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"content": "\u003cp>After a years-long fight, 16 and 17-year-olds in Berkeley and Oakland will be able to vote in school board \u003ca href=\"https://www.kqed.org/voterguide/alameda/school\">elections\u003c/a> this fall, the first two districts in the state to give young people a say in who governs their public schools.\u003c/p>\n\u003cp>Earlier this month, the Alameda County Registrar of Voters announced technology for printing and counting youth ballots is ready for the November election. Berkeley passed Measure Y1, giving young people the right to vote in school board elections in 2016. Oakland followed suit with Measure QQ four years later.\u003c/p>\n\u003cp>Ixchel Arista, an Oakland High School graduate, joined the campaign for the Oakland measure as a high school freshman.\u003c/p>\n\u003cp>“We are the main constituents and recipients of the decisions made at the school board level, and it only makes sense in my mind that 16-17 year-olds are able to decide who they feel is going to best represent their interests,” Arista says, adding that the challenge now is making sure young people have the information they need to cast their vote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And there is a lot to learn. Chances are, if you are 16 or 17, you have never voted in an election before. If that’s the case, don’t worry; this is new to everyone. Even the county registrar has had a hard time figuring it out and spent months designing and building a new voting system for young people. Below, you’ll find information about how to register, how to learn about candidates, and where to vote.\u003c/p>\n\u003cp>\u003cem>Did we miss something? If you have other questions about how to vote, please send us your questions by \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe2Acbz9vp9kYjW_zXntoPd3AGmn4q3A57lVKLQ-oInhMdzXg/viewform\">filling out this form\u003c/a>. If you’d like to email me directly, \u003ca href=\"mailto:afinney@kqed.org\">click here.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_12000542\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">This November, 16- and 17-year-olds in Oakland will have four school board seats to consider on the ballot, while those in Berkeley will have two. \u003ccite>(Aaron Mendelson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How do I register to vote?\u003c/h2>\n\u003cp>To cast a ballot, people who are 16 or 17 need to register with the Secretary of State using a process called “pre-registration.” You can pre-register \u003ca href=\"https://registertovote.ca.gov/\">online\u003c/a> or in person at the Alameda County Registrar’s office in the Rene C. Davidson Courthouse near Lake Merritt in Oakland at 1225 Fallon St., room G1. Paper forms are also available at some public libraries and DMV locations.\u003c/p>\n\u003cp>If you register online, make sure you select the “pre-register” option on the Secretary of State’s website. If you are using a paper form, check the box at the top of the page that says you are 16 or 17.\u003c/p>\n\u003cp>To pre-register to vote in Berkeley or Oakland school board elections, you’ll need to meet all of the state’s regular voting requirements, other than being 18, and be a Berkeley or Oakland resident.\u003c/p>\n\u003cp>The online application will ask you for the following information, so it’s good to have it ready when you go online to fill out the form:\u003c/p>\n\u003cul>\n\u003cli>Your home address\u003c/li>\n\u003cli>The last four digits of your social security number or a state driver’s license or ID card number. If you don’t have a state ID, the registrar will need a copy of your signature to have on file. The registrar will compare that signature with the signature on your ballot to make sure it came from you. If you register on paper, the registrar will ask you to sign a legal document called an affidavit. If you register online, you will have to print a form, sign it and mail it to the registrar’s office.\u003c/li>\n\u003c/ul>\n\u003cp>After you register, you can check to make sure it was received using the Secretary of State’s \u003ca href=\"https://voterstatus.sos.ca.gov/\">registration voter status page\u003c/a>. The Alameda County Registrar is encouraging young people to register before Oct. 21.\u003c/p>\n\u003ch2>How can I learn about what I’ll be voting on?\u003c/h2>\n\u003cp>Eligible voters who are 16 and 17 are only allowed to vote in their school board elections. In Oakland, there are four school board seats on the ballot in November, two in Berkeley.\u003c/p>\n\u003cp>In Oakland, only eligible youth voters living in school board Districts 1, 3, 5 and 7 will vote this year. In 2026, Districts 2, 4 and 6, will be up for election. You can look up which Oakland school board district you live in using this \u003ca href=\"https://gisapps1.mapoakland.com/ousd/\">Oakland Unified School District District map\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_12000525 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>In Berkeley, school board members serve the entire city, so all eligible youth voters will be able to vote regardless of where they live in the city.\u003c/p>\n\u003cp>School boards are a group of people elected to make decisions about how local public schools operate. They vote on what schools teach, how schools are kept safe and how to spend money set aside by the state for schools. There is a lot to say about what school boards do. For more check out \u003ca href=\"https://oaklandside.org/2020/09/17/what-do-oakland-school-board-members-do-exactly/?gad_source=1&gclid=Cj0KCQjwiOy1BhDCARIsADGvQnCmKEjAinyYWO727WdG7ixHUEAarQxP6O4ATBxpFpKrnRgV6P8YPVMaAiy1EALw_wcB\">this 2020 article\u003c/a> from \u003cem>The Oaklandside\u003c/em>.\u003c/p>\n\u003cp>School board directors in Oakland and Berkeley are up for election every four years. Leading up to elections, people interested in becoming school board members file official paperwork, start raising money, make campaign websites, print advertisements like lawn signs (if you keep an eye out, you’ll probably see some around your city) and host campaign events.\u003c/p>\n\u003cp>To find out what candidates support, you can search online for their campaign websites, go to local campaign events or candidate forums, read local reporting about how candidates have voted in the past and research candidates in voter information guides. You can look up who is giving money to each candidate on \u003ca href=\"https://public.netfile.com/pub2/Default.aspx?aid=COAK\">Oakland’s campaign finance website\u003c/a> or \u003ca href=\"https://public.netfile.com/pub2/?aid=BRK\">Berkeley’s campaign finance website\u003c/a>.\u003c/p>\n\u003cp>KQED has a voter guide that will give you basic information about Oakland’s school board candidates for Districts \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-1\">1\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-3\">3\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-5\">5\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-7\">7\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#berkeley-school-director\">Berkeley’s school board candidates\u003c/a>.\u003c/p>\n\u003ch2>How do I vote?\u003c/h2>\n\u003cp>If you pre-register with the Secretary of State, you’ll get a ballot sent to the address on your registration. You have to fill out the ballot, sign the envelope and send it in on or before Election Day on Nov. 5.\u003c/p>\n\u003cp>If you don’t receive a mail-in ballot, lose it or would just like to get help filling it out, there will be one location for in-person youth voting on Nov. 5: The Alameda County Registrar’s office at the Rene Davidson Courthouse.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a years-long fight, 16 and 17-year-olds in Berkeley and Oakland will be able to vote in school board \u003ca href=\"https://www.kqed.org/voterguide/alameda/school\">elections\u003c/a> this fall, the first two districts in the state to give young people a say in who governs their public schools.\u003c/p>\n\u003cp>Earlier this month, the Alameda County Registrar of Voters announced technology for printing and counting youth ballots is ready for the November election. Berkeley passed Measure Y1, giving young people the right to vote in school board elections in 2016. Oakland followed suit with Measure QQ four years later.\u003c/p>\n\u003cp>Ixchel Arista, an Oakland High School graduate, joined the campaign for the Oakland measure as a high school freshman.\u003c/p>\n\u003cp>“We are the main constituents and recipients of the decisions made at the school board level, and it only makes sense in my mind that 16-17 year-olds are able to decide who they feel is going to best represent their interests,” Arista says, adding that the challenge now is making sure young people have the information they need to cast their vote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And there is a lot to learn. Chances are, if you are 16 or 17, you have never voted in an election before. If that’s the case, don’t worry; this is new to everyone. Even the county registrar has had a hard time figuring it out and spent months designing and building a new voting system for young people. Below, you’ll find information about how to register, how to learn about candidates, and where to vote.\u003c/p>\n\u003cp>\u003cem>Did we miss something? If you have other questions about how to vote, please send us your questions by \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe2Acbz9vp9kYjW_zXntoPd3AGmn4q3A57lVKLQ-oInhMdzXg/viewform\">filling out this form\u003c/a>. If you’d like to email me directly, \u003ca href=\"mailto:afinney@kqed.org\">click here.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_12000542\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">This November, 16- and 17-year-olds in Oakland will have four school board seats to consider on the ballot, while those in Berkeley will have two. \u003ccite>(Aaron Mendelson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How do I register to vote?\u003c/h2>\n\u003cp>To cast a ballot, people who are 16 or 17 need to register with the Secretary of State using a process called “pre-registration.” You can pre-register \u003ca href=\"https://registertovote.ca.gov/\">online\u003c/a> or in person at the Alameda County Registrar’s office in the Rene C. Davidson Courthouse near Lake Merritt in Oakland at 1225 Fallon St., room G1. Paper forms are also available at some public libraries and DMV locations.\u003c/p>\n\u003cp>If you register online, make sure you select the “pre-register” option on the Secretary of State’s website. If you are using a paper form, check the box at the top of the page that says you are 16 or 17.\u003c/p>\n\u003cp>To pre-register to vote in Berkeley or Oakland school board elections, you’ll need to meet all of the state’s regular voting requirements, other than being 18, and be a Berkeley or Oakland resident.\u003c/p>\n\u003cp>The online application will ask you for the following information, so it’s good to have it ready when you go online to fill out the form:\u003c/p>\n\u003cul>\n\u003cli>Your home address\u003c/li>\n\u003cli>The last four digits of your social security number or a state driver’s license or ID card number. If you don’t have a state ID, the registrar will need a copy of your signature to have on file. The registrar will compare that signature with the signature on your ballot to make sure it came from you. If you register on paper, the registrar will ask you to sign a legal document called an affidavit. If you register online, you will have to print a form, sign it and mail it to the registrar’s office.\u003c/li>\n\u003c/ul>\n\u003cp>After you register, you can check to make sure it was received using the Secretary of State’s \u003ca href=\"https://voterstatus.sos.ca.gov/\">registration voter status page\u003c/a>. The Alameda County Registrar is encouraging young people to register before Oct. 21.\u003c/p>\n\u003ch2>How can I learn about what I’ll be voting on?\u003c/h2>\n\u003cp>Eligible voters who are 16 and 17 are only allowed to vote in their school board elections. In Oakland, there are four school board seats on the ballot in November, two in Berkeley.\u003c/p>\n\u003cp>In Oakland, only eligible youth voters living in school board Districts 1, 3, 5 and 7 will vote this year. In 2026, Districts 2, 4 and 6, will be up for election. You can look up which Oakland school board district you live in using this \u003ca href=\"https://gisapps1.mapoakland.com/ousd/\">Oakland Unified School District District map\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>In Berkeley, school board members serve the entire city, so all eligible youth voters will be able to vote regardless of where they live in the city.\u003c/p>\n\u003cp>School boards are a group of people elected to make decisions about how local public schools operate. They vote on what schools teach, how schools are kept safe and how to spend money set aside by the state for schools. There is a lot to say about what school boards do. For more check out \u003ca href=\"https://oaklandside.org/2020/09/17/what-do-oakland-school-board-members-do-exactly/?gad_source=1&gclid=Cj0KCQjwiOy1BhDCARIsADGvQnCmKEjAinyYWO727WdG7ixHUEAarQxP6O4ATBxpFpKrnRgV6P8YPVMaAiy1EALw_wcB\">this 2020 article\u003c/a> from \u003cem>The Oaklandside\u003c/em>.\u003c/p>\n\u003cp>School board directors in Oakland and Berkeley are up for election every four years. Leading up to elections, people interested in becoming school board members file official paperwork, start raising money, make campaign websites, print advertisements like lawn signs (if you keep an eye out, you’ll probably see some around your city) and host campaign events.\u003c/p>\n\u003cp>To find out what candidates support, you can search online for their campaign websites, go to local campaign events or candidate forums, read local reporting about how candidates have voted in the past and research candidates in voter information guides. You can look up who is giving money to each candidate on \u003ca href=\"https://public.netfile.com/pub2/Default.aspx?aid=COAK\">Oakland’s campaign finance website\u003c/a> or \u003ca href=\"https://public.netfile.com/pub2/?aid=BRK\">Berkeley’s campaign finance website\u003c/a>.\u003c/p>\n\u003cp>KQED has a voter guide that will give you basic information about Oakland’s school board candidates for Districts \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-1\">1\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-3\">3\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-5\">5\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-7\">7\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#berkeley-school-director\">Berkeley’s school board candidates\u003c/a>.\u003c/p>\n\u003ch2>How do I vote?\u003c/h2>\n\u003cp>If you pre-register with the Secretary of State, you’ll get a ballot sent to the address on your registration. You have to fill out the ballot, sign the envelope and send it in on or before Election Day on Nov. 5.\u003c/p>\n\u003cp>If you don’t receive a mail-in ballot, lose it or would just like to get help filling it out, there will be one location for in-person youth voting on Nov. 5: The Alameda County Registrar’s office at the Rene Davidson Courthouse.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A form of psychotherapy to address early childhood trauma has the potential to prevent serious disease later in life by slowing down the rapid aging of the body’s cells, according to \u003ca href=\"https://journals.sagepub.com/doi/10.1177/09567976241260247\">a study published Wednesday\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>.\u003c/p>\n\u003cp>The study, which focuses on a group of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> youngsters who received child-parent psychotherapy, shows that the treatment not only has psychological benefits but is making a difference on a biological level, according to a team of researchers at UCSF.\u003c/p>\n\u003cp>“We know that stress is associated with all sorts of health and disease outcomes later in life, and we’ve learned that stress gets under the skin to affect our physiology as early as early childhood,” said Nicki Bush, a psychiatry and pediatrics professor at UCSF.\u003c/p>\n\u003cp>The study’s findings are “just one more bit of strong evidence that shows intervening on trauma early in life can have a really positive impact on children and their families,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Child-parent psychotherapy, also known as CPP, helps young children overcome trauma related to abuse, violence or grief by helping parents respond to their children’s distress in appropriate ways. During sessions, therapists incorporate toys to help children process their traumatic experiences and help parents understand how their children’s behavior is linked to their own exposure to trauma.\u003c/p>\n\u003cp>The goal is to heal the relationship between adult and child and help prevent what psychiatrists call the intergenerational transmission of trauma during a sensitive period of the child’s development.\u003c/p>\n\u003cp>“The brain grows fastest in the first five years of life, and so it’s most malleable [then],” said Alicia Lieberman, who pioneered this form of therapy at UCSF three decades ago. “That’s why it’s so important to make sure that the neural connections that happen [during this time] are associated with protection, with safety, with trust, with growth, with pleasure, with exploration.”\u003c/p>\n\u003cfigure id=\"attachment_12000191\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000191\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Children play during recess in Berkeley on Nov. 16, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Previous studies have shown that exposure to a greater number of adverse childhood experiences, including physical, emotional and sexual abuse, neglect and domestic violence, may \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9924940/\">accelerate aging in older adults\u003c/a> and that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5566406/\">exposure to violence speeds up children’s epigenetic clock\u003c/a>.\u003c/p>\n\u003cp>The concept of an epigenetic clock was developed about a decade ago by Steve Horvath, a principal investigator at the Bay Area biotech company Altos Labs, to estimate a person’s biological age by looking at a chemical tag in their DNA called methyl groups.\u003c/p>\n\u003cp>Because child-parent psychotherapy\u003ca href=\"https://childparentpsychotherapy.com/about/research/\"> has been shown\u003c/a> to lower traumatic stress symptoms and behavior problems in children, researchers wanted to see whether the treatment has any effect on the rate at which their bodies are aging.\u003c/p>\n\u003cp>They swabbed the cheeks of a group of children between 2 and 6 years old who received up to 20 weekly child-parent psychotherapy sessions and compared the DNA samples from their saliva to those of another group of children who experienced trauma but didn’t receive the treatment. The study was conducted in San Francisco and Oakland between 2013 and 2015.\u003c/p>\n\u003cp>All the children had epigenetic clocks that ran on average at the same speed when the study began. But after two years, the kids who didn’t receive the therapy had a faster-ticking epigenetic clock than those who received therapy.\u003c/p>\n\u003cp>Researchers say the level of trauma was higher for the children who received the therapy than the kids in the comparison group, which makes the findings even more noteworthy. The majority of participants from both groups were mixed-race or Latin American and from low-income households.\u003c/p>\n\u003cp>“It makes sense that when children are exposed to stress [they’re] working really hard to cope with these environments, but that adaptation can come at a cost because their bodies are working harder,” said the study’s co-author, Allie Sullivan. “That’s when we can potentially see associations with future health problems like chronic disease.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11992142 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/image-1020x684.png']\u003c/span>\u003c/p>\n\u003cp>Bush said she hopes evidence that the therapy can slow cellular aging takes away the stigma oftentimes associated with seeking mental and behavioral health support.\u003c/p>\n\u003cp>The study is one of several underway that shows the impact of toxic stress or traumatic stress on the developing body and the impact of “really good interventions” that can reverse or slow down the biological toll of these kinds of stress, said Dr. Rahil Briggs, a child psychologist and national director of \u003ca href=\"https://www.healthysteps.org/\">Healthy Steps\u003c/a>, a program that provides early childhood development support to low-income families.\u003c/p>\n\u003cp>She \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2759759#google_vignette\">cited a study\u003c/a> that found babies whose mothers experienced psychological distress had lower electrical activity in the brain.