.\u003c/p>\n\n\n\n\u003cp>The expansion is expected to take some financial pressure off young families in the city as they grapple with the \u003ca href=\"https://tootris.com/edu/blog/parents/cost-of-child-care-in-california-by-city-age-and-type-of-care-provider/\">highest childcare costs in California\u003c/a>.\u003c/p>\n\n\n\n\u003cp>But there’s a catch: financial aid is only available to families who enroll in any of the approximately 560 early learning programs participating in the city’s \u003ca href=\"https://www.sf.gov/early-learning-for-all\">Early Learning For All, also known as ELFA,\u003c/a> network. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here’s what San Francisco families need to know about the system and how they can sign up. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">Who qualifies for San Francisco’s financial aid for childcare?\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Free tuition\u003c/h3>\n\n\n\n\u003cp>Free tuition is available for families who live in San Francisco and earn up to\u003cstrong> \u003c/strong>110% of the Area Median Income, or AMI. That means a single parent with a child, who makes up to $142,650 per year — or a couple with one child earning $160,500 per year — would qualify for free tuition.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Full tuition credit\u003c/h3>\n\n\n\n\u003cp>Families earning between 111% and 150% of the AMI (that’s up to $194,550 for a family of two, and up to $218,850 for a family of three) can get full tuition credit to pay for \u003cem>most \u003c/em>of the cost of childcare or preschool. The subsidy goes directly to the provider, but families might need to cover a co-pay and any extra hours of care.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed.jpg\" alt=\"\" class=\"wp-image-12076653\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00137_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Lyuba Shkolnik teaches children how to bake muffins at her in-home childcare business called Daycare Bumblebee in San Francisco on Jan. 30, 2026. (Tâm Vũ/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>The San Francisco Department of Early Childhood, a branch of the city’s government, sets the rates it will reimburse to providers in the ELFA network. \u003ca href=\"https://media.api.sf.gov/documents/Early_Learning_For_All_Rates_FY_26-27_uwckwsW.pdf\">For the 2026-27 fiscal year\u003c/a>, which began July 1, families can save the following amounts in childcare per month for each child in these age categories:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>Infants (0 to 24 months): $3,027 per month\u003c/li>\n\n\n\n\u003cli>Toddlers (24 to 36 months): $2,306 per month\u003c/li>\n\n\n\n\u003cli>Preschoolers (3 to 5 years): $2,115 per month\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch3 class=\"wp-block-heading\">50% tuition discount\u003c/h3>\n\n\n\n\u003cp>Families earning between 151% and 200% of the AMI (that’s up to $259,400 for a family of two, and up to $291,800 for a family of three) can apply for 50% off the reimbursement rates — but they must pay the rest of the tuition costs set by the provider and any extra hours of care or fees. Here’s how much families can save in childcare per month for children in these age categories:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli> Infants (0 to 24 months): $1,514 per month\u003c/li>\n\n\n\n\u003cli>Toddlers (24 to 36 months): $1,153 per month\u003c/li>\n\n\n\n\u003cli>Preschoolers (3 to 5 years): $1,058 per month\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How is income eligibility determined?\u003c/h2>\n\n\n\n\u003cp>The AMI is based on gross income, which is the amount you earn \u003cem>before \u003c/em>any taxes or other deductions are taken out of your paycheck. Families can submit tax documents from the previous year or their most recent pay stubs. Eligibility is determined based on the documentation provided and \u003ca href=\"https://www.sf.gov/eligibility-for-free-or-low-cost-preschool-and-child-care\">the family’s household size\u003c/a>, said Jonathan Rubinsky, a spokesman for the Department of Early Childhood.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How do I sign up for San Francisco childcare subsidies?\u003c/h2>\n\n\n\n\u003cp>You can sign up yourself on the \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service\">Department of Early Childhood’s online portal\u003c/a> — or you can contact these \u003ca href=\"https://www.sf.gov/early-learning-for-all\">three Childcare Resource and Referral agencies \u003c/a>who can help you apply. \u003c/p>\n\n\n\n\u003cp>You can also contact a preschool or childcare program in the ELFA network and their staff will help you apply for the subsidy.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">How do I choose among the hundreds of childcare programs and preschools in the ELFA network? \u003c/h2>\n\n\n\n\u003cp>Families can browse through a \u003ca href=\"https://app.mycareconnect.io/carewait3/sfdec/service/search/list?near=San%20Francisco,%20CA\">centralized list\u003c/a> of childcare and preschool programs in the ELFA network to learn about their locations, hours, prices, available spaces and educational approaches, such as immersing children in specific languages or in a Montessori or play-based curriculum. \u003c/p>\n\n\n\n\u003cp>You can also click on the provider’s state license number to look up details of their health and safety records, state regulators’ inspections of their facilities, and any citations or complaints they received. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1920\" height=\"1280\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut.jpg\" alt=\"A woman with long, black braids and a brown hoodie plays with a baby in a sunhat in the backyard on a sunny day.\" class=\"wp-image-11957186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/08/RS64819_015_KQED_EachOneTeachOneChildCare_04262023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-element-caption\">A little over 50% of family childcare providers in California are 50 years old or older, yet less than a quarter of them have any retirement savings, according to research from the Center for the Study of Child Care Employment at UC Berkeley. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Programs based in the provider’s home and licensed to serve up to 14 children are categorized as “Family Child Care.” Larger programs with multiple classrooms and staff are categorized as “centers.” Some families prefer a home environment for their children, while others prefer larger centers — and you can request a tour of the facility to inform your decision. \u003c/p>\n\n\n\n\u003cp>Parents of 4-year-olds can also opt for a school-based program called \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a>. The pre-kindergarten program is taught at San Francisco Unified School District elementary schools or early education centers.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">I really want to enroll my child in a certain program, but they don’t have any openings. What can I do?\u003c/h2>\n\n\n\n\u003cp>Some childcare homes or centers have waitlists because the demand for a space in their program is driven by parental choice, according to Meenoo Yashar, deputy director of early learning at the city’s Department of Early Childhood. \u003c/p>\n\n\n\n\u003cp>She said parents can contact the provider to find out when they might have an opening and get on their waitlist. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\">What’s the quality of these programs?\u003c/h2>\n\n\n\n\u003cp>All of these programs meet the state’s minimum health and safety standards for licensed centers and family childcare homes. These include:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>Passing staff background checks\u003c/li>\n\n\n\n\u003cli>Receiving staff training in pediatric CPR and First Aid\u003c/li>\n\n\n\n\u003cli>Maintaining specific staff-to-child ratios\u003c/li>\n\n\n\n\u003cli>Ensuring safe indoor and outdoor physical space\u003c/li>\n\u003c/ul>\n\n\n\n\u003cp>To join the Early Learning For All network, they also must meet the Department of Early Childhood’s \u003ca href=\"https://provider.sfdec.org/wp-content/uploads/Quality-Standard_Updated_6_8_26_ENG.pdf\">quality standards\u003c/a>, which are higher than state and federal requirements, according to an \u003ca href=\"https://learningpolicyinstitute.org/product/ca-upk-mixed-delivery-systems-report\">analysis by the Learning Policy Institute\u003c/a>. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" class=\"wp-image-12076655\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to childcare by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. (Tâm Vũ/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Yashar said those expectations include providing a “welcoming, culturally responsive environment” to parents, where there are multiple communication channels to tell them what’s going on in the classroom and how their children are developing.\u003c/p>\n\n\n\n\u003cp>Yashar said members must also provide a “rich learning environment with lots of opportunities for children to do exploratory play.” That means early educators are providing a variety of hands-on learning materials, and they’re also interacting meaningfully with children. \u003c/p>\n\n\n\n\u003cp>To join ELFA, educators get assessed on the way they engage with children, Yashar said. “Are they asking open-ended questions? Are there opportunities where children are talking to each other, or are they just being talked to?” she said. “We’re looking to see, are the teachers also helping the children understand what’s going to happen in their day?”\u003c/p>\n\n\n\n\n\n\u003cp>Providers in the ELFA network must also provide data regularly to the Department of Early Childhood. In return, they receive wage supplements for the teaching staff and funding to improve their facilities, including outdoor play areas. Teachers also receive professional development, coaching and access to mental health consultants. \u003c/p>\n\n\n\n\u003cp>The department also covers tuition for educators who want to complete their degrees in early childhood education at local colleges. \u003c/p>\n\n\n\n\u003cp>“This work has to do with optimizing brain development during a critical time, and so we want our educators to have access to higher education and understand the latest research and methodology for working with young kids,” Yashar said.\u003c/p>\n\n\n\n\u003cp>Higher pay has helped stabilize staffing in a sector plagued by workplace burnout due to low wages and lack of support and benefits. Last year, a study by \u003ca href=\"https://cscce.berkeley.edu/wp-content/uploads/2025/10/state-of-ece-san-francisco-2025-updated-jan2026.pdf\">UC Berkeley’s Center for the Study of Child Care Employment\u003c/a> found that the turnover rate for teachers and assistant teachers in San Francisco was 17%, which is 23% to 35% lower than in other places in California.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If you’re getting better paid, hopefully you’re going to stay in your job,” Yashar said. A stable staff is a marker of quality, she said, because it allows children to strengthen relationships with their educator. \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "2 Afghan Girls Graduated High School Together. Now, 1 Studies in the Bay Area, the Other Indoors",
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"content": "\u003cp>Saturday, Aug. 15, marks five years since the Taliban retook control of Kabul and returned to power in \u003ca href=\"https://www.kqed.org/news/tag/afghanistan\">Afghanistan\u003c/a>. For Mursal, 24, that meant her college studies needed to be moved online and most of her life, amid the repressive regime’s rules restricting women in public spaces, moved indoors. But even more heartbreaking was not getting to say goodbye to her closest friends and family who managed to flee.\u003c/p>\n\n\n\n\u003cp>One of those friends was Husna.\u003c/p>\n\n\n\n\u003cp>On Aug. 24, 2021, U.S. government officials called Husna’s father, who worked with the U.S. embassy, with a plan to evacuate them if they drove to a designated meet-up spot in two hours.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1920\" height=\"1079\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ap21235373894167-edit_custom-e2cdf587be4a6ade2cb01de06f4a7d35c7b7f202-scaled-e1630530046511.jpg\" alt=\"line of evacuees at night wait to board a plane, backlight by far off light\" class=\"wp-image-11887274\">\u003cfigcaption class=\"wp-element-caption\">A U.S. Air Force air crew prepares to load evacuees aboard a C-17 aircraft at Hamid Karzai International Airport in Kabul, Afghanistan, on Aug. 31. Several public school students from Sacramento remain in Afghanistan since the U.S. evacuation ended. (Senior Airman Taylor Crul/U.S. Air Force via AP)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Husna’s father and mother, who witnessed the Taliban’s first time in power 20 years earlier, knew what the fundamentalist group’s takeover meant for the education of their children. They recognized this was their chance to leave and still give their children opportunities. \u003c/p>\n\n\n\n\u003cp>“It was a time when we didn’t know what to expect. No clue how long it would take, no clue if this would be the last goodbye,” Husna said in an in-person interview on Stanford University’s campus.\u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>KQED is omitting both Mursal’s and Husna’s surnames because the women fear that speaking publicly could have dangerous repercussions for them and their family members in Afghanistan.\u003c/p>\n\n\n\n\n\n\u003cp>Husna flew out of Hamid Karzai International Airport just one day before a devastating terror attack \u003ca href=\"https://www.washingtonpost.com/national-security/kabul-suicide-bombing-service-members/2021/08/26/8bfe63ac-069e-11ec-ba15-9c4f59a60478_story.html\">killed\u003c/a> 13 U.S. Marines and 169 Afghans, and seven days before the last U.S. evacuation from Afghanistan. Husna and her immediate family members were some of the 124,000 people the U.S. \u003ca href=\"https://www.af.mil/News/Article-Display/Article/3144426/one-year-later-historic-afghan-airlift-inspires-pride-and-reflection-across-the/\">airlifted\u003c/a> out of Afghanistan.\u003c/p>\n\n\n\n\u003cp>Husna traveled from Kabul to Qatar to Frankfurt to Washington, D.C. \u003c/p>\n\n\n\n\u003cp>Then, she spent 44 days in a Texas refugee camp where her family underwent medical checkups and arrival interviews. Finally, they resettled in San Diego in October.\u003c/p>\n\n\n\n\u003cp>Meanwhile, Mursal was spending her days mostly sequestered in her family’s home as the daily realities of the Taliban’s takeover set in. \u003c/p>\n\n\n\n\u003cp>The ramifications of that day five years ago set the girls on two distinct paths. As Mursal enters her senior year at the American University of Afghanistan online, Husna is a pre-med student at Stanford entering her final year of undergraduate studies.\u003c/p>\n\n\n\n\u003cp>Nearly five years after the Taliban takeover, Mursal’s life has fundamentally transformed, just as it did for the 25 million women across Afghanistan.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2560\" height=\"1707\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-scaled.jpg\" alt=\"\" class=\"wp-image-11900417\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-element-caption\">Afghans, hoping to leave Afghanistan, queue at the main entrance gate of Kabul airport in Kabul on Aug. 28, 2021, following the Taliban’s stunning military takeover of Afghanistan. (Wakil Kohsar/AFP via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>In August 2024, the Taliban \u003ca href=\"https://www.theguardian.com/global-development/article/2024/aug/26/taliban-bar-on-afghan-women-speaking-in-public-un-afghanistan\">issued\u003c/a> the Law on the Promotion of Virtue and the Prevention of Vice, all-encompassing legislation codifying Afghan life, including criminalizing women’s voices in public and \u003ca href=\"https://giwps.georgetown.edu/wp-content/uploads/2022/08/Mahram-Womens-Mobility-in-Islam.pdf\">implementing\u003c/a> a stricter \u003cem>mahram\u003c/em> requirement that women be accompanied by either their spouse or a male relative outside their homes. These terms are \u003ca href=\"https://www.uscirf.gov/sites/default/files/2025-08/2025%20Issue%20Update%20Afghanistan%20Morality%20Law_0.pdf\">enforced\u003c/a> by “vice and virtue authorities.” \u003c/p>\n\n\n\n\u003cp>These laws now shape Mursal’s daily life. Her family doesn’t permit her to leave the house alone due to concerns about her safety. And while life in Kabul was always full of risk, with an ongoing battle for control between the U.S. and the Taliban, Mursal’s enthusiasm for life was still noticeably higher before the Taliban took over.\u003c/p>\n\n\n\n\u003cp>“Even before this government in Afghanistan, there were a lot of explosions. Your life would be dangerous. Whenever we would go out, we were prepared to face death every day,” Mursal said in an interview from Kabul via Zoom. “Everyone was so happy, [because] despite everything, we wanted to live good lives.”\u003c/p>\n\n\n\n\u003cp>The prospect of an unrestricted good life, however, declined for women after the Taliban takeover, which banned girls from attending school past sixth grade. Mursal takes an active risk by enrolling in university, but said that the Taliban does not monitor Internet usage, which allows her and other women to continue their schooling. Instead, the Taliban has \u003ca href=\"https://www.reuters.com/world/asia-pacific/afghanistans-cellphone-internet-services-down-monitoring-shows-2025-09-30/\">resorted\u003c/a> to multiple Internet shutdowns when concerned about morality.\u003c/p>\n\n\n\n\u003cp>In the immediate aftermath of Aug. 15, Mursal was left reeling as acquaintances and freedoms disappeared.\u003c/p>\n\n\n\n\u003cp>“When these people, when they leave you, it leaves a huge mark on you,” she said. “It is hard to let go of everything at once — the future, education, plans, relatives. Everything was gone in the blink of an eye.”\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1980\" height=\"1320\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108.jpg\" alt=\"\" class=\"wp-image-12095391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-element-caption\">This photograph, taken on Dec. 8, 2021, shows a general view of the house where the bodies of two Afghan men, late Fida Mohammad Amir and Shafiullah Hotak, landed on the roof after falling from a U.S. Air Force C-17 aircraft during the August 2021 panic-stricken evacuation to flee Taliban-led Afghanistan, in the Khair Khana neighborhood of Kabul. (Wakil Kohsar/AFP via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>The U.S. withdrew its troops from Afghanistan by the end of August 2021. The year following the U.S. withdrawal was dark for Mursal. She consistently monitored new, more draconian Taliban rulings on the news, all while being unable to leave her home. She took a yearlong leave of absence from school, adjusting to her new, mostly indoor life.\u003c/p>\n\n\n\n\u003cp>She didn’t allow herself to remain depressed for long, though. \u003c/p>\n\n\n\n\u003cp>“After that, I said, this is life. I need to continue,” she said.\u003c/p>\n\n\n\n\u003cp>Each morning, she wakes and prays the post-dawn Islamic \u003cem>Fajr \u003c/em>prayer. Since women are banned from gyms now, Mursal works out using Internet videos. Next, she has breakfast with her family, and then moves on to language study. Since 2021, Mursal has become fluent in Arabic and is now learning Chinese. \u003c/p>\n\n\n\n\n\n\u003cp>In the afternoons, Mursal reads, has lunch and attends required classes online. Next, she completes her homework assignments, and later chats with her family over chai and snacks. Then, she returns to studying and reading books. \u003c/p>\n\n\n\n\u003cp>Mursal ends the night with a family dinner where they share stories of their days. That is where Mursal hears most about the outside world. At times, Mursal finds the transition from her previous life tough to endure.\u003c/p>\n\n\n\n\u003cp>“At one point, I thought I could not continue because it is online and you can’t leave your room. It becomes unbearable,” she said. “I spend the entire day trapped in four walls, doing assignments and everything. So it was hard. You have to build this resilience.”\u003c/p>\n\n\n\n\u003cp>For Husna, integrating into the U.S. put a heavy burden on her as the English-speaker of her family. \u003c/p>\n\n\n\n\u003cp>“I was basically the spokesperson, translator and interpreter of my family,” Husna, who learned English in high school, said.\u003c/p>\n\n\n\n\u003cp>While settling her family in San Diego, Husna became a star student at her community college. Winning a prestigious scholarship to transfer, Husna entered Stanford’s class of 2027 with the hopes of becoming a doctor, and eventually returning to Afghanistan and opening a clinic to train doctors and provide medical services for women. \u003c/p>\n\n\n\n\u003cp>Over time, Husna has lost touch with Mursal and many loved ones in Afghanistan — both she and others got busier, and their lack of reliable Internet, as well as the day-to-night time difference, made communication more difficult. Some of Husna’s last sources of information from the ground in Afghanistan were diminished.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty.jpg\" alt=\"\" class=\"wp-image-12065612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">In this photograph taken on Sept. 2, 2025, an Afghan refugee is pictured during an interview with AFP at her residence in Islamabad. Before their scheduled February flight, President Donald Trump indefinitely suspended refugee admissions, stranding around 15,000 Afghans already prepared to fly out from Islamabad. (Farooq Naeem/AFP via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Still, Husna feels connected. \u003c/p>\n\n\n\n\u003cp>“Over time, we also realized, you don’t have to be in touch every single day to love someone,” Husna said.\u003c/p>\n\n\n\n\u003cp>While Husna will attend her graduation ceremony next year with her friends and family, Mursal will attend hers online and indoors, with a small family celebration to follow.\u003c/p>\n\n\n\n\u003cp>After graduating with a bachelor’s degree in business administration in June, Mursal’s job prospects are likely to be slim. Still, she plans to start and run a business, entrusting her father to be its face on the streets of Kabul, while she remains the organizer behind the scenes. She is now sorting out the type of business to operate.\u003c/p>\n\n\n\n\u003cp>“Despite the difficult situation, there are ways to live a good life — despite being a woman, an Afghan woman.”\u003c/p>\n\n\n\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Amina Wase is a master’s candidate in the graduate journalism program at Stanford University.\u003c/em>\u003c/p>\n\n",