\u003c/p>\n\u003cp>“We have long known that there’s no health without mental health,” Briggs, who was not involved in the UCSF research, said. “But now we see the link between stress and anxiety and something like severe maternal depression and the actual, physical well-being of the infant or toddler.”\u003c/p>\n\u003cp>She hopes the findings make a convincing case for funding dyadic care as part of a child’s pediatric checkups. Dyadic care is based on the idea that a parent’s or caregiver’s well-being is important for a child’s healthy development.\u003c/p>\n\u003cp>Last year, California \u003ca href=\"https://mcweb.apps.prd.cammis.medi-cal.ca.gov/news/31905\">began covering dyadic services for Medi-Cal patients\u003c/a>. That means doctors can get reimbursed for screening the child and parent for mental and behavioral health problems and referring them to appropriate follow-up care. Children up to 20 years old and their parents qualify for the benefit.\u003c/p>\n\u003cp>Child-parent psychotherapy is also covered under the state’s $4.7 billion Children and Youth Behavioral Health Initiative. A diagnosis is required before treatment can begin.\u003c/p>\n\u003cp>“If you can show that trauma affects biology in a manner we can’t control consciously and that therapy can reverse that biological harm, it gets people to think, ‘Gosh, I may not be concerned about mental health, but I’m compelled to invest in and support policies that would pay for this type of intervention because it’s going to prevent asthma, it’s going to prevent obesity or heart disease down the line,’” Bush said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A form of psychotherapy to address early childhood trauma has the potential to prevent serious disease later in life by slowing down the rapid aging of the body’s cells, according to \u003ca href=\"https://journals.sagepub.com/doi/10.1177/09567976241260247\">a study published Wednesday\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>.\u003c/p>\n\u003cp>The study, which focuses on a group of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> youngsters who received child-parent psychotherapy, shows that the treatment not only has psychological benefits but is making a difference on a biological level, according to a team of researchers at UCSF.\u003c/p>\n\u003cp>“We know that stress is associated with all sorts of health and disease outcomes later in life, and we’ve learned that stress gets under the skin to affect our physiology as early as early childhood,” said Nicki Bush, a psychiatry and pediatrics professor at UCSF.\u003c/p>\n\u003cp>The study’s findings are “just one more bit of strong evidence that shows intervening on trauma early in life can have a really positive impact on children and their families,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Child-parent psychotherapy, also known as CPP, helps young children overcome trauma related to abuse, violence or grief by helping parents respond to their children’s distress in appropriate ways. During sessions, therapists incorporate toys to help children process their traumatic experiences and help parents understand how their children’s behavior is linked to their own exposure to trauma.\u003c/p>\n\u003cp>The goal is to heal the relationship between adult and child and help prevent what psychiatrists call the intergenerational transmission of trauma during a sensitive period of the child’s development.\u003c/p>\n\u003cp>“The brain grows fastest in the first five years of life, and so it’s most malleable [then],” said Alicia Lieberman, who pioneered this form of therapy at UCSF three decades ago. “That’s why it’s so important to make sure that the neural connections that happen [during this time] are associated with protection, with safety, with trust, with growth, with pleasure, with exploration.”\u003c/p>\n\u003cfigure id=\"attachment_12000191\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000191\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Children play during recess in Berkeley on Nov. 16, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Previous studies have shown that exposure to a greater number of adverse childhood experiences, including physical, emotional and sexual abuse, neglect and domestic violence, may \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9924940/\">accelerate aging in older adults\u003c/a> and that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5566406/\">exposure to violence speeds up children’s epigenetic clock\u003c/a>.\u003c/p>\n\u003cp>The concept of an epigenetic clock was developed about a decade ago by Steve Horvath, a principal investigator at the Bay Area biotech company Altos Labs, to estimate a person’s biological age by looking at a chemical tag in their DNA called methyl groups.\u003c/p>\n\u003cp>Because child-parent psychotherapy\u003ca href=\"https://childparentpsychotherapy.com/about/research/\"> has been shown\u003c/a> to lower traumatic stress symptoms and behavior problems in children, researchers wanted to see whether the treatment has any effect on the rate at which their bodies are aging.\u003c/p>\n\u003cp>They swabbed the cheeks of a group of children between 2 and 6 years old who received up to 20 weekly child-parent psychotherapy sessions and compared the DNA samples from their saliva to those of another group of children who experienced trauma but didn’t receive the treatment. The study was conducted in San Francisco and Oakland between 2013 and 2015.\u003c/p>\n\u003cp>All the children had epigenetic clocks that ran on average at the same speed when the study began. But after two years, the kids who didn’t receive the therapy had a faster-ticking epigenetic clock than those who received therapy.\u003c/p>\n\u003cp>Researchers say the level of trauma was higher for the children who received the therapy than the kids in the comparison group, which makes the findings even more noteworthy. The majority of participants from both groups were mixed-race or Latin American and from low-income households.\u003c/p>\n\u003cp>“It makes sense that when children are exposed to stress [they’re] working really hard to cope with these environments, but that adaptation can come at a cost because their bodies are working harder,” said the study’s co-author, Allie Sullivan. “That’s when we can potentially see associations with future health problems like chronic disease.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>Bush said she hopes evidence that the therapy can slow cellular aging takes away the stigma oftentimes associated with seeking mental and behavioral health support.\u003c/p>\n\u003cp>The study is one of several underway that shows the impact of toxic stress or traumatic stress on the developing body and the impact of “really good interventions” that can reverse or slow down the biological toll of these kinds of stress, said Dr. Rahil Briggs, a child psychologist and national director of \u003ca href=\"https://www.healthysteps.org/\">Healthy Steps\u003c/a>, a program that provides early childhood development support to low-income families.\u003c/p>\n\u003cp>She \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2759759#google_vignette\">cited a study\u003c/a> that found babies whose mothers experienced psychological distress had lower electrical activity in the brain.\u003c/p>\n\u003cp>“We have long known that there’s no health without mental health,” Briggs, who was not involved in the UCSF research, said. “But now we see the link between stress and anxiety and something like severe maternal depression and the actual, physical well-being of the infant or toddler.”\u003c/p>\n\u003cp>She hopes the findings make a convincing case for funding dyadic care as part of a child’s pediatric checkups. Dyadic care is based on the idea that a parent’s or caregiver’s well-being is important for a child’s healthy development.\u003c/p>\n\u003cp>Last year, California \u003ca href=\"https://mcweb.apps.prd.cammis.medi-cal.ca.gov/news/31905\">began covering dyadic services for Medi-Cal patients\u003c/a>. That means doctors can get reimbursed for screening the child and parent for mental and behavioral health problems and referring them to appropriate follow-up care. Children up to 20 years old and their parents qualify for the benefit.\u003c/p>\n\u003cp>Child-parent psychotherapy is also covered under the state’s $4.7 billion Children and Youth Behavioral Health Initiative. A diagnosis is required before treatment can begin.\u003c/p>\n\u003cp>“If you can show that trauma affects biology in a manner we can’t control consciously and that therapy can reverse that biological harm, it gets people to think, ‘Gosh, I may not be concerned about mental health, but I’m compelled to invest in and support policies that would pay for this type of intervention because it’s going to prevent asthma, it’s going to prevent obesity or heart disease down the line,’” Bush said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "bay-area-schools-face-sea-level-rise-threat",
"title": "Bay Area Schools Face Sea Level Rise Threat",
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"headTitle": "Bay Area Schools Face Sea Level Rise Threat | KQED",
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"content": "\u003cp class=\"p1\">\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">52 Bay Area public schools are already at risk of being inundated with ocean and groundwater, according to a new analysis by KQED and Climate Central. KQED’s Ezra David Romero tells us how the threat of sea level rise has already ignited a debate over rebuilding a middle school in Marin County.\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1063445518&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003c/div>\n\u003cp>\u003cb>Links:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/science/1993783/schools-in-deep-water-bay-area-faces-uphill-battle-against-climate-change\">\u003cspan style=\"font-weight: 400\">Schools in Deep Water: Bay Area Faces Uphill Battle Against Climate Change\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong> I’m Ericka Cruz Guevarra and welcome to the Bay. Local news to keep you rooted. A new analysis from KQED and Climate Central found that more than 50 public schools around the Bay Area are already at risk of sea level rise thanks to human caused climate change. And that includes a middle school in Marin County, where rising water is already at the school’s doorstep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>When we drive here or the kids ride their bikes on the bike path here, it is pretty often flooded.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The high tide line in the San Francisco Bay has risen by eight inches over the last century, and much of the bay shoreline has more flooding in its future. Today we go to one school in Mill Valley that’s already feeling the impact of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I went to Mill Valley in Marin County. It’s this town at the end of Richardson Bay. You know, there’s San Francisco Bay and then there’s Richardson Bay. And this is the very end of it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra David Romero is a climate reporter for KQED.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s a more affluent community, just like Marin County is. And it’s a beautiful place. It’s like kind of this like little mountain valley next to the bay. It’s quite cute. And they have a cute downtown.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>And I know you went to a public school there. Can you tell me what what school you went to exactly, And what did it look like when you arrived?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, I went to Mill Valley Middle School. It’s this school literally, like ten, 15, 20ft away from the bay itself. It’s quite beautiful, right? There’s Mt. Tam in the distance. There’s the bay right there. There’s a cute little park in front of the school. It kind of looks just like a regular school to me, right? But just in this serene location right next to the bay.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Is it? And I think. Yeah. Miranda, Pleasure for having.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Me. I met up with Juliette Hart and Miranda O’Connell. They both have sixth graders going to the school and both had kids who left the school recently.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So this is in addition to kind of the bike path and the safe routes to school, the community center.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We met up at the school because they are quite concerned about this school district wanting to rebuild that school right in the same place.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>You went to this school because of your sort of broader reporting on sea level rise. But what exactly is happening at Mill Valley Middle School when it comes to sea level rise and how is it affecting people there? Now, what did Miranda and Juliet tell you about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Well, this is a place that floods, you know, when we have high tides or extremely high tides because it’s so close to the bay. So basically, the school has a creek that runs on one side. There’s a little marsh, and then there’s like some human made channels. So when there’s a high tide, that water comes up and like floods the road that the one road in and out of campus.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Yeah. So the main drop off area is in one of the spots that routinely gets flooded.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Miranda showed me the outside of Mill Valley Middle School where it floods. There’s basically one road in and out of campus that ends kind of in this cul de sac. She basically said that, like this area floods multiple times a year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>And so it just causes a huge safety mass because there’s you can’t drop off the kids there. And so they end up kind of jumping out at random spots on a very busy road.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>You know, it creates this like traffic chaos and a quite difficult way to just start your day when you just want to drop off your kids and get to work. And so they’re worried that the school, because the school wants to rebuild there, that they’re just going to put kids in danger in the future and then they’re not actually fixing the problem. There’s been this long debate over whether the school should be rebuilt.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>So, I mean, it sounds like the threat of sea level rise is very present for parents and families at Mill Valley Middle. But how does this problem go beyond Mill Valley, this problem of sea level rise affecting schools in the Bay Area specifically?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So this school is like a case example of all the schools around the Bay Area where this could happen. We have 400 plus miles of shoreline. There’s many, many schools in that area. We’ve only had about like eight inches of sea level rise since the industrial revolution. And that’s supposed to speed up as human caused climate change exacerbates and seas rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We found that 52 schools around the Bay Area already are at risk of flooding from sea level rise. Whether that’s like groundwater being pushed up or like water actually coming over the shores like we see here at Mill Valley. And that just gets worse as it goes into the future. I linked up with this group called Climate Central. They’re a non advocacy news group.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>They have a data journalist named Katie Worth, and we worked on this together. We looked at USGS data around where groundwater is and how it’s going to rise in different places. And then we basically superimposed all that information onto a map. And then we saw all the schools that were at risk. And so what we found, though, is that there’s 52 schools already at risk of groundwater floods linked to sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And seven of them also carry the risk of coastal floods, compounding the likelihood that they could be inundated. And by 2050, 16 will have both risks. And the bulk of these schools are pretty much in San Mateo, Alameda and Marin counties, you know, all low lying places, places where there’s like fill. That’s where we like filled in part of the bay. And some of it’s like actually below sea level or just right above it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Yeah. And so and you’re talking not just about the threat of the bay sort of rising, but also groundwater rising as well. Right. Can you talk about that and kind of explain what experts say about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when we think about sea level rise, we’re often thinking about like, say, the Marshall Islands or somewhere out in the water where the actual ocean. Right. Is like covering land, Right. But groundwater is a phenomenon that scientists are talking about right now.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>For the past like five, ten years, that could happen before we see so much water coming over the shore. When you think of the ocean or the bay, you know that water is above ground. Right. But it also saturates the ground underneath the land. So what happens is the seas rise. That water also rises in that ground, that saturated soil.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And we also have groundwater in there, right? Like natural groundwater, shallow groundwater. And so the idea is as seas rise, it can push that groundwater up, become more saturated and eventually become emergent or right flooding inland.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I know you also talked with some experts for this story. What do experts say about how they see the threat of sea level rise potentially impacting schools?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Schools haven’t dealt with this issue before.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I talked to Kevin Befus a lot about this. You know, he’s an assistant professor at the University of Arkansas Department of Geosciences, and he studied the hydrology of the Bay Area lot, specifically for USGS, creating the maps that we used for our story.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Do you get a storm, a 20 year storm, So it has a 5% chance of happening in any given year. A 5% chance storm in a year could make the school an island almost.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>When I talked to Kevin about how schools are going to be impacted by this, he thought about like high water days, kind of like foggy day schedules or snow days.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Those sort of events, I think will become more and more common for these schools along the coast. The administrators will have to be keeping track of tides, the king tides and the size of storms coming through and be ready to to have a high water day.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>He sees this as an imminent threat to schools, to businesses, to highways all around the Bay Area, because as seas rise. Right, it’s going to affect everything around that lap of the bay. For example, at Mill Valley, they want to raise the school five feet above the 100 year storm level where it can be put in flood really bad. But he is saying like the school can raise it. But what about everything around it, like the roads, the community?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>I think the cost will be astronomical no matter what. A lot of this happens so slowly that I think that’s why people don’t necessarily think of that right away. It’s not on the front of their mind until it’s their house. It’s their car. It’s their school.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Coming up, the plan to rebuild Mill Valley Middle School. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I want to come back, Ezra, to where we started in this story. Mill Valley. You already described the threat of sea level rise being imminent for parents and the students at that school. So what exactly is being done to address that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, well, the community in Mill Valley voted on a bond measure called Measure G back in 2022, and it was for like $194 million to modernize and beautify schools in Mill Valley. So the school district decided they wanted to use a portion of that money. $130 million would go to rebuilding Mill Valley Middle School.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>It’s very, very expensive, too. So we are taking it very seriously. We are a medical share.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I met up with Sharon Nakatania. She’s the board president for the Mill Valley School District.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>And this is our, you know, it’s a really large library, actually, for a middle school.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We are we toured the campus and, you know, she showed me the area that floods. We thought we had like the cool library they have. And she talked about their plans.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>Now we have deemed the school is has reached its age and it will be demolished and rebuilt in the same spot.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>What they want to do is they want to raise that school about five feet above the 100 year storm. That’s basically like a historic big storm, you know, that could flood the area. So they believe that they’re raising the school out of the risk from future sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>I think there’s a plan to for what we can demolish from this building. We will use this film to to raise the site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Sharon told me that, like, you know, there are other sites, but there’s like an existing school there. So they’d have to like, figure out what to do with this elementary school. And then there could be uproar from parents about like, you’re moving our kids. And so they felt like this site is still the best site even with future sea level rise because point blank, they just didn’t feel like they had the land and or the money to like go buy some new land and also have the money to rebuild this school.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>To do a new middle school in Mill Valley. Again, 10 to 12 acres. So there’s no available flat land. That’s 10 to 12 acres. There might be hills that are really accessible. But when you look at the larger picture of Mill Valley, this school is really right in the middle, which is why.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when I asked her about, you know, what about the road that that currently floods or, you know, the community around it. Her answer was like, it’s not in the school’s purview.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>The sea level rise is everyone’s issue, frankly, and it’s up to us to do what we can for our school and our students. And it’s also up to the city to do what we can for the residents and for the county Marin to do and say to California, etc., etc..\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>But I know it’s very contentious among parents. Right. What do you what do they say about the decision to build on this same spot? And what are the parents you spoke with want to see instead?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, the parents I spoke to, you know, Juliet and Miranda, they were quite angry that this school district still wants to build on this site.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>These are long lived assets that we built. So why are we building something that we know in 20 years will be vulnerable, will be have standing water surrounding it? Why aren’t we thinking about places that don’t have that risk?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So a few months ago when I interviewed Miranda, you know, she had an eighth grader at the school and she was just quite tired of seeing the flooding happening. Right. She was living through it multiple times a year. And so she was really worried about the future. Right. She has another sixth grader coming into the campus this year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So I have one that’s leaving and then I have one that’s starting this coming school year for the three year period and another one starting in two years for an additional three year period. Yeah, you’re.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Going to deal with this for a while.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>For the next six years. Yeah.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>She was worried about like the kids having to be at the school as they rebuild this site and into the future as as. CS Right. So she had like concerns about right now and into the future. And when I interviewed Juliet Harte the same day, you know, she has a sixth grader coming into the school. Her concern was really about sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>I look at this site and think sea level rise because that’s what I do. But it’s not surprising to me that people haven’t thought of that. What’s surprising to me is that now that they know they’re still moving forward.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Professionally, she’s actually like an oceanographer, so she knows how much sea level rise is going to impact the school. She knows how many feet and by what year and what time. So she was just really worried about the future because, you know, when you think about climate change all day and what’s it going to do to the Bay Area, then your kids go to a school right next to the bay. I mean, I think those two things coincide.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Right? And her her sixth grader who’s starting there this year is going to have a couple more years at that school. So, I mean, it sounds like these parents basically want the district to find somewhere else to rebuild.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, they want the school district or build the school somewhere else. But the school district, when I talked to Sharon Nakatani, she basically said it’s a done deal. Like this is where we’re rebuilding the school. We’ve look, we’ve exhausted all of our other options. We’ve been in many meetings about this, but I think the last thing that’s might determine what happens there is in this environmental review.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So, you know, every building project, you know, in in the state has to go through environmental review when you know, when it’s in the process and that they look at everything from like sea level rise to flooding to storms to what’s a site like? What’s the hydrology there? One also caveat about this site. It’s on an old city dump site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So like under the school, it’s a bunch of dump material, trash and stuff like that. The school measures how much methane is coming off of that site every day. So they’re paying attention to that. So there’s a lot of concerns at this site. I’m not sure where it’ll go from here.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I could see and I think the parents are really hoping that, you know, this environmental review that like state regulators will really think about this site, especially when it comes to the dump. There’s a lot of factors here that are going on. And I think it’ll just we’ll see what’s going to happen in the next couple of months or maybe a year or so.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>When we’re talking about these schools, right. That are built to last 50 years, what should be done in order to really address and and adapt to. The threat of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>A lot of my reporting, we look at like an individual cases like this in Mill Valley. But really solutions for sea level rise are regional, right? Or citywide, Right. Like in San Francisco, we’re thinking about a whole waterfront sea level rise plan for seven and a half miles of the of the bay. And then there’s other plans for other areas, Right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s like this huge thing. So something for Mill Valley or another part of the bay. They need to think about this regionally. Well, when it comes to schools, they can do whatever is in their purview, like how much money they have and they can raise the school. But, you know, not all schools have that luxury, right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It costs a lot of money to build a school or in this case, they’re going to spend $130 million to rebuild this school, which is a lot of money. Right. For especially for community that doesn’t have that kind of funds or maybe isn’t in an affluent area where they can pass a bond measure to do that. And Kevin Befus from the University of Arkansas talked about that.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>It ends up being for those who can afford to protect themselves well, and those who can’t, you know, end up with the extra water.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I mean, I think what our reporting does right, we’re like we lay out what schools are at risk. Right? We found these 52 schools. There’s of each has a varying level of risk. But when you think of a school, they’re really like a community center, right. If this school is in danger from sea features, sea level rise or current sea level rise or current flooding, then the entire community or large portions of it might be. In some way. Our analysis is like a red flag for these communities to pay attention about what’s to come.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra, thank you so much.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Hey, thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>That was Ezra David Romero, a climate reporter for KQED. We’re going to leave you a link to Ezra’s story in our shownotes, which includes graphics of where schools will be impacted by sea level rise. This 30 minute conversation with Ezra was cut down and edited by senior editor Alan Montecillo. It was produced and scored by me. Music Courtesy of Audio Network.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The Bay is a production of listener supported KQED Public Media. If you liked this episode or you learn something new, consider sharing it with a friend. Word of mouth is one of the best ways that you can support our show. I’m Ericka Cruz Guevarra. Thank you so much for listening. Talk to you next time.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">52 Bay Area public schools are already at risk of being inundated with ocean and groundwater, according to a new analysis by KQED and Climate Central. KQED’s Ezra David Romero tells us how the threat of sea level rise has already ignited a debate over rebuilding a middle school in Marin County.\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1063445518&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003c/div>\n\u003cp>\u003cb>Links:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/science/1993783/schools-in-deep-water-bay-area-faces-uphill-battle-against-climate-change\">\u003cspan style=\"font-weight: 400\">Schools in Deep Water: Bay Area Faces Uphill Battle Against Climate Change\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong> I’m Ericka Cruz Guevarra and welcome to the Bay. Local news to keep you rooted. A new analysis from KQED and Climate Central found that more than 50 public schools around the Bay Area are already at risk of sea level rise thanks to human caused climate change. And that includes a middle school in Marin County, where rising water is already at the school’s doorstep.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>When we drive here or the kids ride their bikes on the bike path here, it is pretty often flooded.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The high tide line in the San Francisco Bay has risen by eight inches over the last century, and much of the bay shoreline has more flooding in its future. Today we go to one school in Mill Valley that’s already feeling the impact of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I went to Mill Valley in Marin County. It’s this town at the end of Richardson Bay. You know, there’s San Francisco Bay and then there’s Richardson Bay. And this is the very end of it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra David Romero is a climate reporter for KQED.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s a more affluent community, just like Marin County is. And it’s a beautiful place. It’s like kind of this like little mountain valley next to the bay. It’s quite cute. And they have a cute downtown.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>And I know you went to a public school there. Can you tell me what what school you went to exactly, And what did it look like when you arrived?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, I went to Mill Valley Middle School. It’s this school literally, like ten, 15, 20ft away from the bay itself. It’s quite beautiful, right? There’s Mt. Tam in the distance. There’s the bay right there. There’s a cute little park in front of the school. It kind of looks just like a regular school to me, right? But just in this serene location right next to the bay.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Is it? And I think. Yeah. Miranda, Pleasure for having.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Me. I met up with Juliette Hart and Miranda O’Connell. They both have sixth graders going to the school and both had kids who left the school recently.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So this is in addition to kind of the bike path and the safe routes to school, the community center.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We met up at the school because they are quite concerned about this school district wanting to rebuild that school right in the same place.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>You went to this school because of your sort of broader reporting on sea level rise. But what exactly is happening at Mill Valley Middle School when it comes to sea level rise and how is it affecting people there? Now, what did Miranda and Juliet tell you about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Well, this is a place that floods, you know, when we have high tides or extremely high tides because it’s so close to the bay. So basically, the school has a creek that runs on one side. There’s a little marsh, and then there’s like some human made channels. So when there’s a high tide, that water comes up and like floods the road that the one road in and out of campus.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Yeah. So the main drop off area is in one of the spots that routinely gets flooded.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Miranda showed me the outside of Mill Valley Middle School where it floods. There’s basically one road in and out of campus that ends kind of in this cul de sac. She basically said that, like this area floods multiple times a year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>And so it just causes a huge safety mass because there’s you can’t drop off the kids there. And so they end up kind of jumping out at random spots on a very busy road.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>You know, it creates this like traffic chaos and a quite difficult way to just start your day when you just want to drop off your kids and get to work. And so they’re worried that the school, because the school wants to rebuild there, that they’re just going to put kids in danger in the future and then they’re not actually fixing the problem. There’s been this long debate over whether the school should be rebuilt.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>So, I mean, it sounds like the threat of sea level rise is very present for parents and families at Mill Valley Middle. But how does this problem go beyond Mill Valley, this problem of sea level rise affecting schools in the Bay Area specifically?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So this school is like a case example of all the schools around the Bay Area where this could happen. We have 400 plus miles of shoreline. There’s many, many schools in that area. We’ve only had about like eight inches of sea level rise since the industrial revolution. And that’s supposed to speed up as human caused climate change exacerbates and seas rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We found that 52 schools around the Bay Area already are at risk of flooding from sea level rise. Whether that’s like groundwater being pushed up or like water actually coming over the shores like we see here at Mill Valley. And that just gets worse as it goes into the future. I linked up with this group called Climate Central. They’re a non advocacy news group.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>They have a data journalist named Katie Worth, and we worked on this together. We looked at USGS data around where groundwater is and how it’s going to rise in different places. And then we basically superimposed all that information onto a map. And then we saw all the schools that were at risk. And so what we found, though, is that there’s 52 schools already at risk of groundwater floods linked to sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And seven of them also carry the risk of coastal floods, compounding the likelihood that they could be inundated. And by 2050, 16 will have both risks. And the bulk of these schools are pretty much in San Mateo, Alameda and Marin counties, you know, all low lying places, places where there’s like fill. That’s where we like filled in part of the bay. And some of it’s like actually below sea level or just right above it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Yeah. And so and you’re talking not just about the threat of the bay sort of rising, but also groundwater rising as well. Right. Can you talk about that and kind of explain what experts say about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when we think about sea level rise, we’re often thinking about like, say, the Marshall Islands or somewhere out in the water where the actual ocean. Right. Is like covering land, Right. But groundwater is a phenomenon that scientists are talking about right now.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>For the past like five, ten years, that could happen before we see so much water coming over the shore. When you think of the ocean or the bay, you know that water is above ground. Right. But it also saturates the ground underneath the land. So what happens is the seas rise. That water also rises in that ground, that saturated soil.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And we also have groundwater in there, right? Like natural groundwater, shallow groundwater. And so the idea is as seas rise, it can push that groundwater up, become more saturated and eventually become emergent or right flooding inland.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I know you also talked with some experts for this story. What do experts say about how they see the threat of sea level rise potentially impacting schools?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Schools haven’t dealt with this issue before.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I talked to Kevin Befus a lot about this. You know, he’s an assistant professor at the University of Arkansas Department of Geosciences, and he studied the hydrology of the Bay Area lot, specifically for USGS, creating the maps that we used for our story.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Do you get a storm, a 20 year storm, So it has a 5% chance of happening in any given year. A 5% chance storm in a year could make the school an island almost.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>When I talked to Kevin about how schools are going to be impacted by this, he thought about like high water days, kind of like foggy day schedules or snow days.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Those sort of events, I think will become more and more common for these schools along the coast. The administrators will have to be keeping track of tides, the king tides and the size of storms coming through and be ready to to have a high water day.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>He sees this as an imminent threat to schools, to businesses, to highways all around the Bay Area, because as seas rise. Right, it’s going to affect everything around that lap of the bay. For example, at Mill Valley, they want to raise the school five feet above the 100 year storm level where it can be put in flood really bad. But he is saying like the school can raise it. But what about everything around it, like the roads, the community?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>I think the cost will be astronomical no matter what. A lot of this happens so slowly that I think that’s why people don’t necessarily think of that right away. It’s not on the front of their mind until it’s their house. It’s their car. It’s their school.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Coming up, the plan to rebuild Mill Valley Middle School. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I want to come back, Ezra, to where we started in this story. Mill Valley. You already described the threat of sea level rise being imminent for parents and the students at that school. So what exactly is being done to address that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, well, the community in Mill Valley voted on a bond measure called Measure G back in 2022, and it was for like $194 million to modernize and beautify schools in Mill Valley. So the school district decided they wanted to use a portion of that money. $130 million would go to rebuilding Mill Valley Middle School.