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ap21235373894167-edit_custom-e2cdf587be4a6ade2cb01de06f4a7d35c7b7f202-scaled-e1630530046511.jpg\" alt=\"line of evacuees at night wait to board a plane, backlight by far off light\" class=\"wp-image-11887274\" />\u003cfigcaption class=\"wp-element-caption\">A U.S. Air Force air crew prepares to load evacuees aboard a C-17 aircraft at Hamid Karzai International Airport in Kabul, Afghanistan, on Aug. 31. Several public school students from Sacramento remain in Afghanistan since the U.S. evacuation ended.\u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>Husna’s father and mother, who witnessed the Taliban’s first time in power 20 years earlier, knew what the fundamentalist group’s takeover meant for the education of their children. They recognized this was their chance to leave and still give their children opportunities. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Husna flew out of Hamid Karzai International Airport just one day before a devastating terror attack \u003ca href=\"https://www.washingtonpost.com/national-security/kabul-suicide-bombing-service-members/2021/08/26/8bfe63ac-069e-11ec-ba15-9c4f59a60478_story.html\">killed\u003c/a> 13 U.S. Marines and 169 Afghans, and seven days before the last U.S. evacuation from Afghanistan. Husna and her immediate family members were some of the 124,000 people the U.S. \u003ca href=\"https://www.af.mil/News/Article-Display/Article/3144426/one-year-later-historic-afghan-airlift-inspires-pride-and-reflection-across-the/\">airlifted\u003c/a> out of Afghanistan.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Meanwhile, Mursal was spending her days mostly sequestered in her family’s home as the daily realities of the Taliban’s takeover set in. \u003c/p>\n",
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"innerHTML": "\n\u003cp>The ramifications of that day five years ago set the girls on two distinct paths. As Mursal enters her senior year at the American University of Afghanistan online, Husna is a pre-med student at Stanford entering her final year of undergraduate studies.\u003c/p>\n",
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"\n\u003cp>The ramifications of that day five years ago set the girls on two distinct paths. As Mursal enters her senior year at the American University of Afghanistan online, Husna is a pre-med student at Stanford entering her final year of undergraduate studies.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In August 2024, the Taliban \u003ca href=\"https://www.theguardian.com/global-development/article/2024/aug/26/taliban-bar-on-afghan-women-speaking-in-public-un-afghanistan\">issued\u003c/a> the Law on the Promotion of Virtue and the Prevention of Vice, all-encompassing legislation codifying Afghan life, including criminalizing women’s voices in public and \u003ca href=\"https://giwps.georgetown.edu/wp-content/uploads/2022/08/Mahram-Womens-Mobility-in-Islam.pdf\">implementing\u003c/a> a stricter \u003cem>mahram\u003c/em> requirement that women be accompanied by either their spouse or a male relative outside their homes. These terms are \u003ca href=\"https://www.uscirf.gov/sites/default/files/2025-08/2025%20Issue%20Update%20Afghanistan%20Morality%20Law_0.pdf\">enforced\u003c/a> by “vice and virtue authorities.” \u003c/p>\n",
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"innerHTML": "\n\u003cp>These laws now shape Mursal’s daily life. Her family doesn’t permit her to leave the house alone due to concerns about her safety. And while life in Kabul was always full of risk, with an ongoing battle for control between the U.S. and the Taliban, Mursal’s enthusiasm for life was still noticeably higher before the Taliban took over.\u003c/p>\n",
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"\n\u003cp>These laws now shape Mursal’s daily life. Her family doesn’t permit her to leave the house alone due to concerns about her safety. And while life in Kabul was always full of risk, with an ongoing battle for control between the U.S. and the Taliban, Mursal’s enthusiasm for life was still noticeably higher before the Taliban took over.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“Even before this government in Afghanistan, there were a lot of explosions. Your life would be dangerous. Whenever we would go out, we were prepared to face death every day,” Mursal said in an interview from Kabul via Zoom. “Everyone was so happy, [because] despite everything, we wanted to live good lives.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>The prospect of an unrestricted good life, however, declined for women after the Taliban takeover, which banned girls from attending school past sixth grade. Mursal takes an active risk by enrolling in university, but said that the Taliban does not monitor Internet usage, which allows her and other women to continue their schooling. Instead, the Taliban has \u003ca href=\"https://www.reuters.com/world/asia-pacific/afghanistans-cellphone-internet-services-down-monitoring-shows-2025-09-30/\">resorted\u003c/a> to multiple Internet shutdowns when concerned about morality.\u003c/p>\n",
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"innerHTML": "\n\u003cp>In the immediate aftermath of Aug. 15, Mursal was left reeling as acquaintances and freedoms disappeared.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“When these people, when they leave you, it leaves a huge mark on you,” she said. “It is hard to let go of everything at once — the future, education, plans, relatives. Everything was gone in the blink of an eye.”\u003c/p>\n",
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"\n\u003cp>“When these people, when they leave you, it leaves a huge mark on you,” she said. “It is hard to let go of everything at once — the future, education, plans, relatives. Everything was gone in the blink of an eye.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>The U.S. withdrew its troops from Afghanistan by the end of August 2021. The year following the U.S. withdrawal was dark for Mursal. She consistently monitored new, more draconian Taliban rulings on the news, all while being unable to leave her home. She took a yearlong leave of absence from school, adjusting to her new, mostly indoor life.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Each morning, she wakes and prays the post-dawn Islamic \u003cem>Fajr \u003c/em>prayer. Since women are banned from gyms now, Mursal works out using Internet videos. Next, she has breakfast with her family, and then moves on to language study. Since 2021, Mursal has become fluent in Arabic and is now learning Chinese. \u003c/p>\n",
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"\n\u003cp>Each morning, she wakes and prays the post-dawn Islamic \u003cem>Fajr \u003c/em>prayer. Since women are banned from gyms now, Mursal works out using Internet videos. Next, she has breakfast with her family, and then moves on to language study. Since 2021, Mursal has become fluent in Arabic and is now learning Chinese. \u003c/p>\n"
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"innerHTML": "\n\u003cp>In the afternoons, Mursal reads, has lunch and attends required classes online. Next, she completes her homework assignments, and later chats with her family over chai and snacks. Then, she returns to studying and reading books. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Mursal ends the night with a family dinner where they share stories of their days. That is where Mursal hears most about the outside world. At times, Mursal finds the transition from her previous life tough to endure.\u003c/p>\n",
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"\n\u003cp>Mursal ends the night with a family dinner where they share stories of their days. That is where Mursal hears most about the outside world. At times, Mursal finds the transition from her previous life tough to endure.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“At one point, I thought I could not continue because it is online and you can’t leave your room. It becomes unbearable,” she said. “I spend the entire day trapped in four walls, doing assignments and everything. So it was hard. You have to build this resilience.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>For Husna, integrating into the U.S. put a heavy burden on her as the English-speaker of her family. \u003c/p>\n",
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"innerHTML": "\n\u003cp>“I was basically the spokesperson, translator and interpreter of my family,” Husna, who learned English in high school, said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>While settling her family in San Diego, Husna became a star student at her community college. Winning a prestigious scholarship to transfer, Husna entered Stanford’s class of 2027 with the hopes of becoming a doctor, and eventually returning to Afghanistan and opening a clinic to train doctors and provide medical services for women. \u003c/p>\n",
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"\n\u003cp>While settling her family in San Diego, Husna became a star student at her community college. Winning a prestigious scholarship to transfer, Husna entered Stanford’s class of 2027 with the hopes of becoming a doctor, and eventually returning to Afghanistan and opening a clinic to train doctors and provide medical services for women. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Over time, Husna has lost touch with Mursal and many loved ones in Afghanistan — both she and others got busier, and their lack of reliable Internet, as well as the day-to-night time difference, made communication more difficult. Some of Husna’s last sources of information from the ground in Afghanistan were diminished.\u003c/p>\n",
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty.jpg\" alt=\"\" class=\"wp-image-12065612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">In this photograph taken on Sept. 2, 2025, an Afghan refugee is pictured during an interview with AFP at her residence in Islamabad. Before their scheduled February flight, President Donald Trump indefinitely suspended refugee admissions, stranding around 15,000 Afghans already prepared to fly out from Islamabad. \u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>“Over time, we also realized, you don’t have to be in touch every single day to love someone,” Husna said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>While Husna will attend her graduation ceremony next year with her friends and family, Mursal will attend hers online and indoors, with a small family celebration to follow.\u003c/p>\n",
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"innerHTML": "\n\u003cp>After graduating with a bachelor’s degree in business administration in June, Mursal’s job prospects are likely to be slim. Still, she plans to start and run a business, entrusting her father to be its face on the streets of Kabul, while she remains the organizer behind the scenes. She is now sorting out the type of business to operate.\u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003cem>Amina Wase is a master’s candidate in the graduate journalism program at Stanford University.\u003c/em>\u003c/p>\n",
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"excerpt": "Saturday, Aug. 15, marks five years since the Taliban took control of Kabul and returned to power, limiting freedoms for women.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Saturday, Aug. 15, marks five years since the Taliban retook control of Kabul and returned to power in \u003ca href=\"https://www.kqed.org/news/tag/afghanistan\">Afghanistan\u003c/a>. For Mursal, 24, that meant her college studies needed to be moved online and most of her life, amid the repressive regime’s rules restricting women in public spaces, moved indoors. But even more heartbreaking was not getting to say goodbye to her closest friends and family who managed to flee.\u003c/p>\n\n\n\n\u003cp>One of those friends was Husna.\u003c/p>\n\n\n\n\u003cp>On Aug. 24, 2021, U.S. government officials called Husna’s father, who worked with the U.S. embassy, with a plan to evacuate them if they drove to a designated meet-up spot in two hours.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1920\" height=\"1079\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ap21235373894167-edit_custom-e2cdf587be4a6ade2cb01de06f4a7d35c7b7f202-scaled-e1630530046511.jpg\" alt=\"line of evacuees at night wait to board a plane, backlight by far off light\" class=\"wp-image-11887274\">\u003cfigcaption class=\"wp-element-caption\">A U.S. Air Force air crew prepares to load evacuees aboard a C-17 aircraft at Hamid Karzai International Airport in Kabul, Afghanistan, on Aug. 31. Several public school students from Sacramento remain in Afghanistan since the U.S. evacuation ended. (Senior Airman Taylor Crul/U.S. Air Force via AP)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Husna’s father and mother, who witnessed the Taliban’s first time in power 20 years earlier, knew what the fundamentalist group’s takeover meant for the education of their children. They recognized this was their chance to leave and still give their children opportunities. \u003c/p>\n\n\n\n\u003cp>“It was a time when we didn’t know what to expect. No clue how long it would take, no clue if this would be the last goodbye,” Husna said in an in-person interview on Stanford University’s campus.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>KQED is omitting both Mursal’s and Husna’s surnames because the women fear that speaking publicly could have dangerous repercussions for them and their family members in Afghanistan.\u003c/p>\n\n\n\n\n\n\u003cp>Husna flew out of Hamid Karzai International Airport just one day before a devastating terror attack \u003ca href=\"https://www.washingtonpost.com/national-security/kabul-suicide-bombing-service-members/2021/08/26/8bfe63ac-069e-11ec-ba15-9c4f59a60478_story.html\">killed\u003c/a> 13 U.S. Marines and 169 Afghans, and seven days before the last U.S. evacuation from Afghanistan. Husna and her immediate family members were some of the 124,000 people the U.S. \u003ca href=\"https://www.af.mil/News/Article-Display/Article/3144426/one-year-later-historic-afghan-airlift-inspires-pride-and-reflection-across-the/\">airlifted\u003c/a> out of Afghanistan.\u003c/p>\n\n\n\n\u003cp>Husna traveled from Kabul to Qatar to Frankfurt to Washington, D.C. \u003c/p>\n\n\n\n\u003cp>Then, she spent 44 days in a Texas refugee camp where her family underwent medical checkups and arrival interviews. Finally, they resettled in San Diego in October.\u003c/p>\n\n\n\n\u003cp>Meanwhile, Mursal was spending her days mostly sequestered in her family’s home as the daily realities of the Taliban’s takeover set in. \u003c/p>\n\n\n\n\u003cp>The ramifications of that day five years ago set the girls on two distinct paths. As Mursal enters her senior year at the American University of Afghanistan online, Husna is a pre-med student at Stanford entering her final year of undergraduate studies.\u003c/p>\n\n\n\n\u003cp>Nearly five years after the Taliban takeover, Mursal’s life has fundamentally transformed, just as it did for the 25 million women across Afghanistan.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2560\" height=\"1707\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-scaled.jpg\" alt=\"\" class=\"wp-image-11900417\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/GettyImages-1234913233-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-element-caption\">Afghans, hoping to leave Afghanistan, queue at the main entrance gate of Kabul airport in Kabul on Aug. 28, 2021, following the Taliban’s stunning military takeover of Afghanistan. (Wakil Kohsar/AFP via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>In August 2024, the Taliban \u003ca href=\"https://www.theguardian.com/global-development/article/2024/aug/26/taliban-bar-on-afghan-women-speaking-in-public-un-afghanistan\">issued\u003c/a> the Law on the Promotion of Virtue and the Prevention of Vice, all-encompassing legislation codifying Afghan life, including criminalizing women’s voices in public and \u003ca href=\"https://giwps.georgetown.edu/wp-content/uploads/2022/08/Mahram-Womens-Mobility-in-Islam.pdf\">implementing\u003c/a> a stricter \u003cem>mahram\u003c/em> requirement that women be accompanied by either their spouse or a male relative outside their homes. These terms are \u003ca href=\"https://www.uscirf.gov/sites/default/files/2025-08/2025%20Issue%20Update%20Afghanistan%20Morality%20Law_0.pdf\">enforced\u003c/a> by “vice and virtue authorities.” \u003c/p>\n\n\n\n\u003cp>These laws now shape Mursal’s daily life. Her family doesn’t permit her to leave the house alone due to concerns about her safety. And while life in Kabul was always full of risk, with an ongoing battle for control between the U.S. and the Taliban, Mursal’s enthusiasm for life was still noticeably higher before the Taliban took over.\u003c/p>\n\n\n\n\u003cp>“Even before this government in Afghanistan, there were a lot of explosions. Your life would be dangerous. Whenever we would go out, we were prepared to face death every day,” Mursal said in an interview from Kabul via Zoom. “Everyone was so happy, [because] despite everything, we wanted to live good lives.”\u003c/p>\n\n\n\n\u003cp>The prospect of an unrestricted good life, however, declined for women after the Taliban takeover, which banned girls from attending school past sixth grade. Mursal takes an active risk by enrolling in university, but said that the Taliban does not monitor Internet usage, which allows her and other women to continue their schooling. Instead, the Taliban has \u003ca href=\"https://www.reuters.com/world/asia-pacific/afghanistans-cellphone-internet-services-down-monitoring-shows-2025-09-30/\">resorted\u003c/a> to multiple Internet shutdowns when concerned about morality.\u003c/p>\n\n\n\n\u003cp>In the immediate aftermath of Aug. 15, Mursal was left reeling as acquaintances and freedoms disappeared.\u003c/p>\n\n\n\n\u003cp>“When these people, when they leave you, it leaves a huge mark on you,” she said. “It is hard to let go of everything at once — the future, education, plans, relatives. Everything was gone in the blink of an eye.”\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1980\" height=\"1320\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108.jpg\" alt=\"\" class=\"wp-image-12095391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/GettyImages-2228950108-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-element-caption\">This photograph, taken on Dec. 8, 2021, shows a general view of the house where the bodies of two Afghan men, late Fida Mohammad Amir and Shafiullah Hotak, landed on the roof after falling from a U.S. Air Force C-17 aircraft during the August 2021 panic-stricken evacuation to flee Taliban-led Afghanistan, in the Khair Khana neighborhood of Kabul. (Wakil Kohsar/AFP via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>The U.S. withdrew its troops from Afghanistan by the end of August 2021. The year following the U.S. withdrawal was dark for Mursal. She consistently monitored new, more draconian Taliban rulings on the news, all while being unable to leave her home. She took a yearlong leave of absence from school, adjusting to her new, mostly indoor life.\u003c/p>\n\n\n\n\u003cp>She didn’t allow herself to remain depressed for long, though. \u003c/p>\n\n\n\n\u003cp>“After that, I said, this is life. I need to continue,” she said.\u003c/p>\n\n\n\n\u003cp>Each morning, she wakes and prays the post-dawn Islamic \u003cem>Fajr \u003c/em>prayer. Since women are banned from gyms now, Mursal works out using Internet videos. Next, she has breakfast with her family, and then moves on to language study. Since 2021, Mursal has become fluent in Arabic and is now learning Chinese. \u003c/p>\n\n\n\n\n\n\u003cp>In the afternoons, Mursal reads, has lunch and attends required classes online. Next, she completes her homework assignments, and later chats with her family over chai and snacks. Then, she returns to studying and reading books. \u003c/p>\n\n\n\n\u003cp>Mursal ends the night with a family dinner where they share stories of their days. That is where Mursal hears most about the outside world. At times, Mursal finds the transition from her previous life tough to endure.\u003c/p>\n\n\n\n\u003cp>“At one point, I thought I could not continue because it is online and you can’t leave your room. It becomes unbearable,” she said. “I spend the entire day trapped in four walls, doing assignments and everything. So it was hard. You have to build this resilience.”\u003c/p>\n\n\n\n\u003cp>For Husna, integrating into the U.S. put a heavy burden on her as the English-speaker of her family. \u003c/p>\n\n\n\n\u003cp>“I was basically the spokesperson, translator and interpreter of my family,” Husna, who learned English in high school, said.\u003c/p>\n\n\n\n\u003cp>While settling her family in San Diego, Husna became a star student at her community college. Winning a prestigious scholarship to transfer, Husna entered Stanford’s class of 2027 with the hopes of becoming a doctor, and eventually returning to Afghanistan and opening a clinic to train doctors and provide medical services for women. \u003c/p>\n\n\n\n\u003cp>Over time, Husna has lost touch with Mursal and many loved ones in Afghanistan — both she and others got busier, and their lack of reliable Internet, as well as the day-to-night time difference, made communication more difficult. Some of Husna’s last sources of information from the ground in Afghanistan were diminished.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty.jpg\" alt=\"\" class=\"wp-image-12065612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/AfghanRefugeeGetty-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">In this photograph taken on Sept. 2, 2025, an Afghan refugee is pictured during an interview with AFP at her residence in Islamabad. Before their scheduled February flight, President Donald Trump indefinitely suspended refugee admissions, stranding around 15,000 Afghans already prepared to fly out from Islamabad. (Farooq Naeem/AFP via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>Still, Husna feels connected. \u003c/p>\n\n\n\n\u003cp>“Over time, we also realized, you don’t have to be in touch every single day to love someone,” Husna said.\u003c/p>\n\n\n\n\u003cp>While Husna will attend her graduation ceremony next year with her friends and family, Mursal will attend hers online and indoors, with a small family celebration to follow.\u003c/p>\n\n\n\n\u003cp>After graduating with a bachelor’s degree in business administration in June, Mursal’s job prospects are likely to be slim. Still, she plans to start and run a business, entrusting her father to be its face on the streets of Kabul, while she remains the organizer behind the scenes. She is now sorting out the type of business to operate.\u003c/p>\n\n\n\n\u003cp>“Despite the difficult situation, there are ways to live a good life — despite being a woman, an Afghan woman.”\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Amina Wase is a master’s candidate in the graduate journalism program at Stanford University.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "san-francisco-uses-new-speed-limit-law-to-help-kids-get-to-school-safely",