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>It’s very, very expensive, too. So we are taking it very seriously. We are a medical share.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I met up with Sharon Nakatania. She’s the board president for the Mill Valley School District.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>And this is our, you know, it’s a really large library, actually, for a middle school.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We are we toured the campus and, you know, she showed me the area that floods. We thought we had like the cool library they have. And she talked about their plans.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>Now we have deemed the school is has reached its age and it will be demolished and rebuilt in the same spot.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>What they want to do is they want to raise that school about five feet above the 100 year storm. That’s basically like a historic big storm, you know, that could flood the area. So they believe that they’re raising the school out of the risk from future sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>I think there’s a plan to for what we can demolish from this building. We will use this film to to raise the site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Sharon told me that, like, you know, there are other sites, but there’s like an existing school there. So they’d have to like, figure out what to do with this elementary school. And then there could be uproar from parents about like, you’re moving our kids. And so they felt like this site is still the best site even with future sea level rise because point blank, they just didn’t feel like they had the land and or the money to like go buy some new land and also have the money to rebuild this school.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>To do a new middle school in Mill Valley. Again, 10 to 12 acres. So there’s no available flat land. That’s 10 to 12 acres. There might be hills that are really accessible. But when you look at the larger picture of Mill Valley, this school is really right in the middle, which is why.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when I asked her about, you know, what about the road that that currently floods or, you know, the community around it. Her answer was like, it’s not in the school’s purview.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>The sea level rise is everyone’s issue, frankly, and it’s up to us to do what we can for our school and our students. And it’s also up to the city to do what we can for the residents and for the county Marin to do and say to California, etc., etc..\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>But I know it’s very contentious among parents. Right. What do you what do they say about the decision to build on this same spot? And what are the parents you spoke with want to see instead?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, the parents I spoke to, you know, Juliet and Miranda, they were quite angry that this school district still wants to build on this site.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>These are long lived assets that we built. So why are we building something that we know in 20 years will be vulnerable, will be have standing water surrounding it? Why aren’t we thinking about places that don’t have that risk?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So a few months ago when I interviewed Miranda, you know, she had an eighth grader at the school and she was just quite tired of seeing the flooding happening. Right. She was living through it multiple times a year. And so she was really worried about the future. Right. She has another sixth grader coming into the campus this year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So I have one that’s leaving and then I have one that’s starting this coming school year for the three year period and another one starting in two years for an additional three year period. Yeah, you’re.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Going to deal with this for a while.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>For the next six years. Yeah.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>She was worried about like the kids having to be at the school as they rebuild this site and into the future as as. CS Right. So she had like concerns about right now and into the future. And when I interviewed Juliet Harte the same day, you know, she has a sixth grader coming into the school. Her concern was really about sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>I look at this site and think sea level rise because that’s what I do. But it’s not surprising to me that people haven’t thought of that. What’s surprising to me is that now that they know they’re still moving forward.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Professionally, she’s actually like an oceanographer, so she knows how much sea level rise is going to impact the school. She knows how many feet and by what year and what time. So she was just really worried about the future because, you know, when you think about climate change all day and what’s it going to do to the Bay Area, then your kids go to a school right next to the bay. I mean, I think those two things coincide.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Right? And her her sixth grader who’s starting there this year is going to have a couple more years at that school. So, I mean, it sounds like these parents basically want the district to find somewhere else to rebuild.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, they want the school district or build the school somewhere else. But the school district, when I talked to Sharon Nakatani, she basically said it’s a done deal. Like this is where we’re rebuilding the school. We’ve look, we’ve exhausted all of our other options. We’ve been in many meetings about this, but I think the last thing that’s might determine what happens there is in this environmental review.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So, you know, every building project, you know, in in the state has to go through environmental review when you know, when it’s in the process and that they look at everything from like sea level rise to flooding to storms to what’s a site like? What’s the hydrology there? One also caveat about this site. It’s on an old city dump site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So like under the school, it’s a bunch of dump material, trash and stuff like that. The school measures how much methane is coming off of that site every day. So they’re paying attention to that. So there’s a lot of concerns at this site. I’m not sure where it’ll go from here.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I could see and I think the parents are really hoping that, you know, this environmental review that like state regulators will really think about this site, especially when it comes to the dump. There’s a lot of factors here that are going on. And I think it’ll just we’ll see what’s going to happen in the next couple of months or maybe a year or so.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>When we’re talking about these schools, right. That are built to last 50 years, what should be done in order to really address and and adapt to. The threat of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>A lot of my reporting, we look at like an individual cases like this in Mill Valley. But really solutions for sea level rise are regional, right? Or citywide, Right. Like in San Francisco, we’re thinking about a whole waterfront sea level rise plan for seven and a half miles of the of the bay. And then there’s other plans for other areas, Right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s like this huge thing. So something for Mill Valley or another part of the bay. They need to think about this regionally. Well, when it comes to schools, they can do whatever is in their purview, like how much money they have and they can raise the school. But, you know, not all schools have that luxury, right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It costs a lot of money to build a school or in this case, they’re going to spend $130 million to rebuild this school, which is a lot of money. Right. For especially for community that doesn’t have that kind of funds or maybe isn’t in an affluent area where they can pass a bond measure to do that. And Kevin Befus from the University of Arkansas talked about that.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>It ends up being for those who can afford to protect themselves well, and those who can’t, you know, end up with the extra water.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I mean, I think what our reporting does right, we’re like we lay out what schools are at risk. Right? We found these 52 schools. There’s of each has a varying level of risk. But when you think of a school, they’re really like a community center, right. If this school is in danger from sea features, sea level rise or current sea level rise or current flooding, then the entire community or large portions of it might be. In some way. Our analysis is like a red flag for these communities to pay attention about what’s to come.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra, thank you so much.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Hey, thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>That was Ezra David Romero, a climate reporter for KQED. We’re going to leave you a link to Ezra’s story in our shownotes, which includes graphics of where schools will be impacted by sea level rise. This 30 minute conversation with Ezra was cut down and edited by senior editor Alan Montecillo. It was produced and scored by me. Music Courtesy of Audio Network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The Bay is a production of listener supported KQED Public Media. If you liked this episode or you learn something new, consider sharing it with a friend. Word of mouth is one of the best ways that you can support our show. I’m Ericka Cruz Guevarra. Thank you so much for listening. Talk to you next time.\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11999471 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2018/03/RS8759_ucberkeley20140213-1180x786.jpg']\u003c/span>\u003c/p>\n\u003cp>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11997949 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240730-serramontedelrey-1-RETAIL-CROPPED-KQED-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">controversial bill\u003c/a> that would have eliminated teaching performance assessments — the last licensure test California teacher candidates are required to take — has been dramatically revised under pressure from education advocacy groups.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\" target=\"_blank\" rel=\"noopener\">Senate Bill 1263\u003c/a>\u003cstrong>, \u003c/strong>sponsored by the California Teachers Association (CTA), would have ended the requirement that teacher candidates take video clips of classroom instruction, submit lesson plans, student work and written reflections on their practice to prove they are prepared to become teachers.\u003c/p>\n\u003cp>In mid-June, the bill was amended to retain the teaching performance assessments, with a provision that the California Commission on Teacher Credentialing convene a working group of teachers, college education faculty and performance assessment experts to review the assessments and recommend changes.\u003c/p>\n\u003cp>The revised bill, if passed, would require the commission to approve recommendations from the work group by July 1, 2025, and to implement them within three years from that date. The commission also would be required to make annual reports to the Legislature.\u003c/p>\n\u003cp>Leslie Littman, CTA vice president, said that the amendments retaining the test were “disappointing” but that the creation of the work group is a positive step toward addressing the concerns that union members have had with the assessment.\u003c/p>\n\u003cp>“I think that the way it was going to go, possibly the bill might not have made it out of the Legislature,” Littman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Many teachers say the test is a waste of time\u003c/h2>\n\u003cp>Senate Bill 1263 was originally introduced by Sen. Josh Newman, D-Fullerton, chair of the Senate Education Committee, who said in April that eliminating the assessment would encourage more people to enter the teaching profession. He also said that it duplicates other requirements teachers must fulfill to earn a credential.\u003c/p>\n\u003cp>K-12 teachers who commented on \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">EdSource stories \u003c/a>about the legislation were overwhelmingly critical of the assessment, stating that it is too time-consuming, caused anxiety and does not help prepare teachers for the classroom.\u003c/p>\n\u003cp>California teacher candidates must pass either the California Teaching Performance Assessment (CalTPA), the Educative Teaching Performance Assessment (edTPA) or the Fresno Assessment of Student Teachers (FAST) before they can earn a preliminary teaching credential. The tests cost $300 total, or $150 per cycle, according to Littman.\u003c/p>\n\u003ch2>Education advocates call the test a valuable tool\u003c/h2>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education\"]\u003cbr>\nProponents of the teacher performance assessments, however, say that eliminating them would have removed a valuable tool for evaluating teacher preparation programs and new teachers.\u003c/p>\n\u003cp>“We know when parents drop kids off at school, the most important thing in front of those kids is that teacher, and they want to make sure … that teacher is prepared to teach effectively, and that’s what the TPAs help do,” said Marshall Tuck, CEO of EdVoice, an education advocacy organization.\u003c/p>\n\u003cp>Criticism of the bill to eliminate the assessment grew when its authors amended it in late spring to remove the requirement that candidates for a preliminary, multiple-subject or education specialist credential pass a test that evaluates their ability to teach reading.\u003c/p>\n\u003cp>The move came less than three years after legislators passed \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">Senate Bill 488\u003c/a>, which next July will replace the unpopular written Reading Instruction Competence Assessment (RICA) with a literacy teaching performance assessment. The Commission on Teacher Credentialing spent more than a year developing the assessment with the help of a working group of literacy experts.\u003c/p>\n\u003ch2>Resistance against legislation built\u003c/h2>\n\u003cp>“Unsurprisingly, we got a little pushback from the Commission on Teaching Credentialing and some other folks who are stakeholders in this, including EdTrust-West and, not unimportantly, PTA groups,” Newman told EdSource on Wednesday.\u003c/p>\n\u003cp>After the legislation moved to the Assembly in late May, Education Committee Chair Al Muratsuchi, D-Torrance, began meeting with stakeholders, including the California Teachers Association, to discuss possible changes to the legislation. Representatives from the Commission on Teacher Credentialing also made their case for retaining the assessment to legislators.\u003c/p>\n\u003cp>Education advocates showed up at a public hearing and also reached out to legislators and their staff, Tuck said. In early June, 13 education advocacy organizations, including EdVoice, signed a letter in opposition to the legislation.\u003c/p>\n\u003cp>By June 17, the legislation had changed considerably.\u003c/p>\n\u003ch2>Legislation charges commission with more oversight \u003c/h2>\n\u003cp>Along with retaining the teaching performance assessments, the proposed legislation would require the commission to report the number of teaching preparation programs with low passing rates on the assessment. The commission would be charged with helping these programs learn how to better prepare teacher candidates.[aside label=\"Related Stories\" tag=\"teaching\"]\u003c/p>\n\u003cp>The commission also would be required to maintain a secondary passing standard for the assessment that takes into consideration other evidence of a teacher candidate’s performance.\u003c/p>\n\u003cp>“ETW is hopeful that SB 1263 will now help to streamline and improve the administration and scoring of TPAs to ensure they are an additive, constructive experience for candidates, and that they do not have a disparate impact for candidates of color,” said Brian Rivas, senior director of policy and government relations for EdTrust-West (ETW), an education advocacy organization, in a letter to Assembly Appropriations Committee Chair Buffy Wicks, D-Oakland. “Doing so is critical for both addressing the state’s shortage of teachers of color and providing all students with teachers who are fully prepared to teach. For these reasons, we are pleased to support SB 1263.”\u003c/p>\n\u003cp>The legislation has an annual price tag of $598,000, with $145,000 in start-up costs, according to a state analysis. It is currently being considered by the Assembly Appropriations Committee.\u003c/p>\n\u003ch2>Revised bill a good compromise\u003c/h2>\n\u003cp>Tuck says the revised bill is an example of policy creation working correctly.\u003c/p>\n\u003cp>“I think that strong pushback from advocacy organizations, as well as from the CTC (Commission on Teacher Credentialing), really helped to shift the direction of the bill,” he said.\u003c/p>\n\u003cp>Rivas said Newman likely “read the tea leaves” and realized he might have a fight on his hands if he got the bill to the governor’s desk.\u003c/p>\n\u003cp>Newman sees the compromise as a good outcome.\u003c/p>\n\u003cp>“Legislation, sort of by definition, is a negotiation,” Newman said. “It was a commitment by the CTC to take a good, hard look and to reassess … the teacher performance assessment, so that it is not only less onerous but that it takes into account the existing demands on teaching candidates and also made sure that the assessment was fully relevant to the kind of skills and requirements that we are seeking from them.”\u003c/p>\n\u003cp>The amendments are enough for the Commission on Teacher Credentialing, EdTrust-West and other advocacy groups, to change course and support it.\u003c/p>\n\u003cp>“The commission welcomes the opportunity to engage with educators, teacher education faculty and the larger communities of interest to review and strengthen this important part of California’s teacher preparation system,” said Marquita Grenot-Scheyer, chair, and Mary Vixie Sandy, executive director of the Commission on Teacher Credentialing, in a joint letter to Muratsuchi in late June. “As amended, SB 1263 (Newman) aligns with the commission’s commitment to the process of continuous improvement, and the commission enthusiastically supports its passage.”\u003c/p>\n\u003cp>But this doesn’t mean the issue won’t return.\u003c/p>\n\u003cp>“It doesn’t preclude us from watching and seeing what happens in this work group,” CTA’s Littman said. “Then it doesn’t stop us down the road from bringing legislation back.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/pressure-from-education-advocates-ends-effort-to-eliminate-teacher-assessment/717238\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">controversial bill\u003c/a> that would have eliminated teaching performance assessments — the last licensure test California teacher candidates are required to take — has been dramatically revised under pressure from education advocacy groups.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\" target=\"_blank\" rel=\"noopener\">Senate Bill 1263\u003c/a>\u003cstrong>, \u003c/strong>sponsored by the California Teachers Association (CTA), would have ended the requirement that teacher candidates take video clips of classroom instruction, submit lesson plans, student work and written reflections on their practice to prove they are prepared to become teachers.\u003c/p>\n\u003cp>In mid-June, the bill was amended to retain the teaching performance assessments, with a provision that the California Commission on Teacher Credentialing convene a working group of teachers, college education faculty and performance assessment experts to review the assessments and recommend changes.\u003c/p>\n\u003cp>The revised bill, if passed, would require the commission to approve recommendations from the work group by July 1, 2025, and to implement them within three years from that date. The commission also would be required to make annual reports to the Legislature.\u003c/p>\n\u003cp>Leslie Littman, CTA vice president, said that the amendments retaining the test were “disappointing” but that the creation of the work group is a positive step toward addressing the concerns that union members have had with the assessment.