"title": "San Francisco Uses New Speed Limit Law to Help Kids Get to School Safely",
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"headTitle": "San Francisco Uses New Speed Limit Law to Help Kids Get to School Safely | KQED",
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"content": "\u003cp>Public school will be back in session in \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> in a few days — and city leaders are introducing several strategies to make sure students get to class safely.\u003c/p>\n\n\n\n\u003cp>The San Francisco Municipal Transportation Agency on Friday shared its plans to bolster safety for students’ commutes to school, including enforcing a 2025 state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202520260AB382\">bill\u003c/a> that allows the agency to reduce the speed limit in school zones from 25 miles per hour to 15 or 20 when children are present.\u003c/p>\n\n\n\n\u003cp> “Street safety is public safety, and there’s really no higher priority than keeping our school children safe in the city,” SFMTA spokesperson Madhu Unnikrishnan said on Friday. Unnikrishnan joined other city officials at Leonard R. Flynn Elementary School to announce the news. \u003c/p>\n\n\n\n\u003cp>Flynn Elementary, which sits on the border of the city’s Mission District, is among the first of San Francisco’s schools to see the speed limit on its surrounding streets reduced. The SFMTA said it is working to reduce speed limits at more than 230 public and private schools in the city by 2028.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1500\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED.jpg\" alt=\"\" class=\"wp-image-12095419\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Mayor Daniel Lurie outlines street safety initiatives ahead of the new school year in front of Leonard R. Flynn Elementary School on Aug. 14, 2026. (Azul Dahlstrom-Eckman/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>In addition to the new speed limit law, leaders touted other measures meant to make streets safer, including the SFMTA’s crossing guard program, automated speed safety camera program and infrastructure changes like intersection daylighting and high-visibility crosswalks.\u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The announcement comes as San Francisco continues its efforts to prevent traffic injuries and deaths in the city. Last year, Mayor Daniel Lurie launched the \u003ca href=\"https://www.sf.gov/news-mayor-lurie-signs-street-safety-executive-directive-in-major-step-to-improve-public-safety-in-san-francisco\">Street Safety executive directive\u003c/a>, which aimed to increase coordination between city departments involved in transportation.\u003c/p>\n\n\n\n\u003cp>The directive followed the city’s \u003ca href=\"https://www.kqed.org/news/12055304/after-vision-zero-san-francisco-looks-to-a-new-approach-to-traffic-safety\">Vision Zero initiative\u003c/a>, which aimed to reduce deaths to zero over a 10-year period. It ended in 2024, which marked the deadliest year for traffic collisions in the city since the initiative began, with 42 traffic fatalities on record.\u003c/p>\n\n\n\n\n\n\u003cp>So far this year, the city has recorded 17 traffic fatalities, including an \u003ca href=\"https://www.kqed.org/news/12095110/after-san-francisco-scooter-victim-identified-advocates-call-for-safer-market-street\">e-scooter rider\u003c/a> who was struck and killed last week by a driver on Market Street. A recent report by the SFMTA’s street safety committee \u003ca href=\"https://www.sfmta.com/media/45487/download?inline\">shows\u003c/a> that while all injury collisions overall are trending down, severe injury collisions are trending up. \u003c/p>\n\n\n\n\u003cp>Emberly Garibay, 11, a recent graduate of Flynn Elementary, lives nearby and has two siblings who still attend the school. She said that crossing Cesar Chavez Street’s four lanes of traffic to get to school can feel scary.\u003c/p>\n\n\n\n\u003cp>“ I don’t feel safe sometimes, because I feel like I’m going to get hit by a car, even when I’m with my family,” Garibay said. “ People are just going too fast, so I’m really excited that the speed limit is lowering.”\u003c/p>\n\n\n\n\u003cp>Despite SFMTA’s structural budget deficit of over $300 million, the agency prioritized maintaining the same number of crossing guards as the previous year, according to Unnikrishnan. He said that the agency employs guards at 96 schools at about 174 corners around the city. \u003c/p>\n\n\n\n\u003cp>“I keep the kids safe, and the kids are really sweet, and they smile when they see me, and it makes me really happy,” said Luzmery Betancur, who said she has been a crossing guard for 15 years. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1500\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED.jpg\" alt=\"\" class=\"wp-image-12095420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Crossing guards Luzmery Betancur and Jose Guillen help San Franciscans cross the street safely. (Azul Dahlstrom-Eckman/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>The time allotted for pedestrians to cross Cesar Chavez Street is about five seconds too short to get a large quantity of children across the street safely, according to Ryan Hazelton, director of the Mariposa Kids afterschool program at Flynn Elementary. Hazelton, who is also running for a seat on the San Francisco School Board, said the crossing guards play a crucial role in keeping them safe.\u003c/p>\n\n\n\n\u003cp>“ They provide us with that security envelope that we need, and the parents feel really confident in our ability to get the kids from school to our off-site location because we have those crossing guards,” Hazelton said. \u003c/p>\n\n\n\n\u003cp>San Francisco Police Department Chief Derrick Lew said the department plans to conduct “high visibility enforcement” around schools to make sure drivers are following speed limits. \u003c/p>\n\n\n\n\n\n\u003cp>“ There will be zero tolerance for dangerous driving,” Lew said. \u003c/p>\n\n\n\n\u003cp>Lew also said the department will be conducting enforcement for violations involving e-bikes and e-scooters near schools, after recent collisions in the city involving the devices caused fatal and serious injuries. \u003c/p>\n\n\n\n\u003cp>Christopher White, executive director of the San Francisco Bicycle Coalition, said he thought Lew was reacting to a perception that e-bikes and e-scooters were unsafe, but said that impression “really isn’t true.” \u003c/p>\n\n\n\n\u003cp>“ We need to be making it easier for people on e-bikes and e-scooters to get to school,” White said. “It’s important that we make sure that people are riding street-legal devices, but nonetheless, these are valid modes that aren’t a risk to people on the street.” \u003c/p>\n\n\n\n\u003cp>As nearly 50,000 public school students head back to school on Monday, San Francisco Unified School District Superintendent Maria Su is imploring drivers to slow down. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>“ There will be children and students walking around the streets,” Su said. “So just have a little extra patience, give yourself a little extra time.”\u003c/p>\n\n",
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"innerHTML": "\n\u003cp> “Street safety is public safety, and there’s really no higher priority than keeping our school children safe in the city,” SFMTA spokesperson Madhu Unnikrishnan said on Friday. Unnikrishnan joined other city officials at Leonard R. Flynn Elementary School to announce the news. \u003c/p>\n",
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"\n\u003cp> “Street safety is public safety, and there’s really no higher priority than keeping our school children safe in the city,” SFMTA spokesperson Madhu Unnikrishnan said on Friday. Unnikrishnan joined other city officials at Leonard R. Flynn Elementary School to announce the news. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Flynn Elementary, which sits on the border of the city’s Mission District, is among the first of San Francisco’s schools to see the speed limit on its surrounding streets reduced. The SFMTA said it is working to reduce speed limits at more than 230 public and private schools in the city by 2028.\u003c/p>\n",
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"\n\u003cp>Flynn Elementary, which sits on the border of the city’s Mission District, is among the first of San Francisco’s schools to see the speed limit on its surrounding streets reduced. The SFMTA said it is working to reduce speed limits at more than 230 public and private schools in the city by 2028.\u003c/p>\n"
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"innerHTML": "\n\u003cp>In addition to the new speed limit law, leaders touted other measures meant to make streets safer, including the SFMTA’s crossing guard program, automated speed safety camera program and infrastructure changes like intersection daylighting and high-visibility crosswalks.\u003c/p>\n",
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"innerHTML": "\n\u003cp>The announcement comes as San Francisco continues its efforts to prevent traffic injuries and deaths in the city. Last year, Mayor Daniel Lurie launched the \u003ca href=\"https://www.sf.gov/news-mayor-lurie-signs-street-safety-executive-directive-in-major-step-to-improve-public-safety-in-san-francisco\">Street Safety executive directive\u003c/a>, which aimed to increase coordination between city departments involved in transportation.\u003c/p>\n",
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"\n\u003cp>The announcement comes as San Francisco continues its efforts to prevent traffic injuries and deaths in the city. Last year, Mayor Daniel Lurie launched the \u003ca href=\"https://www.sf.gov/news-mayor-lurie-signs-street-safety-executive-directive-in-major-step-to-improve-public-safety-in-san-francisco\">Street Safety executive directive\u003c/a>, which aimed to increase coordination between city departments involved in transportation.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The directive followed the city’s \u003ca href=\"https://www.kqed.org/news/12055304/after-vision-zero-san-francisco-looks-to-a-new-approach-to-traffic-safety\">Vision Zero initiative\u003c/a>, which aimed to reduce deaths to zero over a 10-year period. It ended in 2024, which marked the deadliest year for traffic collisions in the city since the initiative began, with 42 traffic fatalities on record.\u003c/p>\n",
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"innerHTML": "\n\u003cp>So far this year, the city has recorded 17 traffic fatalities, including an \u003ca href=\"https://www.kqed.org/news/12095110/after-san-francisco-scooter-victim-identified-advocates-call-for-safer-market-street\">e-scooter rider\u003c/a> who was struck and killed last week by a driver on Market Street. A recent report by the SFMTA’s street safety committee \u003ca href=\"https://www.sfmta.com/media/45487/download?inline\">shows\u003c/a> that while all injury collisions overall are trending down, severe injury collisions are trending up. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Emberly Garibay, 11, a recent graduate of Flynn Elementary, lives nearby and has two siblings who still attend the school. She said that crossing Cesar Chavez Street’s four lanes of traffic to get to school can feel scary.\u003c/p>\n",
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"\n\u003cp>Emberly Garibay, 11, a recent graduate of Flynn Elementary, lives nearby and has two siblings who still attend the school. She said that crossing Cesar Chavez Street’s four lanes of traffic to get to school can feel scary.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“ I don’t feel safe sometimes, because I feel like I’m going to get hit by a car, even when I’m with my family,” Garibay said. “ People are just going too fast, so I’m really excited that the speed limit is lowering.”\u003c/p>\n",
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"\n\u003cp>“ I don’t feel safe sometimes, because I feel like I’m going to get hit by a car, even when I’m with my family,” Garibay said. “ People are just going too fast, so I’m really excited that the speed limit is lowering.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>Despite SFMTA’s structural budget deficit of over $300 million, the agency prioritized maintaining the same number of crossing guards as the previous year, according to Unnikrishnan. He said that the agency employs guards at 96 schools at about 174 corners around the city. \u003c/p>\n",
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"\n\u003cp>Despite SFMTA’s structural budget deficit of over $300 million, the agency prioritized maintaining the same number of crossing guards as the previous year, according to Unnikrishnan. He said that the agency employs guards at 96 schools at about 174 corners around the city. \u003c/p>\n"
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"innerHTML": "\n\u003cp>“I keep the kids safe, and the kids are really sweet, and they smile when they see me, and it makes me really happy,” said Luzmery Betancur, who said she has been a crossing guard for 15 years. \u003c/p>\n",
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"\n\u003cp>“I keep the kids safe, and the kids are really sweet, and they smile when they see me, and it makes me really happy,” said Luzmery Betancur, who said she has been a crossing guard for 15 years. \u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED.jpg\" alt=\"\" class=\"wp-image-12095420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED-1536x1152.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\" />\u003cfigcaption class=\"wp-element-caption\">Crossing guards Luzmery Betancur and Jose Guillen help San Franciscans cross the street safely.\u003c/figcaption>\u003c/figure>\n",
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"innerHTML": "\n\u003cp>The time allotted for pedestrians to cross Cesar Chavez Street is about five seconds too short to get a large quantity of children across the street safely, according to Ryan Hazelton, director of the Mariposa Kids afterschool program at Flynn Elementary. Hazelton, who is also running for a seat on the San Francisco School Board, said the crossing guards play a crucial role in keeping them safe.\u003c/p>\n",
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"\n\u003cp>The time allotted for pedestrians to cross Cesar Chavez Street is about five seconds too short to get a large quantity of children across the street safely, according to Ryan Hazelton, director of the Mariposa Kids afterschool program at Flynn Elementary. Hazelton, who is also running for a seat on the San Francisco School Board, said the crossing guards play a crucial role in keeping them safe.\u003c/p>\n"
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"innerHTML": "\n\u003cp>“ They provide us with that security envelope that we need, and the parents feel really confident in our ability to get the kids from school to our off-site location because we have those crossing guards,” Hazelton said. \u003c/p>\n",
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"\n\u003cp>“ They provide us with that security envelope that we need, and the parents feel really confident in our ability to get the kids from school to our off-site location because we have those crossing guards,” Hazelton said. \u003c/p>\n"
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"innerHTML": "\n\u003cp>San Francisco Police Department Chief Derrick Lew said the department plans to conduct “high visibility enforcement” around schools to make sure drivers are following speed limits. \u003c/p>\n",
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"innerHTML": "\n\u003cp>“ There will be zero tolerance for dangerous driving,” Lew said. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Lew also said the department will be conducting enforcement for violations involving e-bikes and e-scooters near schools, after recent collisions in the city involving the devices caused fatal and serious injuries. \u003c/p>\n",
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"innerHTML": "\n\u003cp>Christopher White, executive director of the San Francisco Bicycle Coalition, said he thought Lew was reacting to a perception that e-bikes and e-scooters were unsafe, but said that impression “really isn’t true.” \u003c/p>\n",
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"\n\u003cp>Christopher White, executive director of the San Francisco Bicycle Coalition, said he thought Lew was reacting to a perception that e-bikes and e-scooters were unsafe, but said that impression “really isn’t true.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>“ We need to be making it easier for people on e-bikes and e-scooters to get to school,” White said. “It’s important that we make sure that people are riding street-legal devices, but nonetheless, these are valid modes that aren’t a risk to people on the street.” \u003c/p>\n",
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"\n\u003cp>“ We need to be making it easier for people on e-bikes and e-scooters to get to school,” White said. “It’s important that we make sure that people are riding street-legal devices, but nonetheless, these are valid modes that aren’t a risk to people on the street.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>As nearly 50,000 public school students head back to school on Monday, San Francisco Unified School District Superintendent Maria Su is imploring drivers to slow down. \u003c/p>\n",
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"innerHTML": "\n\u003cp>“ There will be children and students walking around the streets,” Su said. “So just have a little extra patience, give yourself a little extra time.”\u003c/p>\n",