\u003c/p>\n\u003cp>“I think that the way it was going to go, possibly the bill might not have made it out of the Legislature,” Littman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Many teachers say the test is a waste of time\u003c/h2>\n\u003cp>Senate Bill 1263 was originally introduced by Sen. Josh Newman, D-Fullerton, chair of the Senate Education Committee, who said in April that eliminating the assessment would encourage more people to enter the teaching profession. He also said that it duplicates other requirements teachers must fulfill to earn a credential.\u003c/p>\n\u003cp>K-12 teachers who commented on \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">EdSource stories \u003c/a>about the legislation were overwhelmingly critical of the assessment, stating that it is too time-consuming, caused anxiety and does not help prepare teachers for the classroom.\u003c/p>\n\u003cp>California teacher candidates must pass either the California Teaching Performance Assessment (CalTPA), the Educative Teaching Performance Assessment (edTPA) or the Fresno Assessment of Student Teachers (FAST) before they can earn a preliminary teaching credential. The tests cost $300 total, or $150 per cycle, according to Littman.\u003c/p>\n\u003ch2>Education advocates call the test a valuable tool\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nProponents of the teacher performance assessments, however, say that eliminating them would have removed a valuable tool for evaluating teacher preparation programs and new teachers.\u003c/p>\n\u003cp>“We know when parents drop kids off at school, the most important thing in front of those kids is that teacher, and they want to make sure … that teacher is prepared to teach effectively, and that’s what the TPAs help do,” said Marshall Tuck, CEO of EdVoice, an education advocacy organization.\u003c/p>\n\u003cp>Criticism of the bill to eliminate the assessment grew when its authors amended it in late spring to remove the requirement that candidates for a preliminary, multiple-subject or education specialist credential pass a test that evaluates their ability to teach reading.\u003c/p>\n\u003cp>The move came less than three years after legislators passed \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">Senate Bill 488\u003c/a>, which next July will replace the unpopular written Reading Instruction Competence Assessment (RICA) with a literacy teaching performance assessment. The Commission on Teacher Credentialing spent more than a year developing the assessment with the help of a working group of literacy experts.\u003c/p>\n\u003ch2>Resistance against legislation built\u003c/h2>\n\u003cp>“Unsurprisingly, we got a little pushback from the Commission on Teaching Credentialing and some other folks who are stakeholders in this, including EdTrust-West and, not unimportantly, PTA groups,” Newman told EdSource on Wednesday.\u003c/p>\n\u003cp>After the legislation moved to the Assembly in late May, Education Committee Chair Al Muratsuchi, D-Torrance, began meeting with stakeholders, including the California Teachers Association, to discuss possible changes to the legislation. Representatives from the Commission on Teacher Credentialing also made their case for retaining the assessment to legislators.\u003c/p>\n\u003cp>Education advocates showed up at a public hearing and also reached out to legislators and their staff, Tuck said. In early June, 13 education advocacy organizations, including EdVoice, signed a letter in opposition to the legislation.\u003c/p>\n\u003cp>By June 17, the legislation had changed considerably.\u003c/p>\n\u003ch2>Legislation charges commission with more oversight \u003c/h2>\n\u003cp>Along with retaining the teaching performance assessments, the proposed legislation would require the commission to report the number of teaching preparation programs with low passing rates on the assessment. The commission would be charged with helping these programs learn how to better prepare teacher candidates.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The commission also would be required to maintain a secondary passing standard for the assessment that takes into consideration other evidence of a teacher candidate’s performance.\u003c/p>\n\u003cp>“ETW is hopeful that SB 1263 will now help to streamline and improve the administration and scoring of TPAs to ensure they are an additive, constructive experience for candidates, and that they do not have a disparate impact for candidates of color,” said Brian Rivas, senior director of policy and government relations for EdTrust-West (ETW), an education advocacy organization, in a letter to Assembly Appropriations Committee Chair Buffy Wicks, D-Oakland. “Doing so is critical for both addressing the state’s shortage of teachers of color and providing all students with teachers who are fully prepared to teach. For these reasons, we are pleased to support SB 1263.”\u003c/p>\n\u003cp>The legislation has an annual price tag of $598,000, with $145,000 in start-up costs, according to a state analysis. It is currently being considered by the Assembly Appropriations Committee.\u003c/p>\n\u003ch2>Revised bill a good compromise\u003c/h2>\n\u003cp>Tuck says the revised bill is an example of policy creation working correctly.\u003c/p>\n\u003cp>“I think that strong pushback from advocacy organizations, as well as from the CTC (Commission on Teacher Credentialing), really helped to shift the direction of the bill,” he said.\u003c/p>\n\u003cp>Rivas said Newman likely “read the tea leaves” and realized he might have a fight on his hands if he got the bill to the governor’s desk.\u003c/p>\n\u003cp>Newman sees the compromise as a good outcome.\u003c/p>\n\u003cp>“Legislation, sort of by definition, is a negotiation,” Newman said. “It was a commitment by the CTC to take a good, hard look and to reassess … the teacher performance assessment, so that it is not only less onerous but that it takes into account the existing demands on teaching candidates and also made sure that the assessment was fully relevant to the kind of skills and requirements that we are seeking from them.”\u003c/p>\n\u003cp>The amendments are enough for the Commission on Teacher Credentialing, EdTrust-West and other advocacy groups, to change course and support it.\u003c/p>\n\u003cp>“The commission welcomes the opportunity to engage with educators, teacher education faculty and the larger communities of interest to review and strengthen this important part of California’s teacher preparation system,” said Marquita Grenot-Scheyer, chair, and Mary Vixie Sandy, executive director of the Commission on Teacher Credentialing, in a joint letter to Muratsuchi in late June. “As amended, SB 1263 (Newman) aligns with the commission’s commitment to the process of continuous improvement, and the commission enthusiastically supports its passage.”\u003c/p>\n\u003cp>But this doesn’t mean the issue won’t return.\u003c/p>\n\u003cp>“It doesn’t preclude us from watching and seeing what happens in this work group,” CTA’s Littman said. “Then it doesn’t stop us down the road from bringing legislation back.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/pressure-from-education-advocates-ends-effort-to-eliminate-teacher-assessment/717238\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Typically, the form is made available in October, and students fill it out for the following academic year. However, the form for the 2024–25 cycle was also delayed to December last year as the department worked to update its technology — per a congressional mandate. In the process, families’ incomes were not adjusted for inflation, which caused a \u003ca href=\"https://www.npr.org/2024/01/23/1226406495/families-colleges-remain-limbo-education-department-promises-fix-fafsa-mistake\">$1.8 billion deficit\u003c/a> in available aid.\u003c/p>\n\u003cp>Students’ data was not processed with colleges and universities until March, and their financial aid offers did not come through until April.\u003c/p>\n\u003cp>“Following a challenging 2024–25 FAFSA cycle, the Department listened carefully to the input of students, families, and higher education institutions, made substantial changes to leadership and operations at Federal Student Aid, and is taking a new approach this year that will significantly improve the FAFSA experience,” U.S. Secretary of Education Miguel Cardona said.\u003c/p>\n\u003cp>The Department of Education said it would keep students updated throughout the testing process.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>California teachers unions see one of their own in \u003ca href=\"https://www.kqed.org/news/11998972/harris-vp-pick-of-tim-walz-is-a-heartland-of-america-democrat-pelosi-says\">Gov. Tim Walz of Minnesota\u003c/a>, a former high school teacher and assistant football coach who is now Democrats’ vice presidential candidate, potentially giving them a solid ally as public districts in the state grapple with budget shortfalls and fears of layoffs.\u003c/p>\n\u003cp>After Vice President Kamala Harris named Walz as her running mate on Tuesday, several labor leaders pointed to his experience as an educator, his support for unions and his record of passing legislation that bolstered students and working families as governor.\u003c/p>\n\u003cp>“He very much understands what we do because he did it,” said Jeff Freitas, president of the California Teachers Federation, which represents more than 120,000 educational employees.\u003cbr>\n“This is a great opportunity for education.”\u003c/p>\n\u003cp>The two-term Minnesota governor has enacted an ambitious Democratic agenda so far, including sending billions of additional dollars to K–12 schools, offering free breakfast and lunch for all students, and requiring employers to provide paid sick leave benefits.\u003c/p>\n\u003cp>A Harris-Walz administration would support increasing federal funding for public schools and bolster the case for raising educators’ salaries in California, where entry-level teachers can earn $58,000 per year — not enough for many to afford to live in the state, Freitas said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In San Francisco, where district officials are considering \u003ca href=\"https://www.kqed.org/news/11978035/sfusd-considers-school-closures-and-mergers-amid-declining-enrollment\">closing schools\u003c/a> and \u003ca href=\"https://www.sfchronicle.com/sf/article/sfusd-s-upcoming-budget-pushes-painful-cuts-19529351.php\">cutting hundreds of positions\u003c/a> to balance the budget, Harris’ choice of Walz was “uplifting,” said Cassondra Curiel, president of the United Educators of San Francisco.\u003c/p>\n\u003cp>“It signals that our nation’s highest office could reflect the actual values from the classroom, which is to ensure that our students have the most opportunities to learn no matter where they live, no matter their zip code,” said Curiel, whose union represents about 6,000 teachers, counselors, nurses and other certificated school workers. “Classrooms need to be fully funded.”\u003c/p>\n\u003cp>Walz, 60, represented a conservative-leaning rural district in Congress for a dozen years. Before public office, Walz taught social studies and helped coach the Mankato West High School football team. His wife, Gwen, also worked as a teacher and school administrator. He was a member of the National Education Association and the American Federation of Teachers, according to the unions.\u003c/p>\n\u003cp>[aside postID=news_11998991 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/TimWalzAP-1020x680.jpg']Republican vice presidential candidate J.D. Vance and supporters have sought to brand Walz as a “\u003ca href=\"https://www.nytimes.com/2024/08/06/us/politics/jd-vance-tim-walz.html\">San Francisco-style liberal\u003c/a>” with economic policies that are too radical for the country. Critics also attacked Walz as too slow to stop the looting, arson and violence that left at least two people dead and heavily damaged \u003ca href=\"https://www.vox.com/2024-elections/365535/tim-walz-minneapolis-burning-riot-george-floyd-minnesota-2020-protest\">hundreds of businesses\u003c/a> in Minneapolis and St. Paul during the George Floyd protests of 2020. Democratic allies have defended Walz, who served in the Army National Guard for 24 years, as having a strong record on public safety.\u003c/p>\n\u003cp>Walz’s working-class background is set to energize more voters who are not fully sold on former President Donald Trump, said Ken Jacobs, who chairs the UC Berkeley Center for Labor Research and Education, which studies unions and the workforce.\u003c/p>\n\u003cp>And with Trump-era corporate tax cuts set to end in 2025, the nation’s next leaders will likely issue high-stakes decisions such as how much to invest in working people and students versus benefits for corporations and wealthy Americans, Jacobs said.\u003c/p>\n\u003cp>Freitas, also a vice president at the American Federation of Teachers, believes that if elected to the White House, Trump and Vance would be much less supportive of public schools than Harris and Walz.\u003c/p>\n\u003cp>“The gap is like the Grand Canyon,” he said, comparing the two presidential campaigns. “It is just the opposite in terms of their beliefs.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California teachers unions see one of their own in \u003ca href=\"https://www.kqed.org/news/11998972/harris-vp-pick-of-tim-walz-is-a-heartland-of-america-democrat-pelosi-says\">Gov. Tim Walz of Minnesota\u003c/a>, a former high school teacher and assistant football coach who is now Democrats’ vice presidential candidate, potentially giving them a solid ally as public districts in the state grapple with budget shortfalls and fears of layoffs.\u003c/p>\n\u003cp>After Vice President Kamala Harris named Walz as her running mate on Tuesday, several labor leaders pointed to his experience as an educator, his support for unions and his record of passing legislation that bolstered students and working families as governor.\u003c/p>\n\u003cp>“He very much understands what we do because he did it,” said Jeff Freitas, president of the California Teachers Federation, which represents more than 120,000 educational employees.\u003cbr>\n“This is a great opportunity for education.”\u003c/p>\n\u003cp>The two-term Minnesota governor has enacted an ambitious Democratic agenda so far, including sending billions of additional dollars to K–12 schools, offering free breakfast and lunch for all students, and requiring employers to provide paid sick leave benefits.\u003c/p>\n\u003cp>A Harris-Walz administration would support increasing federal funding for public schools and bolster the case for raising educators’ salaries in California, where entry-level teachers can earn $58,000 per year — not enough for many to afford to live in the state, Freitas said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In San Francisco, where district officials are considering \u003ca href=\"https://www.kqed.org/news/11978035/sfusd-considers-school-closures-and-mergers-amid-declining-enrollment\">closing schools\u003c/a> and \u003ca href=\"https://www.sfchronicle.com/sf/article/sfusd-s-upcoming-budget-pushes-painful-cuts-19529351.php\">cutting hundreds of positions\u003c/a> to balance the budget, Harris’ choice of Walz was “uplifting,” said Cassondra Curiel, president of the United Educators of San Francisco.\u003c/p>\n\u003cp>“It signals that our nation’s highest office could reflect the actual values from the classroom, which is to ensure that our students have the most opportunities to learn no matter where they live, no matter their zip code,” said Curiel, whose union represents about 6,000 teachers, counselors, nurses and other certificated school workers. “Classrooms need to be fully funded.”\u003c/p>\n\u003cp>Walz, 60, represented a conservative-leaning rural district in Congress for a dozen years. Before public office, Walz taught social studies and helped coach the Mankato West High School football team. His wife, Gwen, also worked as a teacher and school administrator. He was a member of the National Education Association and the American Federation of Teachers, according to the unions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Republican vice presidential candidate J.D. Vance and supporters have sought to brand Walz as a “\u003ca href=\"https://www.nytimes.com/2024/08/06/us/politics/jd-vance-tim-walz.html\">San Francisco-style liberal\u003c/a>” with economic policies that are too radical for the country. Critics also attacked Walz as too slow to stop the looting, arson and violence that left at least two people dead and heavily damaged \u003ca href=\"https://www.vox.com/2024-elections/365535/tim-walz-minneapolis-burning-riot-george-floyd-minnesota-2020-protest\">hundreds of businesses\u003c/a> in Minneapolis and St. Paul during the George Floyd protests of 2020. Democratic allies have defended Walz, who served in the Army National Guard for 24 years, as having a strong record on public safety.\u003c/p>\n\u003cp>Walz’s working-class background is set to energize more voters who are not fully sold on former President Donald Trump, said Ken Jacobs, who chairs the UC Berkeley Center for Labor Research and Education, which studies unions and the workforce.\u003c/p>\n\u003cp>And with Trump-era corporate tax cuts set to end in 2025, the nation’s next leaders will likely issue high-stakes decisions such as how much to invest in working people and students versus benefits for corporations and wealthy Americans, Jacobs said.\u003c/p>\n\u003cp>Freitas, also a vice president at the American Federation of Teachers, believes that if elected to the White House, Trump and Vance would be much less supportive of public schools than Harris and Walz.\u003c/p>\n\u003cp>“The gap is like the Grand Canyon,” he said, comparing the two presidential campaigns. “It is just the opposite in terms of their beliefs.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California State University is taking the forecast of a snowballing budget gap so seriously, even a recent message touting a new hire came with the equivalent of a financial weather advisory.\u003c/p>\n\u003cp>The nation’s largest university system \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\">welcomed Emily F. Cutrer as the new interim president of\u003c/a>\u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\"> Sonoma State University\u003c/a> last week with the stern reminder that she must address “enormous financial pressures” facing the university, where fall 2023 enrollment was down more than 36% over the last decade.\u003c/p>\n\u003cp>That sobering message was repeated to the system’s 23 campuses at the last board of trustees meeting before the fall term — a moment of truth when campus leaders aiming to reverse declines in student enrollment will find out if their bids to attract and retain students worked. Even if efforts to boost enrollment succeed, cutting costs could prove a necessity on many campuses, CSU officials warned. Board Chair Jack B. Clarke Jr., addressing school presidents directly, said they ultimately will determine how to manage limited resources.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Presidents, we understand that you’re going to have to make some hard decisions and, within your campus communities and your general communities, you’re going to be criticized,” he said. “Understand that we’re behind you in terms of making the hard decisions.”\u003c/p>\n\u003cp>CSU could be staring down a $1 billion budget gap in the 2025–26 school year as the result of dwindling state support for higher education and rising costs, staff said at the July board of trustees meeting.\u003c/p>\n\u003cp>CSU has also unveiled a plan to reshuffle dollars from campuses that fall short of enrollment goals. In April, the system \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/fy-budget-coded-memos/B_2024-01_Preliminary_Budget_Allocations_Memo.pdf\">released a preliminary budget document (PDF)\u003c/a> sketching how the system could reallocate $32 million in enrollment funding from 12 campuses that didn’t meet resident enrollment targets or target increases and shift it into nine campuses where 2024–25 resident enrollment targets have been increased. A CSU spokesperson said the system is finalizing those plans over the coming weeks.\u003c/p>\n\u003cp>The system expects more budgetary trade-offs going forward, CSU Chief Financial Officer Steve Relyea said to trustees at their July meeting. Major expenses include a backlog of facilities and infrastructure projects, employee compensation costs and obligations the schools must meet under legal mandates such as Title IX, the federal law barring sex-based discrimination in schools.\u003c/p>\n\u003cp>“We anticipate negative impacts on academic offerings and student support services,” Relyea said. “The funding that we’re receiving, while it’s more, is still not sufficient to cover the increased cost on our current operations, and at this point universities will likely have to redirect significant dollars from existing university budgets to cover employee compensation commitments.”\u003c/p>\n\u003ch2>Enrollment drops lead to cuts\u003c/h2>\n\u003cp>CSU earlier this year \u003ca href=\"https://edsource.org/updates/cal-state-faculty-approve-new-salary-agreement\">agreed to a 10% raise\u003c/a> for faculty represented by the California Faculty Association following a \u003ca href=\"https://www.latimes.com/california/story/2024-01-22/csu-and-faculty-reach-surprise-tentative-agreement-ending-strike\">one-day strike\u003c/a>. Trustees last week voted to approve salary increases for four campus leaders over the objections of some speakers during public comment.\u003c/p>\n\u003cp>The grim forecast underscores the challenges facing CSU at a time of \u003ca href=\"https://www.insidehighered.com/news/students/retention/2024/03/13/doubts-about-value-are-deterring-college-enrollment\">flagging student enrollment\u003c/a> across higher education amid \u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">declining public trust\u003c/a> in the value of a college degree. Systemwide, fall 2023 enrollment stood \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment\">more than 30,000 students shy\u003c/a> of its 2020 peak.\u003c/p>\n\u003cp>Campus efforts to entice students back to campus include \u003ca href=\"https://edsource.org/2024/cal-states-new-online-transfer-planner-aims-to-ease-burden-on-community-college-students/707467\">easing transfers\u003c/a> into the system, \u003ca href=\"https://edsource.org/2021/california-state-university-adopts-new-approach-to-entice-students-back/663928\">reengaging students\u003c/a> who started but did not finish a degree and more support for \u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">students of color\u003c/a>. And CSU leaders say they remain focused on long-term goals like boosting graduation rates for historically underrepresented students and rebuilding trust in Title IX and other anti-discrimination programs.\u003c/p>\n\u003cp>Funding those priorities will require hard choices. Officials anticipate they can partially plug holes in the budget with reserve funds, but they said school presidents and the system itself must tighten their belts to cover the rest — cuts they acknowledged could prove painful and unpopular. The university system also will have to contend with pressure from faculty, who argue they should have a greater say in university decision-making.\u003c/p>\n\u003cp>Cuts are nothing new at some CSU campuses. In recent years, as enrollment fell more than 15% from pre-pandemic levels at schools including \u003ca href=\"https://www.csuci.edu/apb/documents/2023-staffingplan-justificationform.pdf\">Cal State Channel Islands (PDF)\u003c/a>, \u003ca href=\"https://edsource.org/2024/anticipating-less-state-aid-csu-campuses-start-making-cuts/705092\">San Francisco State\u003c/a> and \u003ca href=\"https://www.sonoma.edu/updates/2023/2023-24-campus-budget-plan%C2%A0\">Sonoma State\u003c/a>, campus leaders have held off on filling some open positions or launched voluntary separation programs to reduce staffing costs. \u003ca href=\"https://www.montereyherald.com/2024/05/23/csu-monterey-bay-announces-layoffs/\">Cal State Monterey Bay\u003c/a> in May announced 16 layoffs and an additional 86 departures under an early retirement program. At \u003ca href=\"https://www.csueastbay.edu/administration/sandeen-messages/staff-reduction-faq.html\">Cal State East Bay\u003c/a>, another campus that has seen a dip in enrollment, campus leaders in May \u003ca href=\"https://eastbaypioneers.com/news/2024/5/8/water-polo-cal-state-east-bay-announces-discontinuation-of-womens-water-polo-sponsorship.aspx\">announced\u003c/a> that the school would no longer sponsor its women’s water polo to save money.\u003c/p>\n\u003cp>“Upending 19 student-athletes’ East Bay careers is without precedent,” said Jeff Newcomb, a lecturer and president of the California Faculty Association’s East Bay executive board, at the July meeting. “Going forward, authentic shared governance — it’s hard— but it’s crucial if we are to emerge from austerity measures with trust and strategic vitality.”\u003c/p>\n\u003cp>Take Sonoma State as another example.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18938489/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The school has weathered enrollment declines with serious cost-cutting. To manage a budget shortfall, spokesperson Jeffery Keating said in a statement, Sonoma State has trimmed $21.4 million from its base budget since 2020–21 and plans an additional $7.5 million cut in 2024–25.\u003c/p>\n\u003cp>Some of those savings have come from reducing the number of faculty and staff, including through attrition and early retirement programs. Keating said faculty and staff headcount fell 22% between 2019 and 2023.\u003c/p>\n\u003cp>The aim has been “to protect student services and academic programs,” according to the statement, and the school doesn’t plan to scale back areas like financial aid, health services or career counseling.\u003c/p>\n\u003cp>He said the school sees some positive signs on the horizon: It projects that net student headcount will rise in 2024–25.\u003c/p>\n\u003cp>Across the system, CSU anticipates a $218 million shortfall this school year, according to a budget presentation. Making up the difference in funds likely will require tapping into reserves and “aggressively pursuing new students and working to retain current students,” said Ryan Storm, the system’s assistant vice chancellor for budget.\u003c/p>\n\u003cp>The budget presentation was not the first time Cal State has flashed financial warning signs.\u003c/p>\n\u003cp>The cost of educating CSU students far outstrips the money the system actually has to educate them, a \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2023/Documents/FIN-May-21-24-2023.pdf\">2023 report by CSU leaders found (PDF)\u003c/a>. Trustee Diego Arambula reminded colleagues last week that the gap between what the system estimated it \u003cem>should\u003c/em> spend to meet student needs and what it \u003cem>does\u003c/em> spend was $1.5 billion, and could grow as campuses trim their budgets.\u003c/p>\n\u003ch2>The search for savings\u003c/h2>\n\u003cp>The search for cost savings starts with the central office, Chancellor Mildred García said.\u003c/p>\n\u003cp>The Chancellor’s Office is reviewing each of its divisions in pursuit of “not efficiency for its own sake or purely for cost savings, but for mission-driven efficiency,” she said in a report to the trustees. In that vein, the office will split the division of academic and student affairs into two, a reorganization García said was estimated to save at least $500,000.\u003c/p>\n\u003cp>The July meeting also highlighted CSU’s smallest university — Cal Maritime — as both a cautionary tale and a possible inspiration for how the system’s campuses might share costs and academic programs in the future.\u003c/p>\n\u003cp>The board considered a proposal to merge the maritime academy into Cal Poly San Luis Obispo in a bid to save the Vallejo-based maritime school following a steep drop in enrollment and rising overhead costs. The board will resume those discussions in September and make a final decision in November.\u003c/p>\n\u003cp>Cal Maritime interim President Michael J. Dumont \u003ca href=\"https://edsource.org/2024/cal-state-trustees-weigh-bid-to-merge-cal-maritime-cal-poly-san-luis-obispo/715959\">told the board\u003c/a> the school has “taken a chainsaw to every expense on our campus” in pursuit of financial sustainability. Trustees praised the proposal to integrate the maritime academy into Cal Poly San Luis Obispo as an “elegant solution” that would save costs as the campuses consolidate administrative services and other operations.\u003c/p>\n\u003cp>CSU officials have left the door open for future campus mergers but say no additional integrations are immediately planned.\u003c/p>\n\u003cp>A document \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/July-22-24-2024-Full-Binder.pdf\">announcing the integration proposal (PDF)\u003c/a> said it’s in keeping with CSU’s goal to look for cost savings “from consolidation of certain administrative functions and from inter-campus cooperation and collaboration in the offering of programs and services.”\u003c/p>\n\u003cp>In response to questions about whether future campus mergers are likely, a CSU spokesperson cited a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/cal-poly-maritime-integration.aspx\">document\u003c/a> that says CSU “must remain open to considering all options in the future to ensure the financial health of the system and its universities.”\u003c/p>\n\u003cp>That includes \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/Full-BoT-Agenda-Mar-24-27-2024.pdf\">ongoing initiatives to save money (PDF)\u003c/a> short of full mergers, such as negotiating systemwide contracts with vendors and purchasing electricity for multiple campuses on the wholesale energy market.\u003c/p>\n\u003cp>“There are a lot of tools in the toolkit in addition to an integration like this,” CFO Relyea told trustees last week.\u003c/p>\n\u003cp>And Relyea noted that the $1 billion budget gap forecast for the 2025–26 school year is an estimate based on assumptions that could prove flawed. A shortfall could be avoided by making permanent cuts this school year, pausing new investments, bridging the gap with reserves and successfully lobbying the state for additional money, he added.\u003c/p>\n\u003cp>Some campuses might try to streamline their budgets in ways students won’t notice.\u003c/p>\n\u003cp>That’s the goal at Cal State Northridge, where administrators said that measures like cutting nonessential staff travel or delaying plans to replace older technology and equipment were among the ways they hope to save money.\u003c/p>\n\u003cp>“Everything that’s related to student success, we’re trying to shield that as much as we can,” said Edith Winterhalter, who leads the university’s budget department. “It’s really on the administrative side that we’re doing a lot of strategies to reduce our costs as much as we can.”\u003c/p>\n\u003ch2>‘A painful year’\u003c/h2>\n\u003cp>A wild card in CSU’s finances is its reliance on the California Legislature, which has funded \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/csu-funding\">roughly 60% of the school system’s operating costs\u003c/a> in recent years. That can expose the university system to swings in state revenue.\u003c/p>\n\u003cp>CSU dodged the worst in this year’s budget. \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">Early budget drafts\u003c/a> proposed pushing a 5% funding hike that had been promised for 2024–25 into the following year. The \u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">final budget\u003c/a> landed on a compromise: a one-time cut of $75 million, offset by an ongoing increase of $240 million. Staff attributed the improvement to an energetic lobbying campaign on behalf of the universities.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11986301,news_11961149,news_11990668\"]\u003c/p>\n\u003cp>The budget outlook going forward is less rosy. Anticipating more lean years ahead, state legislators envision an 8% cut to CSU’s ongoing state funding in 2025–26, according to a CSU budget presentation. On top of that, state legislators have proposed that CSU front $252 million in the 2025–26 school year, which the state would subsequently reimburse in 2026–27. A similar spend-and-reimburse maneuver would occur in the 2026–27 school year.\u003c/p>\n\u003cp>Such an arrangement could prove risky for Cal State, Storm observed.\u003c/p>\n\u003cp>“If we spend, in advance, hundreds of millions of dollars and the state does not reimburse us, it would significantly deplete our one-time balances and reserves, and we could be left with new ongoing commitments and no new funding to support them,” \u003ca href=\"https://youtu.be/nm9x5Umylek?feature=shared&t=3267\">he said\u003c/a>.\u003c/p>\n\u003cp>That reality has compelled Cal State to look to grow other funding sources, including what students pay to attend its universities. Trustee Christopher Steinhauser defended the board’s previous decision to \u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358\">increase tuition by 6% annually\u003c/a> starting this fall, saying the additional revenue will allow the system to save hundreds of jobs.\u003c/p>\n\u003cp>“We heard earlier in the spring we have to do less with less,” Steinhauser said. “This is going to be a painful year. … If we didn’t pass that tuition, we would be in a whole big mess, much bigger than we’re in now.”\u003c/p>\n\u003cp>CSU leaders have also pointed to \u003ca href=\"https://senate.humboldt.edu/sites/default/files/senate/8-24-5%20Draft%20Report%20of%20the%20CSU%20Sustainable%20Financial%20Model%20Task%20Force.pdf\">other possible sources of funding (PDF)\u003c/a>, including operating campuses year round and pursuing more public-private partnerships. Trustee Larry L. Adamson urged university presidents to think creatively about raising money from philanthropic sources as one additional revenue stream.\u003c/p>\n\u003cp>“How many endowed chairs do we do every year in the CSU? And I think the answer is few to none,” he said during last week’s meeting. “We have to start doing more and more of that kind of thinking, as the UCs and privates do constantly. And instead of trying to just raise money for buildings, which we do a lot of, let’s start trying to raise money that offsets our actual ongoing expenses.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/cal-state-board-anticipates-a-painful-year-as-campuses-cut-costs/716849\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The nation's biggest university system could be staring down a $1 billion budget gap in the 2025–26 school year due to dwindling state support for higher education and rising costs, staff said at a July board of trustees meeting.",
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"title": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California State University is taking the forecast of a snowballing budget gap so seriously, even a recent message touting a new hire came with the equivalent of a financial weather advisory.\u003c/p>\n\u003cp>The nation’s largest university system \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\">welcomed Emily F. Cutrer as the new interim president of\u003c/a>\u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\"> Sonoma State University\u003c/a> last week with the stern reminder that she must address “enormous financial pressures” facing the university, where fall 2023 enrollment was down more than 36% over the last decade.\u003c/p>\n\u003cp>That sobering message was repeated to the system’s 23 campuses at the last board of trustees meeting before the fall term — a moment of truth when campus leaders aiming to reverse declines in student enrollment will find out if their bids to attract and retain students worked. Even if efforts to boost enrollment succeed, cutting costs could prove a necessity on many campuses, CSU officials warned. Board Chair Jack B. Clarke Jr., addressing school presidents directly, said they ultimately will determine how to manage limited resources.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Presidents, we understand that you’re going to have to make some hard decisions and, within your campus communities and your general communities, you’re going to be criticized,” he said. “Understand that we’re behind you in terms of making the hard decisions.”\u003c/p>\n\u003cp>CSU could be staring down a $1 billion budget gap in the 2025–26 school year as the result of dwindling state support for higher education and rising costs, staff said at the July board of trustees meeting.\u003c/p>\n\u003cp>CSU has also unveiled a plan to reshuffle dollars from campuses that fall short of enrollment goals. In April, the system \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/fy-budget-coded-memos/B_2024-01_Preliminary_Budget_Allocations_Memo.pdf\">released a preliminary budget document (PDF)\u003c/a> sketching how the system could reallocate $32 million in enrollment funding from 12 campuses that didn’t meet resident enrollment targets or target increases and shift it into nine campuses where 2024–25 resident enrollment targets have been increased. A CSU spokesperson said the system is finalizing those plans over the coming weeks.\u003c/p>\n\u003cp>The system expects more budgetary trade-offs going forward, CSU Chief Financial Officer Steve Relyea said to trustees at their July meeting. Major expenses include a backlog of facilities and infrastructure projects, employee compensation costs and obligations the schools must meet under legal mandates such as Title IX, the federal law barring sex-based discrimination in schools.\u003c/p>\n\u003cp>“We anticipate negative impacts on academic offerings and student support services,” Relyea said. “The funding that we’re receiving, while it’s more, is still not sufficient to cover the increased cost on our current operations, and at this point universities will likely have to redirect significant dollars from existing university budgets to cover employee compensation commitments.”\u003c/p>\n\u003ch2>Enrollment drops lead to cuts\u003c/h2>\n\u003cp>CSU earlier this year \u003ca href=\"https://edsource.org/updates/cal-state-faculty-approve-new-salary-agreement\">agreed to a 10% raise\u003c/a> for faculty represented by the California Faculty Association following a \u003ca href=\"https://www.latimes.com/california/story/2024-01-22/csu-and-faculty-reach-surprise-tentative-agreement-ending-strike\">one-day strike\u003c/a>. Trustees last week voted to approve salary increases for four campus leaders over the objections of some speakers during public comment.\u003c/p>\n\u003cp>The grim forecast underscores the challenges facing CSU at a time of \u003ca href=\"https://www.insidehighered.com/news/students/retention/2024/03/13/doubts-about-value-are-deterring-college-enrollment\">flagging student enrollment\u003c/a> across higher education amid \u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">declining public trust\u003c/a> in the value of a college degree. Systemwide, fall 2023 enrollment stood \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment\">more than 30,000 students shy\u003c/a> of its 2020 peak.\u003c/p>\n\u003cp>Campus efforts to entice students back to campus include \u003ca href=\"https://edsource.org/2024/cal-states-new-online-transfer-planner-aims-to-ease-burden-on-community-college-students/707467\">easing transfers\u003c/a> into the system, \u003ca href=\"https://edsource.org/2021/california-state-university-adopts-new-approach-to-entice-students-back/663928\">reengaging students\u003c/a> who started but did not finish a degree and more support for \u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">students of color\u003c/a>. And CSU leaders say they remain focused on long-term goals like boosting graduation rates for historically underrepresented students and rebuilding trust in Title IX and other anti-discrimination programs.\u003c/p>\n\u003cp>Funding those priorities will require hard choices. Officials anticipate they can partially plug holes in the budget with reserve funds, but they said school presidents and the system itself must tighten their belts to cover the rest — cuts they acknowledged could prove painful and unpopular. The university system also will have to contend with pressure from faculty, who argue they should have a greater say in university decision-making.\u003c/p>\n\u003cp>Cuts are nothing new at some CSU campuses. In recent years, as enrollment fell more than 15% from pre-pandemic levels at schools including \u003ca href=\"https://www.csuci.edu/apb/documents/2023-staffingplan-justificationform.pdf\">Cal State Channel Islands (PDF)\u003c/a>, \u003ca href=\"https://edsource.org/2024/anticipating-less-state-aid-csu-campuses-start-making-cuts/705092\">San Francisco State\u003c/a> and \u003ca href=\"https://www.sonoma.edu/updates/2023/2023-24-campus-budget-plan%C2%A0\">Sonoma State\u003c/a>, campus leaders have held off on filling some open positions or launched voluntary separation programs to reduce staffing costs. \u003ca href=\"https://www.montereyherald.com/2024/05/23/csu-monterey-bay-announces-layoffs/\">Cal State Monterey Bay\u003c/a> in May announced 16 layoffs and an additional 86 departures under an early retirement program. At \u003ca href=\"https://www.csueastbay.edu/administration/sandeen-messages/staff-reduction-faq.html\">Cal State East Bay\u003c/a>, another campus that has seen a dip in enrollment, campus leaders in May \u003ca href=\"https://eastbaypioneers.com/news/2024/5/8/water-polo-cal-state-east-bay-announces-discontinuation-of-womens-water-polo-sponsorship.aspx\">announced\u003c/a> that the school would no longer sponsor its women’s water polo to save money.\u003c/p>\n\u003cp>“Upending 19 student-athletes’ East Bay careers is without precedent,” said Jeff Newcomb, a lecturer and president of the California Faculty Association’s East Bay executive board, at the July meeting. “Going forward, authentic shared governance — it’s hard— but it’s crucial if we are to emerge from austerity measures with trust and strategic vitality.”