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"excerpt": "A new law lets the city reduce speed limits in school zones to 15 or 20 miles per hour, as public schools are set to resume instruction on Monday.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Public school will be back in session in \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> in a few days — and city leaders are introducing several strategies to make sure students get to class safely.\u003c/p>\n\n\n\n\u003cp>The San Francisco Municipal Transportation Agency on Friday shared its plans to bolster safety for students’ commutes to school, including enforcing a 2025 state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202520260AB382\">bill\u003c/a> that allows the agency to reduce the speed limit in school zones from 25 miles per hour to 15 or 20 when children are present.\u003c/p>\n\n\n\n\u003cp> “Street safety is public safety, and there’s really no higher priority than keeping our school children safe in the city,” SFMTA spokesperson Madhu Unnikrishnan said on Friday. Unnikrishnan joined other city officials at Leonard R. Flynn Elementary School to announce the news. \u003c/p>\n\n\n\n\u003cp>Flynn Elementary, which sits on the border of the city’s Mission District, is among the first of San Francisco’s schools to see the speed limit on its surrounding streets reduced. The SFMTA said it is working to reduce speed limits at more than 230 public and private schools in the city by 2028.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1500\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED.jpg\" alt=\"\" class=\"wp-image-12095419\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-02-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Mayor Daniel Lurie outlines street safety initiatives ahead of the new school year in front of Leonard R. Flynn Elementary School on Aug. 14, 2026. (Azul Dahlstrom-Eckman/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>In addition to the new speed limit law, leaders touted other measures meant to make streets safer, including the SFMTA’s crossing guard program, automated speed safety camera program and infrastructure changes like intersection daylighting and high-visibility crosswalks.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The announcement comes as San Francisco continues its efforts to prevent traffic injuries and deaths in the city. Last year, Mayor Daniel Lurie launched the \u003ca href=\"https://www.sf.gov/news-mayor-lurie-signs-street-safety-executive-directive-in-major-step-to-improve-public-safety-in-san-francisco\">Street Safety executive directive\u003c/a>, which aimed to increase coordination between city departments involved in transportation.\u003c/p>\n\n\n\n\u003cp>The directive followed the city’s \u003ca href=\"https://www.kqed.org/news/12055304/after-vision-zero-san-francisco-looks-to-a-new-approach-to-traffic-safety\">Vision Zero initiative\u003c/a>, which aimed to reduce deaths to zero over a 10-year period. It ended in 2024, which marked the deadliest year for traffic collisions in the city since the initiative began, with 42 traffic fatalities on record.\u003c/p>\n\n\n\n\n\n\u003cp>So far this year, the city has recorded 17 traffic fatalities, including an \u003ca href=\"https://www.kqed.org/news/12095110/after-san-francisco-scooter-victim-identified-advocates-call-for-safer-market-street\">e-scooter rider\u003c/a> who was struck and killed last week by a driver on Market Street. A recent report by the SFMTA’s street safety committee \u003ca href=\"https://www.sfmta.com/media/45487/download?inline\">shows\u003c/a> that while all injury collisions overall are trending down, severe injury collisions are trending up. \u003c/p>\n\n\n\n\u003cp>Emberly Garibay, 11, a recent graduate of Flynn Elementary, lives nearby and has two siblings who still attend the school. She said that crossing Cesar Chavez Street’s four lanes of traffic to get to school can feel scary.\u003c/p>\n\n\n\n\u003cp>“ I don’t feel safe sometimes, because I feel like I’m going to get hit by a car, even when I’m with my family,” Garibay said. “ People are just going too fast, so I’m really excited that the speed limit is lowering.”\u003c/p>\n\n\n\n\u003cp>Despite SFMTA’s structural budget deficit of over $300 million, the agency prioritized maintaining the same number of crossing guards as the previous year, according to Unnikrishnan. He said that the agency employs guards at 96 schools at about 174 corners around the city. \u003c/p>\n\n\n\n\u003cp>“I keep the kids safe, and the kids are really sweet, and they smile when they see me, and it makes me really happy,” said Luzmery Betancur, who said she has been a crossing guard for 15 years. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1500\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED.jpg\" alt=\"\" class=\"wp-image-12095420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260814-SF-Street-Safety-ADE-03-KQED-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Crossing guards Luzmery Betancur and Jose Guillen help San Franciscans cross the street safely. (Azul Dahlstrom-Eckman/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>The time allotted for pedestrians to cross Cesar Chavez Street is about five seconds too short to get a large quantity of children across the street safely, according to Ryan Hazelton, director of the Mariposa Kids afterschool program at Flynn Elementary. Hazelton, who is also running for a seat on the San Francisco School Board, said the crossing guards play a crucial role in keeping them safe.\u003c/p>\n\n\n\n\u003cp>“ They provide us with that security envelope that we need, and the parents feel really confident in our ability to get the kids from school to our off-site location because we have those crossing guards,” Hazelton said. \u003c/p>\n\n\n\n\u003cp>San Francisco Police Department Chief Derrick Lew said the department plans to conduct “high visibility enforcement” around schools to make sure drivers are following speed limits. \u003c/p>\n\n\n\n\n\n\u003cp>“ There will be zero tolerance for dangerous driving,” Lew said. \u003c/p>\n\n\n\n\u003cp>Lew also said the department will be conducting enforcement for violations involving e-bikes and e-scooters near schools, after recent collisions in the city involving the devices caused fatal and serious injuries. \u003c/p>\n\n\n\n\u003cp>Christopher White, executive director of the San Francisco Bicycle Coalition, said he thought Lew was reacting to a perception that e-bikes and e-scooters were unsafe, but said that impression “really isn’t true.” \u003c/p>\n\n\n\n\u003cp>“ We need to be making it easier for people on e-bikes and e-scooters to get to school,” White said. “It’s important that we make sure that people are riding street-legal devices, but nonetheless, these are valid modes that aren’t a risk to people on the street.” \u003c/p>\n\n\n\n\u003cp>As nearly 50,000 public school students head back to school on Monday, San Francisco Unified School District Superintendent Maria Su is imploring drivers to slow down. \u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>“ There will be children and students walking around the streets,” Su said. “So just have a little extra patience, give yourself a little extra time.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "the-best-places-to-bring-your-book-in-the-bay-area-performative-reading-accusations-not-included",
"title": "The Best Places to Bring Your Book in the Bay Area (‘Performative Reading’ Accusations Not Included)",
"publishDate": 1786636800,
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"headTitle": "The Best Places to Bring Your Book in the Bay Area (‘Performative Reading’ Accusations Not Included) | KQED",
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"content": "\u003cp>One of the easiest ways to remind myself that life is worth living is grabbing my current read and taking it out of the house with me. It’s an essential tote bag accessory, along with my keys, chapstick and sunscreen. \u003c/p>\n\n\n\n\u003cp>So imagine my surprise when I saw this post from a user whose friend took a picture of them reading — on what appears to be a lovely bench — captioned: “My friends called me performative cause this is how they found me lmao??” \u003c/p>\n\n\n\n\u003cp>Yes, it’s probably a joke — and it definitely sounds like something my friends would say ironically as well. (“Going to bring a book to the BTS concert so RM sees me reading in the audience and knows I’m not like other girls,” etc. etc.) But \u003ca href=\"https://www.instyle.com/elle-fanning-reading-interview-coach-11914208\">being a\u003c/a> \u003ca href=\"https://x.com/Lilys_verses/status/2082914715525611989\">“performative reader”\u003c/a> — \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">i.e., reading in public\u003c/a>, in \u003ca href=\"https://www.youtube.com/watch?v=-F_A7qvs5Gs\">various configurations\u003c/a> —\u003cem>has \u003c/em>turned into \u003ca href=\"https://www.nbcnews.com/pop-culture/books/performative-reading-trend-social-media-booktok-readers-weigh-in-rcna237393\">something of a jab\u003c/a> from \u003ca href=\"https://www.theguardian.com/lifeandstyle/2025/jun/30/performative-reading-public-tiktok\">the Very Online\u003c/a>. And it’s for everyone, not just the apparent \u003ca href=\"https://www.gq-magazine.co.uk/article/chore-coats-moustaches-and-female-fiction-meet-the-men-doing-the-performative-reading-meme-irl\">“pretentious guy on a dating app\u003c/a>” archetype.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-rich is-provider-x wp-block-embed-x\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://twitter.com/mariahyreva/status/2081521301714284976\n\u003c/div>\u003c/figure>\n\n\n\n\u003cp>But as \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">\u003cem>The New Yorker’s \u003c/em>Brady Brickner-Wood\u003c/a> wrote, “If everything is potentially performative, how will we ever work up the courage to step outside of our sphere of normal, to risk being earnest and cringe, and experience something transformative?” \u003c/p>\n\n\n\n\u003cp>And as Brickner-Wood said, “Reading a book is antithetical to scrolling; online platforms cannot replicate the slow, patient, and complex experience of reading a weighty novel.” \u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So in celebration of reading outside — \u003ca href=\"https://www.tiktok.com/@hopeurdoingwellbruh/video/7653930211234336031\">which \u003cem>is\u003c/em> a vibe\u003c/a> — I consulted some of the Bay Area’s writers, librarians and booksellers and went on the hunt to find excellent spots in the region that will let you sit down for a while with a good read. (As always, be sure to check the hours of any businesses on this list before heading out, to make sure it’s still open.)\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-video is-provider-tiktok wp-block-embed-tiktok\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://www.tiktok.com/@hopeurdoingwellbruh/video/7653930211234336031\n\u003c/div>\u003c/figure>\n\n\n\n\u003cp>And if you don’t have something in your \u003ca href=\"https://www.goodreads.com/shelf/show/tbr\">TBR list\u003c/a> that’s speaking to you right now, you can check out KQED’s Forum episode \u003ca href=\"https://www.kqed.org/forum/2010101914694/whats-on-your-summer-reading-list-4\">interviewing Bay Area booksellers on some popular summer titles\u003c/a>. (I am currently reading \u003cem>The Brothers Karamazov\u003c/em> with a friend, which, I’ll admit, is not helping me beat the performative reading allegations.)\u003c/p>\n\n\n\n\u003cp>Jump straight to the best places to read in:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>\u003ca href=\"#east-bay\">East Bay\u003c/a>\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"#north-bay\">North Bay\u003c/a>\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"#peninsula\">South Bay and Peninsula\u003c/a>\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch2 class=\"wp-block-heading\">The best places to read in San Francisco\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Vesuvio Cafe in North Beach\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Rae Alexandra, KQED Arts and Culture reporter and author of \u003c/em>\u003ca href=\"https://www.kqed.org/news/12077049/unsung-heroines-rebel-girls-of-the-bay-area\">\u003cem>Unsung Heroines: 35 Women Who Changed the Bay Area\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>Vesuvio Cafe is a gorgeous bar right next to City Lights, the famous bookstore once frequented by figures like \u003ca href=\"https://www.timeout.com/san-francisco/bars/vesuvio\">Jack Kerouac and Allen Ginsberg\u003c/a> (they also publish books, and \u003cem>Unsung Heroines\u003c/em> is one of them). Alexandra’s preference is at the end of the bar, near the front door.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg\" alt=\"\" class=\"wp-image-12094749\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Vesuvio Bar in San Francisco, California, on July 13, 2017. (Michael Macor/San Francisco Chronicle via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>\u003cstrong>“\u003c/strong>It’s a habit that started by accident — going book shopping in City Lights and deciding I just \u003cem>had \u003c/em>to start reading what I’d bought immediately, so popping next door to the bar,” Alexandra said. “Vesuvio is quiet in the afternoon, so a nice place to read.” \u003c/p>\n\n\n\n\u003cp>If you want some nature reading with your City Lights read instead, take a 12-minute walk up Columbus Avenue to \u003cstrong>Ina Coolbrith Park,\u003c/strong> a small space with beautiful city views named after \u003ca href=\"https://www.youtube.com/watch?v=vlfR1eeDoME\">the state’s first poet laureate\u003c/a>. Alternatively, a little way up Columbus is \u003cstrong>Washington Square Park. \u003c/strong>\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Golden Gate Park\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/booknerderika?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Erika Naulu\u003c/em>\u003c/a>\u003cem>, high school librarian in Concord \u003c/em>\u003c/p>\n\n\n\n\u003cp>It’s hard \u003cem>not \u003c/em>to find a pretty spot in Golden Gate Park to read — but \u003ca href=\"https://gggp.org/conservatory-of-flowers/\">the Conservatory of Flowers\u003c/a> is probably my all-time favorite place to spread a blanket and rest.\u003c/p>\n\n\n\n\u003cp>Librarian Naulu agrees. For her, the best spot is the area between the California Academy of Sciences and de Young Museum. “There are fountains and benches where you can sit and relax,” she said.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1999\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg\" alt=\"\" class=\"wp-image-12022568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-element-caption\">View from the SkyStar Observation Wheel of the de Young Museum in Golden Gate Park on March 4, 2021. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“There are music performances sometimes at the music concourse that can get distracting if you are looking for a quiet spot,” Naulu said. “I like the background music sometimes though.” \u003c/p>\n\n\n\n\u003cp>What makes the park particularly excellent for readers is the plethora of bookstores also available nearby, including: \u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>\u003ca href=\"https://gggp.org/shop/\">Gardens of Golden Gate Park\u003c/a> has its own bookstore \u003cem>in\u003c/em> the park, near Lincoln Way and Ninth Avenue. \u003ca href=\"https://gggp.org/learn/library-collection/\">The Helen Crocker Russell Library of Horticulture\u003c/a> is also nearby.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://greenapplebooks.com/\">Green Apple Books on the Park\u003c/a> is around a minute walk from the Ninth Street entrance to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://borderlands-books.com/v2/index.html\">Borderlands Books\u003c/a> (science fiction and fantasy focused) is around a 3-minute walk from the Stanyan Street entrance to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://blackbirdsf.com/\">Blackbird Bookstore and Cafe\u003c/a> is around a 6-minute walk from the closest entrance on Lincoln Way to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://booksmith.com/\">The Booksmith\u003c/a> is around a 7-minute walk away from the closest entrance on Stanyan Street to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://www.globusbooks.com/\">Globus Books\u003c/a> is around a 7-minute walk away from the closest entrance on Fulton Street to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://boundtogether.org/\">Bound Together Bookstore\u003c/a> is around an 11-minute walk from the closest entrance on Stanyan Street to Golden Gate Park — but is just around the corner from Buena Vista Park, too.\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch3 class=\"wp-block-heading\">La Promenade Café in the Outer Richmond\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Amy Gloriana, owner of bookstore \u003c/em>\u003ca href=\"https://www.betweenthebookendssf.com/\">\u003cem>Between the Bookends\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>Gloriana said that \u003ca href=\"https://www.lapromenadecafe.com/\">La Promenade Café\u003c/a> has “so many options for seating and it’s so cozy!” There are usually a good amount of customers inside, but “never too loud” and “food and coffee is pretty good,” she said.\u003c/p>\n\n\n\n\u003cp>And probably the most winning part of her rec: “It feels like you’re in \u003ca href=\"https://www.youtube.com/watch?v=Y9mRoCerrpY&list=RDY9mRoCerrpY&start_radio=1&pp=ygUQbG9maSBjb2ZmZWUgc2hvcKAHAdIHCQnECwGHKiGM7w%3D%3D\">a coffee shop lofi video\u003c/a>.”\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Charlie’s Cafe in the Mission\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Sirkka Miller, bookseller at Dog Eared Books Valencia\u003c/em>\u003c/p>\n\n\n\n\u003cp>Miller said Charlie’s Cafe has good coffee and, in the morning, is “well lit” and “nice and airy” in addition to being quiet. \u003c/p>\n\n\n\n\u003cp>A bonus for Charlie’s is that it is \u003cem>right\u003c/em> next to Precita Park, which has \u003ca href=\"https://sfrecpark.org/898/Precita-Park\">a butterfly garden\u003c/a>.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1293\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty.jpg\" alt=\"\" class=\"wp-image-12081136\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty-160x103.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty-1536x993.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">People relaxing in the grass at Dolores Park in San Francisco. (Lonely Planet/Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Dolores Park in the Mission \u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Grace Wathen, bookseller at \u003c/em>\u003ca href=\"https://www.thelovepotionlibrary.com/\">\u003cem>The Love Potion Library\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>Wathen said her usual spots are “anywhere I can read under a tree.” Near Dolores Park is \u003cstrong>Dolores Cafe\u003c/strong>, which includes outside seating and a pretty magnificent view of the park.\u003c/p>\n\n\n\n\u003cp>If you need a book, there are also stores near the park, including:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>\u003ca href=\"https://www.dogearedbooks.com/\">Dog Eared Books\u003c/a>, around a 6-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"http://fabulosabooks.com/\">Fabulosa Books\u003c/a>, around a 10-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch3 class=\"wp-block-heading\">The International Library of Young Authors in the Mission\u003c/h3>\n\n\n\n\u003cp>This incredible sweet spot — which features titles written by young writers across the country — is a favorite of this reporter, as it’s also the home of literary magazines like McSweeney’s (founded by the Bay Area’s Dave Eggers) and The Believer. The “library” has comfy couches, plenty of sunlight and a pretty whimsical hidden room at the back. \u003c/p>\n\n\n\n\u003cp>The space sometimes hosts workshops for young people, so it’s best to check their schedule beforehand to make sure you’re able to pop in during the quiet, empty hours.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"east-bay\">The best places to read in East Bay\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Clio’s in Oakland\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/gabbi.rose?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Gabbi Sharp\u003c/em>\u003c/a>\u003cem>, host of \u003c/em>\u003ca href=\"https://oaklandlibrary.bibliocommons.com/events/67c8f1a4596bfd2f00183710\">\u003cem>the Black Authors Book Club\u003c/em>\u003c/a>\u003cem> at the West Oakland Branch Library\u003c/em>\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://www.cliosbooks.com/\">Clio’s\u003c/a> is a stylish bar and bookstore. As Sharp said, “I always bring my own book to read. They have such cozy couches, a warm atmosphere, and they are open late!” \u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Lake Chabot in Castro Valley\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n\n\n\n\u003cp>Naulu recommends this \u003ca href=\"https://www.ebparks.org/parks/lake-chabot\">gated regional park\u003c/a> where people also boat and fish. “I like to walk the trails while listening to audiobooks,” Naulu said. “There are places to sit and read as well near the lake, but depending on the day, it can get busy and noisy with campers or other people.”\u003c/p>\n\n\n\n\u003cp>You’ll need to pay for parking within the regional park itself, but there’s also parking available on the road just outside the park, which is free.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg\" alt=\"\" class=\"wp-image-12094745\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-1536x1058.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">A woman reads a book at Lake Merritt in Oakland, California, on Saturday, May 16, 2020. (Paul Chinn/The San Francisco Chronicle via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Lake Merritt in Oakland\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/ablacklibrarian?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Makayla Walker\u003c/em>\u003c/a>\u003cem>, librarian in Oakland\u003c/em>\u003c/p>\n\n\n\n\u003cp>Lake Merritt is a favorite, especially on sunny days, Walker said. There are also \u003ca href=\"https://www.lakemerritt.org/gardens.html\">specific gardens\u003c/a> within Lake Merritt to choose from. \u003c/p>\n\n\n\n\u003cp>Perhaps Lake Merritt is the place for a nice fantasy novel, considering \u003ca href=\"https://www.lakemerritt.org/fairyland.html\">children’s amusement park Fairyland\u003c/a> is nearby as well.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Bishop Ranch in San Ramon\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n\n\n\n\u003cp>As a large, lush open space, Naulu called Bishop Ranch a “hidden gem of San Ramon.” \u003c/p>\n\n\n\n\u003cp>There’s also \u003ca href=\"https://www.bishopranch.com/venue/annabel-lake/\">Annabel Lake \u003c/a>nearby, with “a lot of benches around it that are perfect for reading,” she said.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg\" alt=\"\" class=\"wp-image-12081140\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Book Society is a wine lounge based in Berkeley. (Courtesy of Kara Brodgesell via Book Society.)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Book Society in Berkeley\u003c/h3>\n\n\n\n\u003cp>A wine lounge with \u003ca href=\"https://www.booksociety.social/menu\">a menu of snacks and nonalcoholic options\u003c/a> to choose from, the Book Society is a stylish space with popular titles for sale as well. There are also couches to lounge on, as well as soft chairs and bar stools. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"north-bay\">The best places to read in North Bay\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Mill Valley Depot Café & Bookstore in Mill Valley \u003c/h3>\n\n\n\n\u003cp>This cafe offers \u003ca href=\"https://www.depotcafeandbookstore.com/\">a large menu\u003c/a>, allowing you to spend some time grazing while going through your book.\u003c/p>\n\n\n\n\u003cp>The cafe also doubles as an independent bookstore and an event space — so be sure to \u003ca href=\"https://www.depotcafeandbookstore.com/events\">check out the calendar\u003c/a> if you’d like to see a live music show that day as well (or avoid one, if you’re seeking serenity!).\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">The Mill Valley Public Library\u003c/h3>\n\n\n\n\n\n\u003cp>The Mill Valley branch has \u003ca href=\"https://www.instagram.com/mill_valley_library/?hl=en\">wide glass windows, high ceilings and cozy lighting\u003c/a> that allow visitors to really feel like they are engulfed in the surrounding woods. In this reporter’s humble opinion, it’s probably one of the prettiest public libraries in the Bay Area. \u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Aqus Cafe in Petaluma\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Danielle Venton, KQED Science and climate reporter, host of \u003c/em>\u003ca href=\"https://www.kqed.org/event/4149/climate-book-club\">\u003cem>KQED’s Climate Book Club\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>A little away from the bustling downtown, Venton said that Aqus Cafe is “very welcoming to those bookishly quiet of us, who want to be around other people without necessarily talking to them.” \u003c/p>\n\n\n\n\u003cp>But if you \u003cem>would \u003c/em>like to be closer to downtown, Venton also recommended historic saloon \u003cstrong>McNears, \u003c/strong>adding that the staff there has “been kind and patient with me, letting me hide out upstairs reading and writing.”\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Oak Hill in Petaluma\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Danielle Venton, KQED Science and climate reporter, host of KQED’s Climate Book Club\u003c/em>\u003c/p>\n\n\n\n\u003cp>Venton said that this park has “everything you want.” \u003c/p>\n\n\n\n\u003cp>There are picnic tables, a kid’s playground, dog run, petanque court, basketball hoop and, most importantly for readers, “enormous live oak trees offering abundant shade over a large lawn,” she said. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"peninsula\">The best places to read in South Bay and the Peninsula\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Fioli Estate in Woodside\u003c/h3>\n\n\n\n\u003cp>Recommendation from: Yung Le, co-founder of \u003ca href=\"https://www.instagram.com/anovelaffairbookcafe/\">A Novel Affair\u003c/a>\u003c/p>\n\n\n\n\u003cp>This gorgeous, Austenland-like garden was actually Le’s previous recommendation to KQED for \u003ca href=\"https://www.kqed.org/news/12081122/bay-area-book-lovers-we-have-highly-literary-date-or-friend-hang-ideas-for-your-weekend\">a literary-themed date\u003c/a>. \u003c/p>\n\n\n\n\u003cp>At \u003ca href=\"https://51772.blackbaudhosting.com/51772/tickets?tab=2&txobjid=85164de0-552f-49c6-8ba5-ce4be2af4d14\">around $45 for adults\u003c/a>, Filoli is a pricier option for a day out with a book. But people with \u003ca href=\"https://filoli.org/visit/#!\">a SNAP (CalFresh) EBT card or a Discover and Go pass\u003c/a> from the library can get free and reduced admission.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9.jpg\" alt=\"\" class=\"wp-image-12081141\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Fioli, in Woodside, is an historic estate with landscape gardens that brings pure Pemberley vibes to the Peninsula. \u003cbr> (Courtesy of Albert Dros via Fioli)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">The A.M. Craft in San José\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Amy Ly, \u003c/em>\u003ca href=\"http://instagram.com/silentbookclubsanjose?igsh=NTc4MTIwNjQ2YQ==\">\u003cem>San José Silent Book Club\u003c/em>\u003c/a>\u003cem> moderator\u003c/em>\u003c/p>\n\n\n\n\u003cp>This cafe and restaurant is located in downtown San José, and Ly called \u003ca href=\"https://am-craft.mailchimpsites.com/about-us\">A.M. Craft\u003c/a> “my little hideout when I want to get some reading done on a Saturday morning.\u003c/p>\n\n\n\n\u003cp>“Gimme a cold brew, pastry and a good read, and I’ll happily read for a few hours,” Ly said.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Atherton Library in Atherton\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/sfbookgirl?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Ciera Pasturel\u003c/em>\u003c/a>\u003cem>, San Mateo County librarian\u003c/em>\u003c/p>\n\n\n\n\u003cp>Pasturel recommends specifically the patio of the Atherton Library, which is “under an enormous oak tree.”\u003c/p>\n\n\n\n\u003cp>“There is ample seating as well as a cafe that sells delicious coffee and pastries,” Pasturel added.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Half Moon Bay Beach\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n\n\n\n\u003cp>Weather permitting, of course! Naulu said that she tends to take her e-reader to the beach instead of a physical book, since it “does get windy.”\u003c/p>\n\n\n\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But it makes for a pleasant family outing, since she can settle with a book while her kids build sandcastles next to her.\u003c/p>\n\n",
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"innerHTML": "\n\u003cp>One of the easiest ways to remind myself that life is worth living is grabbing my current read and taking it out of the house with me. It’s an essential tote bag accessory, along with my keys, chapstick and sunscreen. \u003c/p>\n",
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"innerHTML": "\n\u003cp>So imagine my surprise when I saw this post from a user whose friend took a picture of them reading — on what appears to be a lovely bench — captioned: “My friends called me performative cause this is how they found me lmao??” \u003c/p>\n",
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"\n\u003cp>So imagine my surprise when I saw this post from a user whose friend took a picture of them reading — on what appears to be a lovely bench — captioned: “My friends called me performative cause this is how they found me lmao??” \u003c/p>\n"
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"innerHTML": "\n\u003cp>Yes, it’s probably a joke — and it definitely sounds like something my friends would say ironically as well. (“Going to bring a book to the BTS concert so RM sees me reading in the audience and knows I’m not like other girls,” etc. etc.) But \u003ca href=\"https://www.instyle.com/elle-fanning-reading-interview-coach-11914208\">being a\u003c/a> \u003ca href=\"https://x.com/Lilys_verses/status/2082914715525611989\">“performative reader”\u003c/a> — \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">i.e., reading in public\u003c/a>, in \u003ca href=\"https://www.youtube.com/watch?v=-F_A7qvs5Gs\">various configurations\u003c/a> —\u003cem>has \u003c/em>turned into \u003ca href=\"https://www.nbcnews.com/pop-culture/books/performative-reading-trend-social-media-booktok-readers-weigh-in-rcna237393\">something of a jab\u003c/a> from \u003ca href=\"https://www.theguardian.com/lifeandstyle/2025/jun/30/performative-reading-public-tiktok\">the Very Online\u003c/a>. And it’s for everyone, not just the apparent \u003ca href=\"https://www.gq-magazine.co.uk/article/chore-coats-moustaches-and-female-fiction-meet-the-men-doing-the-performative-reading-meme-irl\">“pretentious guy on a dating app\u003c/a>” archetype.\u003c/p>\n",
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"\n\u003cp>Yes, it’s probably a joke — and it definitely sounds like something my friends would say ironically as well. (“Going to bring a book to the BTS concert so RM sees me reading in the audience and knows I’m not like other girls,” etc. etc.) But \u003ca href=\"https://www.instyle.com/elle-fanning-reading-interview-coach-11914208\">being a\u003c/a> \u003ca href=\"https://x.com/Lilys_verses/status/2082914715525611989\">“performative reader”\u003c/a> — \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">i.e., reading in public\u003c/a>, in \u003ca href=\"https://www.youtube.com/watch?v=-F_A7qvs5Gs\">various configurations\u003c/a> —\u003cem>has \u003c/em>turned into \u003ca href=\"https://www.nbcnews.com/pop-culture/books/performative-reading-trend-social-media-booktok-readers-weigh-in-rcna237393\">something of a jab\u003c/a> from \u003ca href=\"https://www.theguardian.com/lifeandstyle/2025/jun/30/performative-reading-public-tiktok\">the Very Online\u003c/a>. And it’s for everyone, not just the apparent \u003ca href=\"https://www.gq-magazine.co.uk/article/chore-coats-moustaches-and-female-fiction-meet-the-men-doing-the-performative-reading-meme-irl\">“pretentious guy on a dating app\u003c/a>” archetype.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-embed is-type-rich is-provider-x wp-block-embed-x\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://twitter.com/mariahyreva/status/2081521301714284976\n\u003c/div>\u003c/figure>\n",
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"\n\u003cfigure class=\"wp-block-embed is-type-rich is-provider-x wp-block-embed-x\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://twitter.com/mariahyreva/status/2081521301714284976\n\u003c/div>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>But as \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">\u003cem>The New Yorker’s \u003c/em>Brady Brickner-Wood\u003c/a> wrote, “If everything is potentially performative, how will we ever work up the courage to step outside of our sphere of normal, to risk being earnest and cringe, and experience something transformative?” \u003c/p>\n",
"innerContent": [
"\n\u003cp>But as \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">\u003cem>The New Yorker’s \u003c/em>Brady Brickner-Wood\u003c/a> wrote, “If everything is potentially performative, how will we ever work up the courage to step outside of our sphere of normal, to risk being earnest and cringe, and experience something transformative?” \u003c/p>\n"
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"innerHTML": "\n\u003cp>And as Brickner-Wood said, “Reading a book is antithetical to scrolling; online platforms cannot replicate the slow, patient, and complex experience of reading a weighty novel.” \u003c/p>\n",
"innerContent": [
"\n\u003cp>And as Brickner-Wood said, “Reading a book is antithetical to scrolling; online platforms cannot replicate the slow, patient, and complex experience of reading a weighty novel.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>So in celebration of reading outside — \u003ca href=\"https://www.tiktok.com/@hopeurdoingwellbruh/video/7653930211234336031\">which \u003cem>is\u003c/em> a vibe\u003c/a> — I consulted some of the Bay Area’s writers, librarians and booksellers and went on the hunt to find excellent spots in the region that will let you sit down for a while with a good read. (As always, be sure to check the hours of any businesses on this list before heading out, to make sure it’s still open.)\u003c/p>\n",
"innerContent": [
"\n\u003cp>So in celebration of reading outside — \u003ca href=\"https://www.tiktok.com/@hopeurdoingwellbruh/video/7653930211234336031\">which \u003cem>is\u003c/em> a vibe\u003c/a> — I consulted some of the Bay Area’s writers, librarians and booksellers and went on the hunt to find excellent spots in the region that will let you sit down for a while with a good read. (As always, be sure to check the hours of any businesses on this list before heading out, to make sure it’s still open.)\u003c/p>\n"
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"\n\u003cfigure class=\"wp-block-embed is-type-video is-provider-tiktok wp-block-embed-tiktok\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://www.tiktok.com/@hopeurdoingwellbruh/video/7653930211234336031\n\u003c/div>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>And if you don’t have something in your \u003ca href=\"https://www.goodreads.com/shelf/show/tbr\">TBR list\u003c/a> that’s speaking to you right now, you can check out KQED’s Forum episode \u003ca href=\"https://www.kqed.org/forum/2010101914694/whats-on-your-summer-reading-list-4\">interviewing Bay Area booksellers on some popular summer titles\u003c/a>. (I am currently reading \u003cem>The Brothers Karamazov\u003c/em> with a friend, which, I’ll admit, is not helping me beat the performative reading allegations.)\u003c/p>\n",
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"\n\u003cp>And if you don’t have something in your \u003ca href=\"https://www.goodreads.com/shelf/show/tbr\">TBR list\u003c/a> that’s speaking to you right now, you can check out KQED’s Forum episode \u003ca href=\"https://www.kqed.org/forum/2010101914694/whats-on-your-summer-reading-list-4\">interviewing Bay Area booksellers on some popular summer titles\u003c/a>. (I am currently reading \u003cem>The Brothers Karamazov\u003c/em> with a friend, which, I’ll admit, is not helping me beat the performative reading allegations.)\u003c/p>\n"
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"innerHTML": "\n\u003cp>Jump straight to the best places to read in:\u003c/p>\n",
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"\n\u003cp>Jump straight to the best places to read in:\u003c/p>\n"
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"East Bay",
"North Bay",
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null,
"\n\n",
null,
"\n\n",
null,
"\u003c/ul>\n"
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"innerHTML": "\n\u003cli>\u003ca href=\"#east-bay\">East Bay\u003c/a>\u003c/li>\n",
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"\n\u003cli>\u003ca href=\"#east-bay\">East Bay\u003c/a>\u003c/li>\n"
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"innerHTML": "\n\u003cli>\u003ca href=\"#north-bay\">North Bay\u003c/a>\u003c/li>\n",
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"\n\u003cli>\u003ca href=\"#north-bay\">North Bay\u003c/a>\u003c/li>\n"
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"innerHTML": "\n\u003cli>\u003ca href=\"#peninsula\">South Bay and Peninsula\u003c/a>\u003c/li>\n",
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"\n\u003cli>\u003ca href=\"#peninsula\">South Bay and Peninsula\u003c/a>\u003c/li>\n"
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"attrs": {
"text": "The best places to read in San Francisco",
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"innerHTML": "\n\u003ch2 class=\"wp-block-heading\">The best places to read in San Francisco\u003c/h2>\n",
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"\n\u003ch2 class=\"wp-block-heading\">The best places to read in San Francisco\u003c/h2>\n"
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"attrs": {
"level": 3,
"text": "Vesuvio Cafe in North Beach"
},
"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Vesuvio Cafe in North Beach\u003c/h3>\n",
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"\n\u003ch3 class=\"wp-block-heading\">Vesuvio Cafe in North Beach\u003c/h3>\n"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Rae Alexandra, KQED Arts and Culture reporter and author of \u003c/em>\u003ca href=\"https://www.kqed.org/news/12077049/unsung-heroines-rebel-girls-of-the-bay-area\">\u003cem>Unsung Heroines: 35 Women Who Changed the Bay Area\u003c/em>\u003c/a>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: Rae Alexandra, KQED Arts and Culture reporter and author of \u003c/em>\u003ca href=\"https://www.kqed.org/news/12077049/unsung-heroines-rebel-girls-of-the-bay-area\">\u003cem>Unsung Heroines: 35 Women Who Changed the Bay Area\u003c/em>\u003c/a>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Vesuvio Cafe is a gorgeous bar right next to City Lights, the famous bookstore once frequented by figures like \u003ca href=\"https://www.timeout.com/san-francisco/bars/vesuvio\">Jack Kerouac and Allen Ginsberg\u003c/a> (they also publish books, and \u003cem>Unsung Heroines\u003c/em> is one of them). Alexandra’s preference is at the end of the bar, near the front door.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Vesuvio Cafe is a gorgeous bar right next to City Lights, the famous bookstore once frequented by figures like \u003ca href=\"https://www.timeout.com/san-francisco/bars/vesuvio\">Jack Kerouac and Allen Ginsberg\u003c/a> (they also publish books, and \u003cem>Unsung Heroines\u003c/em> is one of them). Alexandra’s preference is at the end of the bar, near the front door.\u003c/p>\n"
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"srcset": "https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-1536x1024.jpg 1536w",
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg\" alt=\"\" class=\"wp-image-12094749\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">Vesuvio Bar in San Francisco, California, on July 13, 2017. \u003c/figcaption>\u003c/figure>\n",
"innerContent": [
"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg\" alt=\"\" class=\"wp-image-12094749\"/>\u003cfigcaption class=\"wp-element-caption\">Vesuvio Bar in San Francisco, California, on July 13, 2017. \u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>\u003cstrong>“\u003c/strong>It’s a habit that started by accident — going book shopping in City Lights and deciding I just \u003cem>had \u003c/em>to start reading what I’d bought immediately, so popping next door to the bar,” Alexandra said. “Vesuvio is quiet in the afternoon, so a nice place to read.” \u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cstrong>“\u003c/strong>It’s a habit that started by accident — going book shopping in City Lights and deciding I just \u003cem>had \u003c/em>to start reading what I’d bought immediately, so popping next door to the bar,” Alexandra said. “Vesuvio is quiet in the afternoon, so a nice place to read.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>If you want some nature reading with your City Lights read instead, take a 12-minute walk up Columbus Avenue to \u003cstrong>Ina Coolbrith Park,\u003c/strong> a small space with beautiful city views named after \u003ca href=\"https://www.youtube.com/watch?v=vlfR1eeDoME\">the state’s first poet laureate\u003c/a>. Alternatively, a little way up Columbus is \u003cstrong>Washington Square Park. \u003c/strong>\u003c/p>\n",
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"\n\u003cp>If you want some nature reading with your City Lights read instead, take a 12-minute walk up Columbus Avenue to \u003cstrong>Ina Coolbrith Park,\u003c/strong> a small space with beautiful city views named after \u003ca href=\"https://www.youtube.com/watch?v=vlfR1eeDoME\">the state’s first poet laureate\u003c/a>. Alternatively, a little way up Columbus is \u003cstrong>Washington Square Park. \u003c/strong>\u003c/p>\n"
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{
"blockName": "core/heading",
"attrs": {
"level": 3,
"text": "Golden Gate Park"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Golden Gate Park\u003c/h3>\n",
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"\n\u003ch3 class=\"wp-block-heading\">Golden Gate Park\u003c/h3>\n"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/booknerderika?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Erika Naulu\u003c/em>\u003c/a>\u003cem>, high school librarian in Concord \u003c/em>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/booknerderika?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Erika Naulu\u003c/em>\u003c/a>\u003cem>, high school librarian in Concord \u003c/em>\u003c/p>\n"
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"innerHTML": "\n\u003cp>It’s hard \u003cem>not \u003c/em>to find a pretty spot in Golden Gate Park to read — but \u003ca href=\"https://gggp.org/conservatory-of-flowers/\">the Conservatory of Flowers\u003c/a> is probably my all-time favorite place to spread a blanket and rest.\u003c/p>\n",
"innerContent": [
"\n\u003cp>It’s hard \u003cem>not \u003c/em>to find a pretty spot in Golden Gate Park to read — but \u003ca href=\"https://gggp.org/conservatory-of-flowers/\">the Conservatory of Flowers\u003c/a> is probably my all-time favorite place to spread a blanket and rest.\u003c/p>\n"
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"innerHTML": "\n\u003cp>Librarian Naulu agrees. For her, the best spot is the area between the California Academy of Sciences and de Young Museum. “There are fountains and benches where you can sit and relax,” she said.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Librarian Naulu agrees. For her, the best spot is the area between the California Academy of Sciences and de Young Museum. “There are fountains and benches where you can sit and relax,” she said.\u003c/p>\n"
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"attrs": {
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"srcset": "https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1920x1280.jpg 1920w",
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg\" alt=\"\" class=\"wp-image-12022568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1920x1280.jpg 1920w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">View from the SkyStar Observation Wheel of the de Young Museum in Golden Gate Park on March 4, 2021.\u003c/figcaption>\u003c/figure>\n",
"innerContent": [
"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg\" alt=\"\" class=\"wp-image-12022568\"/>\u003cfigcaption class=\"wp-element-caption\">View from the SkyStar Observation Wheel of the de Young Museum in Golden Gate Park on March 4, 2021.\u003c/figcaption>\u003c/figure>\n"
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"innerHTML": "\n\u003cp>“There are music performances sometimes at the music concourse that can get distracting if you are looking for a quiet spot,” Naulu said. “I like the background music sometimes though.” \u003c/p>\n",
"innerContent": [
"\n\u003cp>“There are music performances sometimes at the music concourse that can get distracting if you are looking for a quiet spot,” Naulu said. “I like the background music sometimes though.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>What makes the park particularly excellent for readers is the plethora of bookstores also available nearby, including: \u003c/p>\n",
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"\n\u003cp>What makes the park particularly excellent for readers is the plethora of bookstores also available nearby, including: \u003c/p>\n"
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"Gardens of Golden Gate Park has its own bookstore in the park, near Lincoln Way and Ninth Avenue. The Helen Crocker Russell Library of Horticulture is also nearby.",
"Green Apple Books on the Park is around a minute walk from the Ninth Street entrance to Golden Gate Park.",
"Borderlands Books (science fiction and fantasy focused) is around a 3-minute walk from the Stanyan Street entrance to Golden Gate Park.",
"Blackbird Bookstore and Cafe is around a 6-minute walk from the closest entrance on Lincoln Way to Golden Gate Park.",
"The Booksmith is around a 7-minute walk away from the closest entrance on Stanyan Street to Golden Gate Park.",
"Globus Books is around a 7-minute walk away from the closest entrance on Fulton Street to Golden Gate Park.",
"Bound Together Bookstore is around an 11-minute walk from the closest entrance on Stanyan Street to Golden Gate Park — but is just around the corner from Buena Vista Park, too."