\u003c/p>\n\u003cp>Take Sonoma State as another example.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18938489/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The school has weathered enrollment declines with serious cost-cutting. To manage a budget shortfall, spokesperson Jeffery Keating said in a statement, Sonoma State has trimmed $21.4 million from its base budget since 2020–21 and plans an additional $7.5 million cut in 2024–25.\u003c/p>\n\u003cp>Some of those savings have come from reducing the number of faculty and staff, including through attrition and early retirement programs. Keating said faculty and staff headcount fell 22% between 2019 and 2023.\u003c/p>\n\u003cp>The aim has been “to protect student services and academic programs,” according to the statement, and the school doesn’t plan to scale back areas like financial aid, health services or career counseling.\u003c/p>\n\u003cp>He said the school sees some positive signs on the horizon: It projects that net student headcount will rise in 2024–25.\u003c/p>\n\u003cp>Across the system, CSU anticipates a $218 million shortfall this school year, according to a budget presentation. Making up the difference in funds likely will require tapping into reserves and “aggressively pursuing new students and working to retain current students,” said Ryan Storm, the system’s assistant vice chancellor for budget.\u003c/p>\n\u003cp>The budget presentation was not the first time Cal State has flashed financial warning signs.\u003c/p>\n\u003cp>The cost of educating CSU students far outstrips the money the system actually has to educate them, a \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2023/Documents/FIN-May-21-24-2023.pdf\">2023 report by CSU leaders found (PDF)\u003c/a>. Trustee Diego Arambula reminded colleagues last week that the gap between what the system estimated it \u003cem>should\u003c/em> spend to meet student needs and what it \u003cem>does\u003c/em> spend was $1.5 billion, and could grow as campuses trim their budgets.\u003c/p>\n\u003ch2>The search for savings\u003c/h2>\n\u003cp>The search for cost savings starts with the central office, Chancellor Mildred García said.\u003c/p>\n\u003cp>The Chancellor’s Office is reviewing each of its divisions in pursuit of “not efficiency for its own sake or purely for cost savings, but for mission-driven efficiency,” she said in a report to the trustees. In that vein, the office will split the division of academic and student affairs into two, a reorganization García said was estimated to save at least $500,000.\u003c/p>\n\u003cp>The July meeting also highlighted CSU’s smallest university — Cal Maritime — as both a cautionary tale and a possible inspiration for how the system’s campuses might share costs and academic programs in the future.\u003c/p>\n\u003cp>The board considered a proposal to merge the maritime academy into Cal Poly San Luis Obispo in a bid to save the Vallejo-based maritime school following a steep drop in enrollment and rising overhead costs. The board will resume those discussions in September and make a final decision in November.\u003c/p>\n\u003cp>Cal Maritime interim President Michael J. Dumont \u003ca href=\"https://edsource.org/2024/cal-state-trustees-weigh-bid-to-merge-cal-maritime-cal-poly-san-luis-obispo/715959\">told the board\u003c/a> the school has “taken a chainsaw to every expense on our campus” in pursuit of financial sustainability. Trustees praised the proposal to integrate the maritime academy into Cal Poly San Luis Obispo as an “elegant solution” that would save costs as the campuses consolidate administrative services and other operations.\u003c/p>\n\u003cp>CSU officials have left the door open for future campus mergers but say no additional integrations are immediately planned.\u003c/p>\n\u003cp>A document \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/July-22-24-2024-Full-Binder.pdf\">announcing the integration proposal (PDF)\u003c/a> said it’s in keeping with CSU’s goal to look for cost savings “from consolidation of certain administrative functions and from inter-campus cooperation and collaboration in the offering of programs and services.”\u003c/p>\n\u003cp>In response to questions about whether future campus mergers are likely, a CSU spokesperson cited a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/cal-poly-maritime-integration.aspx\">document\u003c/a> that says CSU “must remain open to considering all options in the future to ensure the financial health of the system and its universities.”\u003c/p>\n\u003cp>That includes \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/Full-BoT-Agenda-Mar-24-27-2024.pdf\">ongoing initiatives to save money (PDF)\u003c/a> short of full mergers, such as negotiating systemwide contracts with vendors and purchasing electricity for multiple campuses on the wholesale energy market.\u003c/p>\n\u003cp>“There are a lot of tools in the toolkit in addition to an integration like this,” CFO Relyea told trustees last week.\u003c/p>\n\u003cp>And Relyea noted that the $1 billion budget gap forecast for the 2025–26 school year is an estimate based on assumptions that could prove flawed. A shortfall could be avoided by making permanent cuts this school year, pausing new investments, bridging the gap with reserves and successfully lobbying the state for additional money, he added.\u003c/p>\n\u003cp>Some campuses might try to streamline their budgets in ways students won’t notice.\u003c/p>\n\u003cp>That’s the goal at Cal State Northridge, where administrators said that measures like cutting nonessential staff travel or delaying plans to replace older technology and equipment were among the ways they hope to save money.\u003c/p>\n\u003cp>“Everything that’s related to student success, we’re trying to shield that as much as we can,” said Edith Winterhalter, who leads the university’s budget department. “It’s really on the administrative side that we’re doing a lot of strategies to reduce our costs as much as we can.”\u003c/p>\n\u003ch2>‘A painful year’\u003c/h2>\n\u003cp>A wild card in CSU’s finances is its reliance on the California Legislature, which has funded \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/csu-funding\">roughly 60% of the school system’s operating costs\u003c/a> in recent years. That can expose the university system to swings in state revenue.\u003c/p>\n\u003cp>CSU dodged the worst in this year’s budget. \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">Early budget drafts\u003c/a> proposed pushing a 5% funding hike that had been promised for 2024–25 into the following year. The \u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">final budget\u003c/a> landed on a compromise: a one-time cut of $75 million, offset by an ongoing increase of $240 million. Staff attributed the improvement to an energetic lobbying campaign on behalf of the universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The budget outlook going forward is less rosy. Anticipating more lean years ahead, state legislators envision an 8% cut to CSU’s ongoing state funding in 2025–26, according to a CSU budget presentation. On top of that, state legislators have proposed that CSU front $252 million in the 2025–26 school year, which the state would subsequently reimburse in 2026–27. A similar spend-and-reimburse maneuver would occur in the 2026–27 school year.\u003c/p>\n\u003cp>Such an arrangement could prove risky for Cal State, Storm observed.\u003c/p>\n\u003cp>“If we spend, in advance, hundreds of millions of dollars and the state does not reimburse us, it would significantly deplete our one-time balances and reserves, and we could be left with new ongoing commitments and no new funding to support them,” \u003ca href=\"https://youtu.be/nm9x5Umylek?feature=shared&t=3267\">he said\u003c/a>.\u003c/p>\n\u003cp>That reality has compelled Cal State to look to grow other funding sources, including what students pay to attend its universities. Trustee Christopher Steinhauser defended the board’s previous decision to \u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358\">increase tuition by 6% annually\u003c/a> starting this fall, saying the additional revenue will allow the system to save hundreds of jobs.\u003c/p>\n\u003cp>“We heard earlier in the spring we have to do less with less,” Steinhauser said. “This is going to be a painful year. … If we didn’t pass that tuition, we would be in a whole big mess, much bigger than we’re in now.”\u003c/p>\n\u003cp>CSU leaders have also pointed to \u003ca href=\"https://senate.humboldt.edu/sites/default/files/senate/8-24-5%20Draft%20Report%20of%20the%20CSU%20Sustainable%20Financial%20Model%20Task%20Force.pdf\">other possible sources of funding (PDF)\u003c/a>, including operating campuses year round and pursuing more public-private partnerships. Trustee Larry L. Adamson urged university presidents to think creatively about raising money from philanthropic sources as one additional revenue stream.\u003c/p>\n\u003cp>“How many endowed chairs do we do every year in the CSU? And I think the answer is few to none,” he said during last week’s meeting. “We have to start doing more and more of that kind of thinking, as the UCs and privates do constantly. And instead of trying to just raise money for buildings, which we do a lot of, let’s start trying to raise money that offsets our actual ongoing expenses.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/cal-state-board-anticipates-a-painful-year-as-campuses-cut-costs/716849\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "uc-berkeley-report-finds-enrollment-in-californias-public-preschool-programs-hasnt-recovered-from-pandemic",
"title": "UC Berkeley Report Finds Enrollment in California's Public Preschool Programs Hasn't Recovered From Pandemic",
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"content": "\u003cp>Since 2021, the federal and state governments have boosted spending on child care and early education by more than $5 billion to help California’s youngest kids recover from COVID-19 pandemic shutdowns.\u003c/p>\n\u003cp>However, many families have not responded with the same level of enthusiasm, according to \u003ca href=\"https://drive.google.com/file/d/1XAP_2Jm3Uv4m0zbqy4Tk59b2yxM3k3Y9/view\">an analysis of state data (PDF)\u003c/a> published Wednesday by researchers at the UC Berkeley School of Education. While enrollment in transitional kindergarten \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel30.asp\">has significantly grown\u003c/a> in the last three years as the state admits more 4-year-olds into the new grade, demand for other programs that serve this age group, such as Head Start and the California State Preschool Program, has been relatively flat, according to the new findings.\u003c/p>\n\u003cp>The data show that overall enrollment in public preschool has not returned to pre-pandemic levels, according to Bruce Fuller, who led the analysis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We just have made very little progress since 2019,” said Fuller, an education and public policy professor at UC Berkeley.\u003c/p>\n\u003cp>Early childhood education in California has long been a patchwork of government-run preschools, private and nonprofit centers, and family child care sites that are run out of providers’ homes. The state typically pays for children from the lowest-income homes. An example is vouchers that give parents the option of putting their kids in a center or at home, under the care of a provider, family member or friend.\u003c/p>\n\u003cp>When lawmakers signed off on a $2.7 billion plan to make transitional kindergarten, or TK, available to all 4-year-olds by the 2025–26 school year, experts warned it would take away students and teachers from other early childhood education programs, including private preschools because it’s free and offers teachers better pay and benefits.\u003c/p>\n\u003cp>The state responded to that concern by expanding the California State Preschool Program and widening access to that program for 3- and 4-year-olds from lower-income households. The state focuses on this population because \u003ca href=\"https://www.acf.hhs.gov/sites/default/files/documents/opre/%232023-226%20Benefits%20from%20ECE%20Highlight%20508.pdf\">research shows (PDF)\u003c/a> that kids from lower-income households gain more academic and social skills and benefit more from two years of participating in a high-quality preschool program than kids from more affluent households.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997124\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01%E2%80%AFAM-scaled-e1721844340937.jpg\" alt=\"\" width=\"1280\" height=\"1339\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-800x837.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-1020x1067.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-160x167.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>But Fuller said these policies contradict each other and add more confusion to what he calls a “crazy quilt of programs that’s hard for parents to understand.”\u003c/p>\n\u003cp>Fuller points to a 20% jump in vouchers between 2021 and 2023, indicating a growing preference for child care arrangements that offer parents more choice and flexibility but discourage them from signing up for preschool.\u003c/p>\n\u003cp>Child care advocates say the popularity of vouchers points to a greater need for child care that matches families’ individual needs, whether during irregular hours for those who work weekend or night shifts or in a setting that aligns with their cultural or linguistic preferences.\u003c/p>\n\u003cp>“Just because you build (a preschool program), people will not come,” said Linda Asato, executive director of the nonprofit California Child Care Resource & Referral Network. “It may not make sense for families. When setting that goal of universal TK, it can’t be done in a vacuum because it may not be what everyone wants.”\u003c/p>\n\u003cp>Meanwhile, a pandemic-era “hold harmless” policy, which guarantees a certain level of funding regardless of the number of children enrolled, may have had an unintended consequence for California State Preschool programs.\u003c/p>\n\u003cp>“During COVID, those programs continued to get the same budget they had in 2019,” Fuller said. “Initially, that was sensible because you didn’t want to start laying off staff and closing down preschools, but it also doesn’t create an incentive to move towards [enrolling 3-year-olds] because why not have smaller classes, and maybe bump up your salary a little bit?”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997130\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09%E2%80%AFAM-scaled-e1721844707499.jpg\" alt=\"\" width=\"1591\" height=\"1326\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499.jpg 1591w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-800x667.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1020x850.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1536x1280.jpg 1536w\" sizes=\"(max-width: 1591px) 100vw, 1591px\">\u003c/p>\n\u003cp>As a result, $713 million in unspent California State Preschool Program funding was returned to the state coffers, according to a \u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/Enacted/BudgetSummary/K-12Education.pdf\">summary of the 2024–25 state budget (PDF)\u003c/a>.\u003c/p>\n\u003cp>Al Muratsuchi, who chairs the state Assembly’s education committee, acknowledges the expansion of TK is disrupting other programs and that more work needs to be done to inform parents about their options and ensure there are enough workers and facilities to provide a high-quality early childhood education for all kids.\u003c/p>\n\u003cp>“We are in a transitional period,” said Muratsuchi, a Democrat from Torrance.\u003c/p>\n\u003cp>The analysis also identified zip codes that are populated with young kids but don’t have few, if any, public preschool programs. They include parts of the Central Valley and Central Coast, plus fast-growing working-class suburbs like Antioch and Livermore in the Bay Area. Fuller said these communities lack the “civic infrastructure,” like community-based organizations or school districts, to bid for state funding for a preschool program.\u003c/p>\n\u003cp>He hopes the analysis will compel state officials to target funding on families that have almost no preschool options in their community and simplify the child care and early education system for parents.\u003c/p>\n\u003cp>Muratsuchi thinks one possible solution is to further invest in community schools that provide a variety of social support services for students and their families on campus, and those services could include childcare and preschool programs.\u003c/p>\n\u003cp>“We need to continue to build upon this community school model and take advantage of the existing public school infrastructure,” he said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Since 2021, the federal and state governments have boosted spending on child care and early education by more than $5 billion to help California’s youngest kids recover from COVID-19 pandemic shutdowns.\u003c/p>\n\u003cp>However, many families have not responded with the same level of enthusiasm, according to \u003ca href=\"https://drive.google.com/file/d/1XAP_2Jm3Uv4m0zbqy4Tk59b2yxM3k3Y9/view\">an analysis of state data (PDF)\u003c/a> published Wednesday by researchers at the UC Berkeley School of Education. While enrollment in transitional kindergarten \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel30.asp\">has significantly grown\u003c/a> in the last three years as the state admits more 4-year-olds into the new grade, demand for other programs that serve this age group, such as Head Start and the California State Preschool Program, has been relatively flat, according to the new findings.\u003c/p>\n\u003cp>The data show that overall enrollment in public preschool has not returned to pre-pandemic levels, according to Bruce Fuller, who led the analysis.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We just have made very little progress since 2019,” said Fuller, an education and public policy professor at UC Berkeley.\u003c/p>\n\u003cp>Early childhood education in California has long been a patchwork of government-run preschools, private and nonprofit centers, and family child care sites that are run out of providers’ homes. The state typically pays for children from the lowest-income homes. An example is vouchers that give parents the option of putting their kids in a center or at home, under the care of a provider, family member or friend.\u003c/p>\n\u003cp>When lawmakers signed off on a $2.7 billion plan to make transitional kindergarten, or TK, available to all 4-year-olds by the 2025–26 school year, experts warned it would take away students and teachers from other early childhood education programs, including private preschools because it’s free and offers teachers better pay and benefits.\u003c/p>\n\u003cp>The state responded to that concern by expanding the California State Preschool Program and widening access to that program for 3- and 4-year-olds from lower-income households. The state focuses on this population because \u003ca href=\"https://www.acf.hhs.gov/sites/default/files/documents/opre/%232023-226%20Benefits%20from%20ECE%20Highlight%20508.pdf\">research shows (PDF)\u003c/a> that kids from lower-income households gain more academic and social skills and benefit more from two years of participating in a high-quality preschool program than kids from more affluent households.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997124\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01%E2%80%AFAM-scaled-e1721844340937.jpg\" alt=\"\" width=\"1280\" height=\"1339\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-800x837.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-1020x1067.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-160x167.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>But Fuller said these policies contradict each other and add more confusion to what he calls a “crazy quilt of programs that’s hard for parents to understand.”\u003c/p>\n\u003cp>Fuller points to a 20% jump in vouchers between 2021 and 2023, indicating a growing preference for child care arrangements that offer parents more choice and flexibility but discourage them from signing up for preschool.\u003c/p>\n\u003cp>Child care advocates say the popularity of vouchers points to a greater need for child care that matches families’ individual needs, whether during irregular hours for those who work weekend or night shifts or in a setting that aligns with their cultural or linguistic preferences.\u003c/p>\n\u003cp>“Just because you build (a preschool program), people will not come,” said Linda Asato, executive director of the nonprofit California Child Care Resource & Referral Network. “It may not make sense for families. When setting that goal of universal TK, it can’t be done in a vacuum because it may not be what everyone wants.”\u003c/p>\n\u003cp>Meanwhile, a pandemic-era “hold harmless” policy, which guarantees a certain level of funding regardless of the number of children enrolled, may have had an unintended consequence for California State Preschool programs.\u003c/p>\n\u003cp>“During COVID, those programs continued to get the same budget they had in 2019,” Fuller said. “Initially, that was sensible because you didn’t want to start laying off staff and closing down preschools, but it also doesn’t create an incentive to move towards [enrolling 3-year-olds] because why not have smaller classes, and maybe bump up your salary a little bit?”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997130\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09%E2%80%AFAM-scaled-e1721844707499.jpg\" alt=\"\" width=\"1591\" height=\"1326\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499.jpg 1591w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-800x667.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1020x850.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1536x1280.jpg 1536w\" sizes=\"(max-width: 1591px) 100vw, 1591px\">\u003c/p>\n\u003cp>As a result, $713 million in unspent California State Preschool Program funding was returned to the state coffers, according to a \u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/Enacted/BudgetSummary/K-12Education.pdf\">summary of the 2024–25 state budget (PDF)\u003c/a>.\u003c/p>\n\u003cp>Al Muratsuchi, who chairs the state Assembly’s education committee, acknowledges the expansion of TK is disrupting other programs and that more work needs to be done to inform parents about their options and ensure there are enough workers and facilities to provide a high-quality early childhood education for all kids.\u003c/p>\n\u003cp>“We are in a transitional period,” said Muratsuchi, a Democrat from Torrance.\u003c/p>\n\u003cp>The analysis also identified zip codes that are populated with young kids but don’t have few, if any, public preschool programs. They include parts of the Central Valley and Central Coast, plus fast-growing working-class suburbs like Antioch and Livermore in the Bay Area. Fuller said these communities lack the “civic infrastructure,” like community-based organizations or school districts, to bid for state funding for a preschool program.\u003c/p>\n\u003cp>He hopes the analysis will compel state officials to target funding on families that have almost no preschool options in their community and simplify the child care and early education system for parents.\u003c/p>\n\u003cp>Muratsuchi thinks one possible solution is to further invest in community schools that provide a variety of social support services for students and their families on campus, and those services could include childcare and preschool programs.\u003c/p>\n\u003cp>“We need to continue to build upon this community school model and take advantage of the existing public school infrastructure,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "uc-moves-to-limit-where-academic-departments-post-opinions-against-backdrop-of-gaza-war",