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"innerHTML": "\n\u003cul class=\"wp-block-list\">\n\n\n\n\n\n\n\n\n\n\n\n\u003c/ul>\n",
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null,
"\n\n",
null,
"\n\n",
null,
"\n\n",
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"\n\n",
null,
"\n\n",
null,
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"innerHTML": "\n\u003cli>\u003ca href=\"https://gggp.org/shop/\">Gardens of Golden Gate Park\u003c/a> has its own bookstore \u003cem>in\u003c/em> the park, near Lincoln Way and Ninth Avenue. \u003ca href=\"https://gggp.org/learn/library-collection/\">The Helen Crocker Russell Library of Horticulture\u003c/a> is also nearby.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://gggp.org/shop/\">Gardens of Golden Gate Park\u003c/a> has its own bookstore \u003cem>in\u003c/em> the park, near Lincoln Way and Ninth Avenue. \u003ca href=\"https://gggp.org/learn/library-collection/\">The Helen Crocker Russell Library of Horticulture\u003c/a> is also nearby.\u003c/li>\n"
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"innerHTML": "\n\u003cli>\u003ca href=\"https://greenapplebooks.com/\">Green Apple Books on the Park\u003c/a> is around a minute walk from the Ninth Street entrance to Golden Gate Park.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://greenapplebooks.com/\">Green Apple Books on the Park\u003c/a> is around a minute walk from the Ninth Street entrance to Golden Gate Park.\u003c/li>\n"
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"innerHTML": "\n\u003cli>\u003ca href=\"https://borderlands-books.com/v2/index.html\">Borderlands Books\u003c/a> (science fiction and fantasy focused) is around a 3-minute walk from the Stanyan Street entrance to Golden Gate Park.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://borderlands-books.com/v2/index.html\">Borderlands Books\u003c/a> (science fiction and fantasy focused) is around a 3-minute walk from the Stanyan Street entrance to Golden Gate Park.\u003c/li>\n"
]
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{
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"innerHTML": "\n\u003cli>\u003ca href=\"https://blackbirdsf.com/\">Blackbird Bookstore and Cafe\u003c/a> is around a 6-minute walk from the closest entrance on Lincoln Way to Golden Gate Park.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://blackbirdsf.com/\">Blackbird Bookstore and Cafe\u003c/a> is around a 6-minute walk from the closest entrance on Lincoln Way to Golden Gate Park.\u003c/li>\n"
]
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{
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"innerHTML": "\n\u003cli>\u003ca href=\"https://booksmith.com/\">The Booksmith\u003c/a> is around a 7-minute walk away from the closest entrance on Stanyan Street to Golden Gate Park.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://booksmith.com/\">The Booksmith\u003c/a> is around a 7-minute walk away from the closest entrance on Stanyan Street to Golden Gate Park.\u003c/li>\n"
]
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{
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"innerHTML": "\n\u003cli>\u003ca href=\"https://www.globusbooks.com/\">Globus Books\u003c/a> is around a 7-minute walk away from the closest entrance on Fulton Street to Golden Gate Park.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://www.globusbooks.com/\">Globus Books\u003c/a> is around a 7-minute walk away from the closest entrance on Fulton Street to Golden Gate Park.\u003c/li>\n"
]
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{
"blockName": "core/list-item",
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"innerHTML": "\n\u003cli>\u003ca href=\"https://boundtogether.org/\">Bound Together Bookstore\u003c/a> is around an 11-minute walk from the closest entrance on Stanyan Street to Golden Gate Park — but is just around the corner from Buena Vista Park, too.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://boundtogether.org/\">Bound Together Bookstore\u003c/a> is around an 11-minute walk from the closest entrance on Stanyan Street to Golden Gate Park — but is just around the corner from Buena Vista Park, too.\u003c/li>\n"
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{
"blockName": "core/heading",
"attrs": {
"level": 3,
"text": "La Promenade Café in the Outer Richmond"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">La Promenade Café in the Outer Richmond\u003c/h3>\n",
"innerContent": [
"\n\u003ch3 class=\"wp-block-heading\">La Promenade Café in the Outer Richmond\u003c/h3>\n"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Amy Gloriana, owner of bookstore \u003c/em>\u003ca href=\"https://www.betweenthebookendssf.com/\">\u003cem>Between the Bookends\u003c/em>\u003c/a>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: Amy Gloriana, owner of bookstore \u003c/em>\u003ca href=\"https://www.betweenthebookendssf.com/\">\u003cem>Between the Bookends\u003c/em>\u003c/a>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Gloriana said that \u003ca href=\"https://www.lapromenadecafe.com/\">La Promenade Café\u003c/a> has “so many options for seating and it’s so cozy!” There are usually a good amount of customers inside, but “never too loud” and “food and coffee is pretty good,” she said.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Gloriana said that \u003ca href=\"https://www.lapromenadecafe.com/\">La Promenade Café\u003c/a> has “so many options for seating and it’s so cozy!” There are usually a good amount of customers inside, but “never too loud” and “food and coffee is pretty good,” she said.\u003c/p>\n"
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"innerHTML": "\n\u003cp>And probably the most winning part of her rec: “It feels like you’re in \u003ca href=\"https://www.youtube.com/watch?v=Y9mRoCerrpY&list=RDY9mRoCerrpY&start_radio=1&pp=ygUQbG9maSBjb2ZmZWUgc2hvcKAHAdIHCQnECwGHKiGM7w%3D%3D\">a coffee shop lofi video\u003c/a>.”\u003c/p>\n",
"innerContent": [
"\n\u003cp>And probably the most winning part of her rec: “It feels like you’re in \u003ca href=\"https://www.youtube.com/watch?v=Y9mRoCerrpY&list=RDY9mRoCerrpY&start_radio=1&pp=ygUQbG9maSBjb2ZmZWUgc2hvcKAHAdIHCQnECwGHKiGM7w%3D%3D\">a coffee shop lofi video\u003c/a>.”\u003c/p>\n"
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"blockName": "core/heading",
"attrs": {
"level": 3,
"text": "Charlie’s Cafe in the Mission"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Charlie’s Cafe in the Mission\u003c/h3>\n",
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Sirkka Miller, bookseller at Dog Eared Books Valencia\u003c/em>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: Sirkka Miller, bookseller at Dog Eared Books Valencia\u003c/em>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Miller said Charlie’s Cafe has good coffee and, in the morning, is “well lit” and “nice and airy” in addition to being quiet. \u003c/p>\n",
"innerContent": [
"\n\u003cp>Miller said Charlie’s Cafe has good coffee and, in the morning, is “well lit” and “nice and airy” in addition to being quiet. \u003c/p>\n"
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"innerHTML": "\n\u003cp>A bonus for Charlie’s is that it is \u003cem>right\u003c/em> next to Precita Park, which has \u003ca href=\"https://sfrecpark.org/898/Precita-Park\">a butterfly garden\u003c/a>.\u003c/p>\n",
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"\n\u003cp>A bonus for Charlie’s is that it is \u003cem>right\u003c/em> next to Precita Park, which has \u003ca href=\"https://sfrecpark.org/898/Precita-Park\">a butterfly garden\u003c/a>.\u003c/p>\n"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty.jpg\" alt=\"\" class=\"wp-image-12081136\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty-160x103.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty-1536x993.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">People relaxing in the grass at Dolores Park in San Francisco.\u003c/figcaption>\u003c/figure>\n",
"innerContent": [
"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty.jpg\" alt=\"\" class=\"wp-image-12081136\"/>\u003cfigcaption class=\"wp-element-caption\">People relaxing in the grass at Dolores Park in San Francisco.\u003c/figcaption>\u003c/figure>\n"
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"text": "Dolores Park in the Mission "
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Grace Wathen, bookseller at \u003c/em>\u003ca href=\"https://www.thelovepotionlibrary.com/\">\u003cem>The Love Potion Library\u003c/em>\u003c/a>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: Grace Wathen, bookseller at \u003c/em>\u003ca href=\"https://www.thelovepotionlibrary.com/\">\u003cem>The Love Potion Library\u003c/em>\u003c/a>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Wathen said her usual spots are “anywhere I can read under a tree.” Near Dolores Park is \u003cstrong>Dolores Cafe\u003c/strong>, which includes outside seating and a pretty magnificent view of the park.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Wathen said her usual spots are “anywhere I can read under a tree.” Near Dolores Park is \u003cstrong>Dolores Cafe\u003c/strong>, which includes outside seating and a pretty magnificent view of the park.\u003c/p>\n"
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"innerHTML": "\n\u003cp>If you need a book, there are also stores near the park, including:\u003c/p>\n",
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"\n\u003cp>If you need a book, there are also stores near the park, including:\u003c/p>\n"
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"Dog Eared Books, around a 6-minute walk away from the closest entrance to Dolores Park.",
"Fabulosa Books, around a 10-minute walk away from the closest entrance to Dolores Park."
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"innerHTML": "\n\u003cul class=\"wp-block-list\">\n\n\u003c/ul>\n",
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null,
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null,
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"innerHTML": "\n\u003cli>\u003ca href=\"https://www.dogearedbooks.com/\">Dog Eared Books\u003c/a>, around a 6-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"https://www.dogearedbooks.com/\">Dog Eared Books\u003c/a>, around a 6-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n"
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"innerHTML": "\n\u003cli>\u003ca href=\"http://fabulosabooks.com/\">Fabulosa Books\u003c/a>, around a 10-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n",
"innerContent": [
"\n\u003cli>\u003ca href=\"http://fabulosabooks.com/\">Fabulosa Books\u003c/a>, around a 10-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n"
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"blockName": "core/heading",
"attrs": {
"level": 3,
"text": "The International Library of Young Authors in the Mission"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">The International Library of Young Authors in the Mission\u003c/h3>\n",
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"innerHTML": "\n\u003cp>This incredible sweet spot — which features titles written by young writers across the country — is a favorite of this reporter, as it’s also the home of literary magazines like McSweeney’s (founded by the Bay Area’s Dave Eggers) and The Believer. The “library” has comfy couches, plenty of sunlight and a pretty whimsical hidden room at the back. \u003c/p>\n",
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"\n\u003cp>This incredible sweet spot — which features titles written by young writers across the country — is a favorite of this reporter, as it’s also the home of literary magazines like McSweeney’s (founded by the Bay Area’s Dave Eggers) and The Believer. The “library” has comfy couches, plenty of sunlight and a pretty whimsical hidden room at the back. \u003c/p>\n"
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"innerHTML": "\n\u003cp>The space sometimes hosts workshops for young people, so it’s best to check their schedule beforehand to make sure you’re able to pop in during the quiet, empty hours.\u003c/p>\n",
"innerContent": [
"\n\u003cp>The space sometimes hosts workshops for young people, so it’s best to check their schedule beforehand to make sure you’re able to pop in during the quiet, empty hours.\u003c/p>\n"
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"blockName": "core/heading",
"attrs": {
"text": "The best places to read in East Bay",
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"innerHTML": "\n\u003ch2 class=\"wp-block-heading\" id=\"east-bay\">The best places to read in East Bay\u003c/h2>\n",
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"attrs": {
"level": 3,
"text": "Clio’s in Oakland"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Clio’s in Oakland\u003c/h3>\n",
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"\n\u003ch3 class=\"wp-block-heading\">Clio’s in Oakland\u003c/h3>\n"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/gabbi.rose?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Gabbi Sharp\u003c/em>\u003c/a>\u003cem>, host of \u003c/em>\u003ca href=\"https://oaklandlibrary.bibliocommons.com/events/67c8f1a4596bfd2f00183710\">\u003cem>the Black Authors Book Club\u003c/em>\u003c/a>\u003cem> at the West Oakland Branch Library\u003c/em>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/gabbi.rose?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Gabbi Sharp\u003c/em>\u003c/a>\u003cem>, host of \u003c/em>\u003ca href=\"https://oaklandlibrary.bibliocommons.com/events/67c8f1a4596bfd2f00183710\">\u003cem>the Black Authors Book Club\u003c/em>\u003c/a>\u003cem> at the West Oakland Branch Library\u003c/em>\u003c/p>\n"
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"innerHTML": "\n\u003cp>\u003ca href=\"https://www.cliosbooks.com/\">Clio’s\u003c/a> is a stylish bar and bookstore. As Sharp said, “I always bring my own book to read. They have such cozy couches, a warm atmosphere, and they are open late!” \u003c/p>\n",
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"\n\u003cp>\u003ca href=\"https://www.cliosbooks.com/\">Clio’s\u003c/a> is a stylish bar and bookstore. As Sharp said, “I always bring my own book to read. They have such cozy couches, a warm atmosphere, and they are open late!” \u003c/p>\n"
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"attrs": {
"level": 3,
"text": "Lake Chabot in Castro Valley"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Lake Chabot in Castro Valley\u003c/h3>\n",
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"\n\u003ch3 class=\"wp-block-heading\">Lake Chabot in Castro Valley\u003c/h3>\n"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Naulu recommends this \u003ca href=\"https://www.ebparks.org/parks/lake-chabot\">gated regional park\u003c/a> where people also boat and fish. “I like to walk the trails while listening to audiobooks,” Naulu said. “There are places to sit and read as well near the lake, but depending on the day, it can get busy and noisy with campers or other people.”\u003c/p>\n",
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"\n\u003cp>Naulu recommends this \u003ca href=\"https://www.ebparks.org/parks/lake-chabot\">gated regional park\u003c/a> where people also boat and fish. “I like to walk the trails while listening to audiobooks,” Naulu said. “There are places to sit and read as well near the lake, but depending on the day, it can get busy and noisy with campers or other people.”\u003c/p>\n"
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"innerHTML": "\n\u003cp>You’ll need to pay for parking within the regional park itself, but there’s also parking available on the road just outside the park, which is free.\u003c/p>\n",
"innerContent": [
"\n\u003cp>You’ll need to pay for parking within the regional park itself, but there’s also parking available on the road just outside the park, which is free.\u003c/p>\n"
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"srcset": "https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-1536x1058.jpg 1536w",
"sizes": "(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg\" alt=\"\" class=\"wp-image-12094745\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-1536x1058.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">A woman reads a book at Lake Merritt in Oakland, California, on Saturday, May 16, 2020. \u003c/figcaption>\u003c/figure>\n",
"innerContent": [
"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg\" alt=\"\" class=\"wp-image-12094745\"/>\u003cfigcaption class=\"wp-element-caption\">A woman reads a book at Lake Merritt in Oakland, California, on Saturday, May 16, 2020. \u003c/figcaption>\u003c/figure>\n"
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"blockName": "core/heading",
"attrs": {
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"text": "Lake Merritt in Oakland"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Lake Merritt in Oakland\u003c/h3>\n",
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"\n\u003ch3 class=\"wp-block-heading\">Lake Merritt in Oakland\u003c/h3>\n"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/ablacklibrarian?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Makayla Walker\u003c/em>\u003c/a>\u003cem>, librarian in Oakland\u003c/em>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/ablacklibrarian?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Makayla Walker\u003c/em>\u003c/a>\u003cem>, librarian in Oakland\u003c/em>\u003c/p>\n"
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"innerHTML": "\n\u003cp>Lake Merritt is a favorite, especially on sunny days, Walker said. There are also \u003ca href=\"https://www.lakemerritt.org/gardens.html\">specific gardens\u003c/a> within Lake Merritt to choose from. \u003c/p>\n",
"innerContent": [
"\n\u003cp>Lake Merritt is a favorite, especially on sunny days, Walker said. There are also \u003ca href=\"https://www.lakemerritt.org/gardens.html\">specific gardens\u003c/a> within Lake Merritt to choose from. \u003c/p>\n"
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"innerHTML": "\n\u003cp>Perhaps Lake Merritt is the place for a nice fantasy novel, considering \u003ca href=\"https://www.lakemerritt.org/fairyland.html\">children’s amusement park Fairyland\u003c/a> is nearby as well.\u003c/p>\n",
"innerContent": [
"\n\u003cp>Perhaps Lake Merritt is the place for a nice fantasy novel, considering \u003ca href=\"https://www.lakemerritt.org/fairyland.html\">children’s amusement park Fairyland\u003c/a> is nearby as well.\u003c/p>\n"
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"attrs": {
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"text": "Bishop Ranch in San Ramon"
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Bishop Ranch in San Ramon\u003c/h3>\n",
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"\n\u003ch3 class=\"wp-block-heading\">Bishop Ranch in San Ramon\u003c/h3>\n"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n",
"innerContent": [
"\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n"
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"attrs": [],
"innerHTML": "\n\u003cp>As a large, lush open space, Naulu called Bishop Ranch a “hidden gem of San Ramon.” \u003c/p>\n",
"innerContent": [
"\n\u003cp>As a large, lush open space, Naulu called Bishop Ranch a “hidden gem of San Ramon.” \u003c/p>\n"
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"innerHTML": "\n\u003cp>There’s also \u003ca href=\"https://www.bishopranch.com/venue/annabel-lake/\">Annabel Lake \u003c/a>nearby, with “a lot of benches around it that are perfect for reading,” she said.\u003c/p>\n",
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"\n\u003cp>There’s also \u003ca href=\"https://www.bishopranch.com/venue/annabel-lake/\">Annabel Lake \u003c/a>nearby, with “a lot of benches around it that are perfect for reading,” she said.\u003c/p>\n"
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"imageCredit": "Courtesy of Kara Brodgesell via Book Society. ",
"srcset": "https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-1536x1024.jpg 1536w",
"sizes": "(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)"
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"innerHTML": "\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg\" alt=\"\" class=\"wp-image-12081140\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-1536x1024.jpg 1536w\" sizes=\"(min-width: 992px) min(100vw, 1536px), (min-width: 768px) min(100vw, 1280px), min(100vw, 1020px)\"/>\u003cfigcaption class=\"wp-element-caption\">Book Society is a wine lounge based in Berkeley. \u003c/figcaption>\u003c/figure>\n",
"innerContent": [
"\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg\" alt=\"\" class=\"wp-image-12081140\"/>\u003cfigcaption class=\"wp-element-caption\">Book Society is a wine lounge based in Berkeley. \u003c/figcaption>\u003c/figure>\n"
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"text": "Book Society in Berkeley"
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"blockName": "core/paragraph",
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"innerHTML": "\n\u003cp>A wine lounge with \u003ca href=\"https://www.booksociety.social/menu\">a menu of snacks and nonalcoholic options\u003c/a> to choose from, the Book Society is a stylish space with popular titles for sale as well. There are also couches to lounge on, as well as soft chairs and bar stools. \u003c/p>\n",
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"\n\u003cp>A wine lounge with \u003ca href=\"https://www.booksociety.social/menu\">a menu of snacks and nonalcoholic options\u003c/a> to choose from, the Book Society is a stylish space with popular titles for sale as well. There are also couches to lounge on, as well as soft chairs and bar stools. \u003c/p>\n"
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"blockName": "core/heading",
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"text": "The best places to read in North Bay",
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"\n\u003ch2 class=\"wp-block-heading\" id=\"north-bay\">The best places to read in North Bay\u003c/h2>\n"
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"text": "Mill Valley Depot Café & Bookstore in Mill Valley "
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"innerHTML": "\n\u003ch3 class=\"wp-block-heading\">Mill Valley Depot Café & Bookstore in Mill Valley \u003c/h3>\n",
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"blockName": "core/paragraph",
"attrs": [],
"innerHTML": "\n\u003cp>This cafe offers \u003ca href=\"https://www.depotcafeandbookstore.com/\">a large menu\u003c/a>, allowing you to spend some time grazing while going through your book.\u003c/p>\n",
"innerContent": [
"\n\u003cp>This cafe offers \u003ca href=\"https://www.depotcafeandbookstore.com/\">a large menu\u003c/a>, allowing you to spend some time grazing while going through your book.\u003c/p>\n"
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"innerHTML": "\n\u003cp>The cafe also doubles as an independent bookstore and an event space — so be sure to \u003ca href=\"https://www.depotcafeandbookstore.com/events\">check out the calendar\u003c/a> if you’d like to see a live music show that day as well (or avoid one, if you’re seeking serenity!).\u003c/p>\n",
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"\n\u003cp>The cafe also doubles as an independent bookstore and an event space — so be sure to \u003ca href=\"https://www.depotcafeandbookstore.com/events\">check out the calendar\u003c/a> if you’d like to see a live music show that day as well (or avoid one, if you’re seeking serenity!).\u003c/p>\n"
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"text": "The Mill Valley Public Library"
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"innerHTML": "\n\u003cp>The Mill Valley branch has \u003ca href=\"https://www.instagram.com/mill_valley_library/?hl=en\">wide glass windows, high ceilings and cozy lighting\u003c/a> that allow visitors to really feel like they are engulfed in the surrounding woods. In this reporter’s humble opinion, it’s probably one of the prettiest public libraries in the Bay Area. \u003c/p>\n",
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"\n\u003cp>The Mill Valley branch has \u003ca href=\"https://www.instagram.com/mill_valley_library/?hl=en\">wide glass windows, high ceilings and cozy lighting\u003c/a> that allow visitors to really feel like they are engulfed in the surrounding woods. In this reporter’s humble opinion, it’s probably one of the prettiest public libraries in the Bay Area. \u003c/p>\n"
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"text": "Aqus Cafe in Petaluma"
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Danielle Venton, KQED Science and climate reporter, host of \u003c/em>\u003ca href=\"https://www.kqed.org/event/4149/climate-book-club\">\u003cem>KQED’s Climate Book Club\u003c/em>\u003c/a>\u003c/p>\n",
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"\n\u003cp>\u003cem>Recommendation from: Danielle Venton, KQED Science and climate reporter, host of \u003c/em>\u003ca href=\"https://www.kqed.org/event/4149/climate-book-club\">\u003cem>KQED’s Climate Book Club\u003c/em>\u003c/a>\u003c/p>\n"
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"innerHTML": "\n\u003cp>A little away from the bustling downtown, Venton said that Aqus Cafe is “very welcoming to those bookishly quiet of us, who want to be around other people without necessarily talking to them.” \u003c/p>\n",
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"innerHTML": "\n\u003cp>But if you \u003cem>would \u003c/em>like to be closer to downtown, Venton also recommended historic saloon \u003cstrong>McNears, \u003c/strong>adding that the staff there has “been kind and patient with me, letting me hide out upstairs reading and writing.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>Venton said that this park has “everything you want.” \u003c/p>\n",
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"innerHTML": "\n\u003cp>There are picnic tables, a kid’s playground, dog run, petanque court, basketball hoop and, most importantly for readers, “enormous live oak trees offering abundant shade over a large lawn,” she said. \u003c/p>\n",
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"text": "The best places to read in South Bay and the Peninsula",
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"text": "Fioli Estate in Woodside"
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"innerHTML": "\n\u003cp>Recommendation from: Yung Le, co-founder of \u003ca href=\"https://www.instagram.com/anovelaffairbookcafe/\">A Novel Affair\u003c/a>\u003c/p>\n",
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"innerHTML": "\n\u003cp>This gorgeous, Austenland-like garden was actually Le’s previous recommendation to KQED for \u003ca href=\"https://www.kqed.org/news/12081122/bay-area-book-lovers-we-have-highly-literary-date-or-friend-hang-ideas-for-your-weekend\">a literary-themed date\u003c/a>. \u003c/p>\n",
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"innerHTML": "\n\u003cp>At \u003ca href=\"https://51772.blackbaudhosting.com/51772/tickets?tab=2&txobjid=85164de0-552f-49c6-8ba5-ce4be2af4d14\">around $45 for adults\u003c/a>, Filoli is a pricier option for a day out with a book. But people with \u003ca href=\"https://filoli.org/visit/#!\">a SNAP (CalFresh) EBT card or a Discover and Go pass\u003c/a> from the library can get free and reduced admission.\u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: Amy Ly, \u003c/em>\u003ca href=\"http://instagram.com/silentbookclubsanjose?igsh=NTc4MTIwNjQ2YQ==\">\u003cem>San José Silent Book Club\u003c/em>\u003c/a>\u003cem> moderator\u003c/em>\u003c/p>\n",
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"innerHTML": "\n\u003cp>This cafe and restaurant is located in downtown San José, and Ly called \u003ca href=\"https://am-craft.mailchimpsites.com/about-us\">A.M. Craft\u003c/a> “my little hideout when I want to get some reading done on a Saturday morning.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“Gimme a cold brew, pastry and a good read, and I’ll happily read for a few hours,” Ly said.\u003c/p>\n",
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"innerHTML": "\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/sfbookgirl?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Ciera Pasturel\u003c/em>\u003c/a>\u003cem>, San Mateo County librarian\u003c/em>\u003c/p>\n",
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"innerHTML": "\n\u003cp>Pasturel recommends specifically the patio of the Atherton Library, which is “under an enormous oak tree.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>“There is ample seating as well as a cafe that sells delicious coffee and pastries,” Pasturel added.\u003c/p>\n",
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"innerHTML": "\n\u003cp>Weather permitting, of course! Naulu said that she tends to take her e-reader to the beach instead of a physical book, since it “does get windy.”\u003c/p>\n",
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"innerHTML": "\n\u003cp>But it makes for a pleasant family outing, since she can settle with a book while her kids build sandcastles next to her.\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the easiest ways to remind myself that life is worth living is grabbing my current read and taking it out of the house with me. It’s an essential tote bag accessory, along with my keys, chapstick and sunscreen. \u003c/p>\n\n\n\n\u003cp>So imagine my surprise when I saw this post from a user whose friend took a picture of them reading — on what appears to be a lovely bench — captioned: “My friends called me performative cause this is how they found me lmao??” \u003c/p>\n\n\n\n\u003cp>Yes, it’s probably a joke — and it definitely sounds like something my friends would say ironically as well. (“Going to bring a book to the BTS concert so RM sees me reading in the audience and knows I’m not like other girls,” etc. etc.) But \u003ca href=\"https://www.instyle.com/elle-fanning-reading-interview-coach-11914208\">being a\u003c/a> \u003ca href=\"https://x.com/Lilys_verses/status/2082914715525611989\">“performative reader”\u003c/a> — \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">i.e., reading in public\u003c/a>, in \u003ca href=\"https://www.youtube.com/watch?v=-F_A7qvs5Gs\">various configurations\u003c/a> —\u003cem>has \u003c/em>turned into \u003ca href=\"https://www.nbcnews.com/pop-culture/books/performative-reading-trend-social-media-booktok-readers-weigh-in-rcna237393\">something of a jab\u003c/a> from \u003ca href=\"https://www.theguardian.com/lifeandstyle/2025/jun/30/performative-reading-public-tiktok\">the Very Online\u003c/a>. And it’s for everyone, not just the apparent \u003ca href=\"https://www.gq-magazine.co.uk/article/chore-coats-moustaches-and-female-fiction-meet-the-men-doing-the-performative-reading-meme-irl\">“pretentious guy on a dating app\u003c/a>” archetype.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-rich is-provider-x wp-block-embed-x\">\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003c/div>\u003c/figure>\n\n\n\n\u003cp>But as \u003ca href=\"https://www.newyorker.com/culture/the-lede/performative-reading?_sp=5af1db0a-9ac4-4ed6-a317-ecbb6b519457.1786058480642\">\u003cem>The New Yorker’s \u003c/em>Brady Brickner-Wood\u003c/a> wrote, “If everything is potentially performative, how will we ever work up the courage to step outside of our sphere of normal, to risk being earnest and cringe, and experience something transformative?” \u003c/p>\n\n\n\n\u003cp>And as Brickner-Wood said, “Reading a book is antithetical to scrolling; online platforms cannot replicate the slow, patient, and complex experience of reading a weighty novel.” \u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So in celebration of reading outside — \u003ca href=\"https://www.tiktok.com/@hopeurdoingwellbruh/video/7653930211234336031\">which \u003cem>is\u003c/em> a vibe\u003c/a> — I consulted some of the Bay Area’s writers, librarians and booksellers and went on the hunt to find excellent spots in the region that will let you sit down for a while with a good read. (As always, be sure to check the hours of any businesses on this list before heading out, to make sure it’s still open.)\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-embed is-type-video is-provider-tiktok wp-block-embed-tiktok\">\u003cdiv class=\"wp-block-embed__wrapper\">\nhttps://www.tiktok.com/@hopeurdoingwellbruh/video/7653930211234336031\n\u003c/div>\u003c/figure>\n\n\n\n\u003cp>And if you don’t have something in your \u003ca href=\"https://www.goodreads.com/shelf/show/tbr\">TBR list\u003c/a> that’s speaking to you right now, you can check out KQED’s Forum episode \u003ca href=\"https://www.kqed.org/forum/2010101914694/whats-on-your-summer-reading-list-4\">interviewing Bay Area booksellers on some popular summer titles\u003c/a>. (I am currently reading \u003cem>The Brothers Karamazov\u003c/em> with a friend, which, I’ll admit, is not helping me beat the performative reading allegations.)\u003c/p>\n\n\n\n\u003cp>Jump straight to the best places to read in:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>\u003ca href=\"#east-bay\">East Bay\u003c/a>\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"#north-bay\">North Bay\u003c/a>\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"#peninsula\">South Bay and Peninsula\u003c/a>\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch2 class=\"wp-block-heading\">The best places to read in San Francisco\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Vesuvio Cafe in North Beach\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Rae Alexandra, KQED Arts and Culture reporter and author of \u003c/em>\u003ca href=\"https://www.kqed.org/news/12077049/unsung-heroines-rebel-girls-of-the-bay-area\">\u003cem>Unsung Heroines: 35 Women Who Changed the Bay Area\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>Vesuvio Cafe is a gorgeous bar right next to City Lights, the famous bookstore once frequented by figures like \u003ca href=\"https://www.timeout.com/san-francisco/bars/vesuvio\">Jack Kerouac and Allen Ginsberg\u003c/a> (they also publish books, and \u003cem>Unsung Heroines\u003c/em> is one of them). Alexandra’s preference is at the end of the bar, near the front door.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg\" alt=\"\" class=\"wp-image-12094749\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/VesuvioSFGetty-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Vesuvio Bar in San Francisco, California, on July 13, 2017. (Michael Macor/San Francisco Chronicle via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>\u003cstrong>“\u003c/strong>It’s a habit that started by accident — going book shopping in City Lights and deciding I just \u003cem>had \u003c/em>to start reading what I’d bought immediately, so popping next door to the bar,” Alexandra said. “Vesuvio is quiet in the afternoon, so a nice place to read.” \u003c/p>\n\n\n\n\u003cp>If you want some nature reading with your City Lights read instead, take a 12-minute walk up Columbus Avenue to \u003cstrong>Ina Coolbrith Park,\u003c/strong> a small space with beautiful city views named after \u003ca href=\"https://www.youtube.com/watch?v=vlfR1eeDoME\">the state’s first poet laureate\u003c/a>. Alternatively, a little way up Columbus is \u003cstrong>Washington Square Park. \u003c/strong>\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Golden Gate Park\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/booknerderika?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Erika Naulu\u003c/em>\u003c/a>\u003cem>, high school librarian in Concord \u003c/em>\u003c/p>\n\n\n\n\u003cp>It’s hard \u003cem>not \u003c/em>to find a pretty spot in Golden Gate Park to read — but \u003ca href=\"https://gggp.org/conservatory-of-flowers/\">the Conservatory of Flowers\u003c/a> is probably my all-time favorite place to spread a blanket and rest.\u003c/p>\n\n\n\n\u003cp>Librarian Naulu agrees. For her, the best spot is the area between the California Academy of Sciences and de Young Museum. “There are fountains and benches where you can sit and relax,” she said.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1999\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg\" alt=\"\" class=\"wp-image-12022568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/009_SanFrancisco_SkyStarWheel_03042021_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-element-caption\">View from the SkyStar Observation Wheel of the de Young Museum in Golden Gate Park on March 4, 2021. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“There are music performances sometimes at the music concourse that can get distracting if you are looking for a quiet spot,” Naulu said. “I like the background music sometimes though.” \u003c/p>\n\n\n\n\u003cp>What makes the park particularly excellent for readers is the plethora of bookstores also available nearby, including: \u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>\u003ca href=\"https://gggp.org/shop/\">Gardens of Golden Gate Park\u003c/a> has its own bookstore \u003cem>in\u003c/em> the park, near Lincoln Way and Ninth Avenue. \u003ca href=\"https://gggp.org/learn/library-collection/\">The Helen Crocker Russell Library of Horticulture\u003c/a> is also nearby.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://greenapplebooks.com/\">Green Apple Books on the Park\u003c/a> is around a minute walk from the Ninth Street entrance to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://borderlands-books.com/v2/index.html\">Borderlands Books\u003c/a> (science fiction and fantasy focused) is around a 3-minute walk from the Stanyan Street entrance to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://blackbirdsf.com/\">Blackbird Bookstore and Cafe\u003c/a> is around a 6-minute walk from the closest entrance on Lincoln Way to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://booksmith.com/\">The Booksmith\u003c/a> is around a 7-minute walk away from the closest entrance on Stanyan Street to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://www.globusbooks.com/\">Globus Books\u003c/a> is around a 7-minute walk away from the closest entrance on Fulton Street to Golden Gate Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"https://boundtogether.org/\">Bound Together Bookstore\u003c/a> is around an 11-minute walk from the closest entrance on Stanyan Street to Golden Gate Park — but is just around the corner from Buena Vista Park, too.\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch3 class=\"wp-block-heading\">La Promenade Café in the Outer Richmond\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Amy Gloriana, owner of bookstore \u003c/em>\u003ca href=\"https://www.betweenthebookendssf.com/\">\u003cem>Between the Bookends\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>Gloriana said that \u003ca href=\"https://www.lapromenadecafe.com/\">La Promenade Café\u003c/a> has “so many options for seating and it’s so cozy!” There are usually a good amount of customers inside, but “never too loud” and “food and coffee is pretty good,” she said.\u003c/p>\n\n\n\n\u003cp>And probably the most winning part of her rec: “It feels like you’re in \u003ca href=\"https://www.youtube.com/watch?v=Y9mRoCerrpY&list=RDY9mRoCerrpY&start_radio=1&pp=ygUQbG9maSBjb2ZmZWUgc2hvcKAHAdIHCQnECwGHKiGM7w%3D%3D\">a coffee shop lofi video\u003c/a>.”\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Charlie’s Cafe in the Mission\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Sirkka Miller, bookseller at Dog Eared Books Valencia\u003c/em>\u003c/p>\n\n\n\n\u003cp>Miller said Charlie’s Cafe has good coffee and, in the morning, is “well lit” and “nice and airy” in addition to being quiet. \u003c/p>\n\n\n\n\u003cp>A bonus for Charlie’s is that it is \u003cem>right\u003c/em> next to Precita Park, which has \u003ca href=\"https://sfrecpark.org/898/Precita-Park\">a butterfly garden\u003c/a>.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1293\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty.jpg\" alt=\"\" class=\"wp-image-12081136\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty-160x103.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/RomanceGetty-1536x993.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">People relaxing in the grass at Dolores Park in San Francisco. (Lonely Planet/Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Dolores Park in the Mission \u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Grace Wathen, bookseller at \u003c/em>\u003ca href=\"https://www.thelovepotionlibrary.com/\">\u003cem>The Love Potion Library\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>Wathen said her usual spots are “anywhere I can read under a tree.” Near Dolores Park is \u003cstrong>Dolores Cafe\u003c/strong>, which includes outside seating and a pretty magnificent view of the park.\u003c/p>\n\n\n\n\u003cp>If you need a book, there are also stores near the park, including:\u003c/p>\n\n\n\n\u003cul class=\"wp-block-list\">\n\u003cli>\u003ca href=\"https://www.dogearedbooks.com/\">Dog Eared Books\u003c/a>, around a 6-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n\n\n\n\u003cli>\u003ca href=\"http://fabulosabooks.com/\">Fabulosa Books\u003c/a>, around a 10-minute walk away from the closest entrance to Dolores Park.\u003c/li>\n\u003c/ul>\n\n\n\n\u003ch3 class=\"wp-block-heading\">The International Library of Young Authors in the Mission\u003c/h3>\n\n\n\n\u003cp>This incredible sweet spot — which features titles written by young writers across the country — is a favorite of this reporter, as it’s also the home of literary magazines like McSweeney’s (founded by the Bay Area’s Dave Eggers) and The Believer. The “library” has comfy couches, plenty of sunlight and a pretty whimsical hidden room at the back. \u003c/p>\n\n\n\n\u003cp>The space sometimes hosts workshops for young people, so it’s best to check their schedule beforehand to make sure you’re able to pop in during the quiet, empty hours.\u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"east-bay\">The best places to read in East Bay\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Clio’s in Oakland\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/gabbi.rose?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Gabbi Sharp\u003c/em>\u003c/a>\u003cem>, host of \u003c/em>\u003ca href=\"https://oaklandlibrary.bibliocommons.com/events/67c8f1a4596bfd2f00183710\">\u003cem>the Black Authors Book Club\u003c/em>\u003c/a>\u003cem> at the West Oakland Branch Library\u003c/em>\u003c/p>\n\n\n\n\u003cp>\u003ca href=\"https://www.cliosbooks.com/\">Clio’s\u003c/a> is a stylish bar and bookstore. As Sharp said, “I always bring my own book to read. They have such cozy couches, a warm atmosphere, and they are open late!” \u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Lake Chabot in Castro Valley\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n\n\n\n\u003cp>Naulu recommends this \u003ca href=\"https://www.ebparks.org/parks/lake-chabot\">gated regional park\u003c/a> where people also boat and fish. “I like to walk the trails while listening to audiobooks,” Naulu said. “There are places to sit and read as well near the lake, but depending on the day, it can get busy and noisy with campers or other people.”\u003c/p>\n\n\n\n\u003cp>You’ll need to pay for parking within the regional park itself, but there’s also parking available on the road just outside the park, which is free.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg\" alt=\"\" class=\"wp-image-12094745\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/LakeMerrittReadingGetty-1536x1058.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">A woman reads a book at Lake Merritt in Oakland, California, on Saturday, May 16, 2020. (Paul Chinn/The San Francisco Chronicle via Getty Images)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Lake Merritt in Oakland\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/ablacklibrarian?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Makayla Walker\u003c/em>\u003c/a>\u003cem>, librarian in Oakland\u003c/em>\u003c/p>\n\n\n\n\u003cp>Lake Merritt is a favorite, especially on sunny days, Walker said. There are also \u003ca href=\"https://www.lakemerritt.org/gardens.html\">specific gardens\u003c/a> within Lake Merritt to choose from. \u003c/p>\n\n\n\n\u003cp>Perhaps Lake Merritt is the place for a nice fantasy novel, considering \u003ca href=\"https://www.lakemerritt.org/fairyland.html\">children’s amusement park Fairyland\u003c/a> is nearby as well.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Bishop Ranch in San Ramon\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n\n\n\n\u003cp>As a large, lush open space, Naulu called Bishop Ranch a “hidden gem of San Ramon.” \u003c/p>\n\n\n\n\u003cp>There’s also \u003ca href=\"https://www.bishopranch.com/venue/annabel-lake/\">Annabel Lake \u003c/a>nearby, with “a lot of benches around it that are perfect for reading,” she said.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg\" alt=\"\" class=\"wp-image-12081140\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/BookSociety_Jan2025_001-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Book Society is a wine lounge based in Berkeley. (Courtesy of Kara Brodgesell via Book Society.)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Book Society in Berkeley\u003c/h3>\n\n\n\n\u003cp>A wine lounge with \u003ca href=\"https://www.booksociety.social/menu\">a menu of snacks and nonalcoholic options\u003c/a> to choose from, the Book Society is a stylish space with popular titles for sale as well. There are also couches to lounge on, as well as soft chairs and bar stools. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"north-bay\">The best places to read in North Bay\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Mill Valley Depot Café & Bookstore in Mill Valley \u003c/h3>\n\n\n\n\u003cp>This cafe offers \u003ca href=\"https://www.depotcafeandbookstore.com/\">a large menu\u003c/a>, allowing you to spend some time grazing while going through your book.\u003c/p>\n\n\n\n\u003cp>The cafe also doubles as an independent bookstore and an event space — so be sure to \u003ca href=\"https://www.depotcafeandbookstore.com/events\">check out the calendar\u003c/a> if you’d like to see a live music show that day as well (or avoid one, if you’re seeking serenity!).\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">The Mill Valley Public Library\u003c/h3>\n\n\n\n\n\n\u003cp>The Mill Valley branch has \u003ca href=\"https://www.instagram.com/mill_valley_library/?hl=en\">wide glass windows, high ceilings and cozy lighting\u003c/a> that allow visitors to really feel like they are engulfed in the surrounding woods. In this reporter’s humble opinion, it’s probably one of the prettiest public libraries in the Bay Area. \u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Aqus Cafe in Petaluma\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Danielle Venton, KQED Science and climate reporter, host of \u003c/em>\u003ca href=\"https://www.kqed.org/event/4149/climate-book-club\">\u003cem>KQED’s Climate Book Club\u003c/em>\u003c/a>\u003c/p>\n\n\n\n\u003cp>A little away from the bustling downtown, Venton said that Aqus Cafe is “very welcoming to those bookishly quiet of us, who want to be around other people without necessarily talking to them.” \u003c/p>\n\n\n\n\u003cp>But if you \u003cem>would \u003c/em>like to be closer to downtown, Venton also recommended historic saloon \u003cstrong>McNears, \u003c/strong>adding that the staff there has “been kind and patient with me, letting me hide out upstairs reading and writing.”\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Oak Hill in Petaluma\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Danielle Venton, KQED Science and climate reporter, host of KQED’s Climate Book Club\u003c/em>\u003c/p>\n\n\n\n\u003cp>Venton said that this park has “everything you want.” \u003c/p>\n\n\n\n\u003cp>There are picnic tables, a kid’s playground, dog run, petanque court, basketball hoop and, most importantly for readers, “enormous live oak trees offering abundant shade over a large lawn,” she said. \u003c/p>\n\n\n\n\u003ch2 class=\"wp-block-heading\" id=\"peninsula\">The best places to read in South Bay and the Peninsula\u003c/h2>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Fioli Estate in Woodside\u003c/h3>\n\n\n\n\u003cp>Recommendation from: Yung Le, co-founder of \u003ca href=\"https://www.instagram.com/anovelaffairbookcafe/\">A Novel Affair\u003c/a>\u003c/p>\n\n\n\n\u003cp>This gorgeous, Austenland-like garden was actually Le’s previous recommendation to KQED for \u003ca href=\"https://www.kqed.org/news/12081122/bay-area-book-lovers-we-have-highly-literary-date-or-friend-hang-ideas-for-your-weekend\">a literary-themed date\u003c/a>. \u003c/p>\n\n\n\n\u003cp>At \u003ca href=\"https://51772.blackbaudhosting.com/51772/tickets?tab=2&txobjid=85164de0-552f-49c6-8ba5-ce4be2af4d14\">around $45 for adults\u003c/a>, Filoli is a pricier option for a day out with a book. But people with \u003ca href=\"https://filoli.org/visit/#!\">a SNAP (CalFresh) EBT card or a Discover and Go pass\u003c/a> from the library can get free and reduced admission.\u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"2000\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9.jpg\" alt=\"\" class=\"wp-image-12081141\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Filoli-AlbertDros-9-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-element-caption\">Fioli, in Woodside, is an historic estate with landscape gardens that brings pure Pemberley vibes to the Peninsula. \u003cbr> (Courtesy of Albert Dros via Fioli)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003ch3 class=\"wp-block-heading\">The A.M. Craft in San José\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Amy Ly, \u003c/em>\u003ca href=\"http://instagram.com/silentbookclubsanjose?igsh=NTc4MTIwNjQ2YQ==\">\u003cem>San José Silent Book Club\u003c/em>\u003c/a>\u003cem> moderator\u003c/em>\u003c/p>\n\n\n\n\u003cp>This cafe and restaurant is located in downtown San José, and Ly called \u003ca href=\"https://am-craft.mailchimpsites.com/about-us\">A.M. Craft\u003c/a> “my little hideout when I want to get some reading done on a Saturday morning.\u003c/p>\n\n\n\n\u003cp>“Gimme a cold brew, pastry and a good read, and I’ll happily read for a few hours,” Ly said.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Atherton Library in Atherton\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: \u003c/em>\u003ca href=\"https://www.instagram.com/sfbookgirl?igsh=NTc4MTIwNjQ2YQ%3D%3D\">\u003cem>Ciera Pasturel\u003c/em>\u003c/a>\u003cem>, San Mateo County librarian\u003c/em>\u003c/p>\n\n\n\n\u003cp>Pasturel recommends specifically the patio of the Atherton Library, which is “under an enormous oak tree.”\u003c/p>\n\n\n\n\u003cp>“There is ample seating as well as a cafe that sells delicious coffee and pastries,” Pasturel added.\u003c/p>\n\n\n\n\u003ch3 class=\"wp-block-heading\">Half Moon Bay Beach\u003c/h3>\n\n\n\n\u003cp>\u003cem>Recommendation from: Concord librarian Naulu\u003c/em>\u003c/p>\n\n\n\n\u003cp>Weather permitting, of course! Naulu said that she tends to take her e-reader to the beach instead of a physical book, since it “does get windy.”\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But it makes for a pleasant family outing, since she can settle with a book while her kids build sandcastles next to her.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/california-state-university\">California State University\u003c/a> employees rallied for pay increases at several campuses on Tuesday, as management and union representatives in Hayward negotiated a contract for about 15,000 staffers statewide. \u003c/p>\n\n\n\n\u003cp>A vocal group of groundskeepers, clerical, academic support and other employees at the nation’s largest four-year public university system cheered after an organizer yelled “Show us the money!” to the university’s bargaining team heading into a session at a Cal State East Bay library room.\u003c/p>\n\n\n\n\u003cp>Several longtime employees in blue union T-shirts told KQED they resented that the university, which has struggled with multi-billion budget deficits and layoffs in recent years, approved controversial pay raises for campus presidents and top administrators last fall and winter. CSU \u003ca href=\"https://www.calstate.edu/csu-system/transparency-accountability/executive-compensation/Documents/compensation-faq.pdf\">argued\u003c/a> its executive compensation had fallen behind compared to other public universities. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1777\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01.jpg\" alt=\"\" class=\"wp-image-12094955\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-element-caption\">CSU staffers from Northern California campuses and organizers with the CSU Employees Union rally ahead of a bargaining session at Cal State East Bay in Hayward on Aug. 11, 2026. (Farida Jhabvala Romero)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“Who does the job is us, the people, the 9-to-5. So, why don’t we get a yearly raise for the cost of living?” said Carmen Crum, admissions and outreach coordinator for a program supporting low-income, first-generation college students. “The problem here is that staff don’t get raises — higher-ups do.”\u003c/p>\n\n\n\n\u003cp>“We just want our fair shake,” said Jerry Gibbs, a student services coordinator handling student transcripts. He has worked at CSU for 25 years. “Everything’s going up around us, right? Gas prices, property taxes. It’s California.”\u003c/p>\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The CSU Employees Union, which represents a total of about 36,000 university workers, said it’s pushing to limit the use of contract and temporary staffers. \u003c/p>\n\n\n\n\n\n\u003cp>But the top priority since bargaining began in January remains members’ compensation.\u003c/p>\n\n\n\n\u003cp>CSU’s budget woes have arguably lightened for the 2026-27 academic year after securing $710 million in new operating funds — mostly from increased state funding, but also tuition revenue and enrollment growth. The university plans to dedicate more than half of those funds to compensation and health benefits, according to a Board of Trustees \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/MeetingHandouts/July%2020-22,%202026/FIN%20Item%203%20-%202026-27%20Final%20Budget%20-%20HANDOUT%20BOTv1.pdf\">presentation\u003c/a> last month. \u003c/p>\n\n\n\n\u003cp>“The CSU is committed to bargaining in good faith with CSUEU and achieving an agreement that recognizes and supports the work of our staff in fulfilling CSU’s mission,” Amy Bentley-Smith, a CSU spokesperson, said in a statement.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>The protest ahead of Tuesday’s bargaining session comes as CSU, which enrolled more than \u003ca href=\"https://tableau.calstate.edu/views/SelfEnrollmentDashboard/EnrollmentSummary?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no\">470,000\u003c/a> students at its 22 universities last year, is \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Pages/CSU-Bargaining-Update-Multiple-Units-7-17-26.aspx\">meeting\u003c/a> with multiple units on new or recurring contracts covering tens of thousands in its workforce, including faculty, skilled trades and student workers.\u003c/p>\n\n",
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"innerHTML": "\n\u003cp>But the top priority since bargaining began in January remains members’ compensation.\u003c/p>\n",
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"innerHTML": "\n\u003cp>“The CSU is committed to bargaining in good faith with CSUEU and achieving an agreement that recognizes and supports the work of our staff in fulfilling CSU’s mission,” Amy Bentley-Smith, a CSU spokesperson, said in a statement.\u003c/p>\n",
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"innerHTML": "\n\u003cp>The protest ahead of Tuesday’s bargaining session comes as CSU, which enrolled more than \u003ca href=\"https://tableau.calstate.edu/views/SelfEnrollmentDashboard/EnrollmentSummary?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no\">470,000\u003c/a> students at its 22 universities last year, is \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Pages/CSU-Bargaining-Update-Multiple-Units-7-17-26.aspx\">meeting\u003c/a> with multiple units on new or recurring contracts covering tens of thousands in its workforce, including faculty, skilled trades and student workers.\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/california-state-university\">California State University\u003c/a> employees rallied for pay increases at several campuses on Tuesday, as management and union representatives in Hayward negotiated a contract for about 15,000 staffers statewide. \u003c/p>\n\n\n\n\u003cp>A vocal group of groundskeepers, clerical, academic support and other employees at the nation’s largest four-year public university system cheered after an organizer yelled “Show us the money!” to the university’s bargaining team heading into a session at a Cal State East Bay library room.\u003c/p>\n\n\n\n\u003cp>Several longtime employees in blue union T-shirts told KQED they resented that the university, which has struggled with multi-billion budget deficits and layoffs in recent years, approved controversial pay raises for campus presidents and top administrators last fall and winter. CSU \u003ca href=\"https://www.calstate.edu/csu-system/transparency-accountability/executive-compensation/Documents/compensation-faq.pdf\">argued\u003c/a> its executive compensation had fallen behind compared to other public universities. \u003c/p>\n\n\n\n\u003cfigure class=\"wp-block-image size-full\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1777\" height=\"1333\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01.jpg\" alt=\"\" class=\"wp-image-12094955\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/08/260812-CSUStrike-FJR-01-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-element-caption\">CSU staffers from Northern California campuses and organizers with the CSU Employees Union rally ahead of a bargaining session at Cal State East Bay in Hayward on Aug. 11, 2026. (Farida Jhabvala Romero)\u003c/figcaption>\u003c/figure>\n\n\n\n\u003cp>“Who does the job is us, the people, the 9-to-5. So, why don’t we get a yearly raise for the cost of living?” said Carmen Crum, admissions and outreach coordinator for a program supporting low-income, first-generation college students. “The problem here is that staff don’t get raises — higher-ups do.”\u003c/p>\n\n\n\n\u003cp>“We just want our fair shake,” said Jerry Gibbs, a student services coordinator handling student transcripts. He has worked at CSU for 25 years. “Everything’s going up around us, right? Gas prices, property taxes. It’s California.”\u003c/p>\n\n\n\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The CSU Employees Union, which represents a total of about 36,000 university workers, said it’s pushing to limit the use of contract and temporary staffers. \u003c/p>\n\n\n\n\n\n\u003cp>But the top priority since bargaining began in January remains members’ compensation.\u003c/p>\n\n\n\n\u003cp>CSU’s budget woes have arguably lightened for the 2026-27 academic year after securing $710 million in new operating funds — mostly from increased state funding, but also tuition revenue and enrollment growth. The university plans to dedicate more than half of those funds to compensation and health benefits, according to a Board of Trustees \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/MeetingHandouts/July%2020-22,%202026/FIN%20Item%203%20-%202026-27%20Final%20Budget%20-%20HANDOUT%20BOTv1.pdf\">presentation\u003c/a> last month. \u003c/p>\n\n\n\n\u003cp>“The CSU is committed to bargaining in good faith with CSUEU and achieving an agreement that recognizes and supports the work of our staff in fulfilling CSU’s mission,” Amy Bentley-Smith, a CSU spokesperson, said in a statement.\u003c/p>\n\n\n\n\u003cp>\u003c/p>\n\u003cp>The protest ahead of Tuesday’s bargaining session comes as CSU, which enrolled more than \u003ca href=\"https://tableau.calstate.edu/views/SelfEnrollmentDashboard/EnrollmentSummary?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no\">470,000\u003c/a> students at its 22 universities last year, is \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Pages/CSU-Bargaining-Update-Multiple-Units-7-17-26.aspx\">meeting\u003c/a> with multiple units on new or recurring contracts covering tens of thousands in its workforce, including faculty, skilled trades and student workers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"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?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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