"title": "UC to Limit Where Academic Departments Can Post Opinions Online",
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"content": "\u003cp>\u003cem>Update: On July 18, the full board approved the webpage policy, with one “No” vote.\u003c/em>\u003c/p>\n\u003cp>After seven months and three voting delays, the University of California Board of Regents is on the verge of approving a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2.pdf\">pared-down policy (PDF)\u003c/a> outlining how academic departments should publish political and social opinions on university websites — largely embracing a set of standards that faculty themselves adopted in 2022. The journey to a consensus reenergized longstanding debates about academic freedom.\u003c/p>\n\u003cp>While entirely a faculty matter, some pro-Palestinian students condemned previous versions of the regents’ proposed policy, which they interpreted as part of a crackdown on free speech that punished protests against Israel. Student anguish over the war in Gaza — \u003ca href=\"https://calmatters.org/education/higher-education/2024/05/uc-strike/\">and their anger\u003c/a> with UC leadership for so far not calling for a cease-fire or divesting from weapons manufacturers and companies tied to Israel — helped to amplify the faculty’s alarm over the regents’ initial proposals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The university will need to clarify its rules on speech and expression further by this fall. The latest state budget is \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=Of%20the%20funds%20appropriated%20in%20this%20item%2C%20%2425%2C000%2C000%20shall%20be%20released%20only%20if%20the%20Director%20of%20Finance%20certifies\">withholding $25 million\u003c/a> from the UC until system leadership\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=The%20University%20of%20California%20Office%20of%20the%20President%20will%20develop%20a%20systemwide%20framework%20to%20provide%20for%20consistency%20with%20campus%20implementation%20and%20enforcement.\"> sends a report to the governor’s office\u003c/a> explaining its policies for public demonstrations and other free speech matters. While the two concepts — what faculty can do under academic freedom and how students can express themselves under free speech rules — are distinct issues, they’re often enmeshed publicly, especially over themes as contentious as \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/israeli-palestinian-conflict-california-college/\">Islamophobia, antisemitism and its connection to Israel\u003c/a>.\u003c/p>\n\u003cp>Most regents were vague about the impetus for the plan, but one regent, Hadi Makarechian, \u003ca href=\"https://calmatters.org/newsletter/california-homelessness-count/#:~:text=Mikhail%E2%80%99s%20story.-,Also%20from%20Mikhail%3A,-The%20undocumented%20students\">said in January\u003c/a> that the proposal emerged “because some people were making some political statements related to Hamas and Palestinians.” That meeting was occasionally testy, with another regent urging his peers to practice “decorum.”\u003c/p>\n\u003ch2>What the new policy would do\u003c/h2>\n\u003cp>The new rules, passed on Wednesday by a joint committee that will be voted on by the full board on Thursday, require that writings which depart from research, course information and other administrative announcements not be posted on the homepages of academic departments and other divisions. Instead,\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf#page=2\"> they can appear (PDF)\u003c/a> on other departmental web pages designated for opinions. Full-board approval is likely; the rules would take hold immediately.\u003c/p>\n\u003cp>Only one regent, student member Josiah Beharry, voted no on the measure on Wednesday.\u003c/p>\n\u003cp>These so-called “discretionary expressions,” which are writings “that comment on institutional, local, regional, global or national events, activities or issues,” also need to be clearly labeled as opinions that don’t necessarily reflect the position of the university or campus.\u003c/p>\n\u003cp>The policy \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf\">specifically avoids (PDF)\u003c/a> restricting academic research, course content or other “scholarly endeavors” — an undefined term — that may touch on political or social matters from appearing on the homepage. This was\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach2.pdf\"> new wording (PDF)\u003c/a> that emerged since the last \u003ca href=\"https://calmatters.org/newsletter/california-crime-expungement-victims/#:~:text=The%20University%20of%20California%20regents%20decided%20Wednesday%20to%20postpone%20a%20vote%20on%20a%20policy%20to%20restrict%20how%20academic%20departments%20at%20its%20campuses%20publish%20%E2%80%9Cpolitical%20or%20controversial%E2%80%9D%20statements%20on%20their%20websites.%C2%A0\">draft in March\u003c/a>. Nor does the policy proscribe speech on non-campus websites.\u003c/p>\n\u003cp>“We were satisfied that the current policy does not violate principles of academic freedom or free speech,” said James Steintrager, chair of the Academic Senate, in an interview with CalMatters in May, when the proposal was on the agenda but ultimately never heard. “We’re still concerned about the drive for and necessity of a policy in this area, but we think that with the input of the senate, the Board of Regents has ended up in a much better place.”\u003c/p>\n\u003cp>That sentiment is a departure from how faculty initially received the policy proposal in January, which was saddled with confusion over the scope of the measure and what it sought. One possible takeaway was that the January plan intended to bar any expression of faculty opinion on administrative websites, “a draconian policy,” Steintrager said.\u003c/p>\n\u003cp>The regents also postponed votes in January and March after discussing the matter publicly each time.\u003c/p>\n\u003cp>During Wednesday’s regents meeting, Steintrager reaffirmed his praise and critique of the rules, adding that “public comment assertions to the contrary, this is not a ban on discretionary or political statements.”\u003c/p>\n\u003cp>Richard Leib, a regent member and former chair of the board who has viewed some of the chants at student protests against the war in Gaza as antisemitic, said that “this whole topic about free speech is all BS because what we’re trying to do is show transparency.”\u003c/p>\n\u003ch2>Does it go too far or not far enough?\u003c/h2>\n\u003cp>But if it were up to senate members, including most full-time professors across the system, the regents would just adopt the policy the senate approved in 2022. Unlike the regents’ approach, the 2022 policy provided guidance — using words like “should” rather than “must” to encourage academic departments to distinguish their opinions from the positions of the university. The Academic Senate policy also recommended that departments “\u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/rh-senate-divs-recs-for-dept-statements.pdf\">solicit minority or opposition statements” as well (PDF)\u003c/a>.\u003c/p>\n\u003cp>The Academic Senate believes that “the UC community at the level of departments and other units of the sort largely governs itself appropriately, and we favor policies that enable successful self-regulation over more restrictive measures,” Steintgrater \u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/js-rl-regents-policy-discretionary-statements.pdf\">wrote to the regents May 1 (PDF)\u003c/a>.\u003c/p>\n\u003cp>The regents’ proposal stopped short of that, preferring a mandatory set of publishing guidelines in part because few academic units or campuses “have followed the June 2022 Academic Senate advisory guidance,” a board document representing the regents said.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.jfrg.org/home\">Jewish faculty\u003c/a> wanted the regents to ban all department statements and said the proposed rules don’t go far enough. “A claim that a department of a public university takes as a political position will be taken as the official stance of the university, no matter how it is delivered and no matter what qualifications are added,” said Jeffrey Young, a clinical psychologist at UCLA, during public comment on Tuesday. Several other professors voiced similar sentiments.\u003c/p>\n\u003ch2>Focus on ethnic studies departments\u003c/h2>\n\u003cp>Regent Jay Sures pushed for the policy, arguing in January that opinions on homepages “will be mistaken as the position of the institution itself.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediaite.com/wp-content/uploads/2023/10/Statement-on-bias-in-UC-statements-1.pdf\">In late October (PDF)\u003c/a>, he excoriated an Oct. 16 letter by UC ethnic studies faculty that faulted the UC for calling Hamas’ Oct. 7 attack on Israel an act of terrorism. \u003ca href=\"https://drive.google.com/file/d/1053yck657ENep688zvPTs6njfAGWBvE6/view\">The ethnic studies letter,\u003c/a> which didn’t name Hamas, said that “to hold the oppressed accountable for ‘terrorism’ reinscribes a colonial narrative that seeks to have the world believe that history began on Oct. 7, 2023.”\u003c/p>\n\u003cp>Sures wrote that the council’s members should “commit to learning more about antisemitism and all forms of hate and how it lives on our campuses where you are tasked and trusted with educating our next generation of students.”\u003c/p>\n\u003cp>The homepage for UC Santa Cruz’s critical race and ethnic studies department as of Wednesday still contains language calling on scholars and organizers to “act now to end Israel’s genocidal attack on Gaza,” a statement that’s been appearing since at least Oct. 25 of last year, according to the \u003ca href=\"https://web.archive.org/web/20231025234505/https://cres.ucsc.edu/\">web archiving tool Wayback Machine\u003c/a>.\u003c/p>\n\u003cp>The department was following Academic Senate guidance, department chairperson Felicity Amaya Schaeffer said in an interview, as the guidance wasn’t mandatory and deferred to campus departments.\u003c/p>\n\u003cp>With the regents committees’ backing of a mandatory rule, Schaeffer said key questions remain unanswered, mainly whether the department’s call to action counts as discretionary speech that needs to be moved to a different webpage.\u003c/p>\n\u003cp>She said the regents policy is an attack on academic freedom. She also believes the regents are overreaching rather than deferring to faculty expertise on their own subjects.\u003c/p>\n\u003cp>“We do have three faculty who work specifically on Palestine, who were hired by the university to do this kind of research,” she said. “So for us, this is not at all opinion, this is about the expertise of the department in which many of us write critically about state power, war, genocide.”\u003c/p>\n\u003cp>A rule like the one the regents is proposing is a poor fit for an ethnic studies department, Schaefer said, because “the lines between what gets called political or discretionary and research are completely entangled and inseparable.”\u003c/p>\n\u003cp>UC San Diego’s ethnic studies department, however, appears to have relocated its statements of support for Palestinians to a secondary page reserved for “statements and commentaries.”\u003c/p>\n\u003cp>A Dec. 4, 2023 \u003ca href=\"https://web.archive.org/web/20231204215827/https://ethnicstudies.ucsd.edu/\">snapshot of its homepage\u003c/a> shows a statement calling “for an immediate end to the war crimes and genocide taking place against the Palestinian people (50% of whom are children).” But by Dec. 14, the homepage \u003ca href=\"https://web.archive.org/web/20231214080803/https://ethnicstudies.ucsd.edu/\">underwent an overhaul\u003c/a>, with political statements moved from the homepage to the new “statements and commentaries” section beneath the “About Us” tab.\u003c/p>\n\u003cp>Academic department leaders will be responsible for implementing the rules. “The expectation then is that the unit leadership enforce the policy,” said Charlie Robinson, general counsel for the UC, at Wednesday’s regents meeting, “and if there are any concerns about it, then you go up the hierarchy to make sure that it’s being enforced properly.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Update: On July 18, the full board approved the webpage policy, with one “No” vote.\u003c/em>\u003c/p>\n\u003cp>After seven months and three voting delays, the University of California Board of Regents is on the verge of approving a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2.pdf\">pared-down policy (PDF)\u003c/a> outlining how academic departments should publish political and social opinions on university websites — largely embracing a set of standards that faculty themselves adopted in 2022. The journey to a consensus reenergized longstanding debates about academic freedom.\u003c/p>\n\u003cp>While entirely a faculty matter, some pro-Palestinian students condemned previous versions of the regents’ proposed policy, which they interpreted as part of a crackdown on free speech that punished protests against Israel. Student anguish over the war in Gaza — \u003ca href=\"https://calmatters.org/education/higher-education/2024/05/uc-strike/\">and their anger\u003c/a> with UC leadership for so far not calling for a cease-fire or divesting from weapons manufacturers and companies tied to Israel — helped to amplify the faculty’s alarm over the regents’ initial proposals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The university will need to clarify its rules on speech and expression further by this fall. The latest state budget is \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=Of%20the%20funds%20appropriated%20in%20this%20item%2C%20%2425%2C000%2C000%20shall%20be%20released%20only%20if%20the%20Director%20of%20Finance%20certifies\">withholding $25 million\u003c/a> from the UC until system leadership\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=The%20University%20of%20California%20Office%20of%20the%20President%20will%20develop%20a%20systemwide%20framework%20to%20provide%20for%20consistency%20with%20campus%20implementation%20and%20enforcement.\"> sends a report to the governor’s office\u003c/a> explaining its policies for public demonstrations and other free speech matters. While the two concepts — what faculty can do under academic freedom and how students can express themselves under free speech rules — are distinct issues, they’re often enmeshed publicly, especially over themes as contentious as \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/israeli-palestinian-conflict-california-college/\">Islamophobia, antisemitism and its connection to Israel\u003c/a>.\u003c/p>\n\u003cp>Most regents were vague about the impetus for the plan, but one regent, Hadi Makarechian, \u003ca href=\"https://calmatters.org/newsletter/california-homelessness-count/#:~:text=Mikhail%E2%80%99s%20story.-,Also%20from%20Mikhail%3A,-The%20undocumented%20students\">said in January\u003c/a> that the proposal emerged “because some people were making some political statements related to Hamas and Palestinians.” That meeting was occasionally testy, with another regent urging his peers to practice “decorum.”\u003c/p>\n\u003ch2>What the new policy would do\u003c/h2>\n\u003cp>The new rules, passed on Wednesday by a joint committee that will be voted on by the full board on Thursday, require that writings which depart from research, course information and other administrative announcements not be posted on the homepages of academic departments and other divisions. Instead,\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf#page=2\"> they can appear (PDF)\u003c/a> on other departmental web pages designated for opinions. Full-board approval is likely; the rules would take hold immediately.\u003c/p>\n\u003cp>Only one regent, student member Josiah Beharry, voted no on the measure on Wednesday.\u003c/p>\n\u003cp>These so-called “discretionary expressions,” which are writings “that comment on institutional, local, regional, global or national events, activities or issues,” also need to be clearly labeled as opinions that don’t necessarily reflect the position of the university or campus.\u003c/p>\n\u003cp>The policy \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf\">specifically avoids (PDF)\u003c/a> restricting academic research, course content or other “scholarly endeavors” — an undefined term — that may touch on political or social matters from appearing on the homepage. This was\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach2.pdf\"> new wording (PDF)\u003c/a> that emerged since the last \u003ca href=\"https://calmatters.org/newsletter/california-crime-expungement-victims/#:~:text=The%20University%20of%20California%20regents%20decided%20Wednesday%20to%20postpone%20a%20vote%20on%20a%20policy%20to%20restrict%20how%20academic%20departments%20at%20its%20campuses%20publish%20%E2%80%9Cpolitical%20or%20controversial%E2%80%9D%20statements%20on%20their%20websites.%C2%A0\">draft in March\u003c/a>. Nor does the policy proscribe speech on non-campus websites.\u003c/p>\n\u003cp>“We were satisfied that the current policy does not violate principles of academic freedom or free speech,” said James Steintrager, chair of the Academic Senate, in an interview with CalMatters in May, when the proposal was on the agenda but ultimately never heard. “We’re still concerned about the drive for and necessity of a policy in this area, but we think that with the input of the senate, the Board of Regents has ended up in a much better place.”\u003c/p>\n\u003cp>That sentiment is a departure from how faculty initially received the policy proposal in January, which was saddled with confusion over the scope of the measure and what it sought. One possible takeaway was that the January plan intended to bar any expression of faculty opinion on administrative websites, “a draconian policy,” Steintrager said.\u003c/p>\n\u003cp>The regents also postponed votes in January and March after discussing the matter publicly each time.\u003c/p>\n\u003cp>During Wednesday’s regents meeting, Steintrager reaffirmed his praise and critique of the rules, adding that “public comment assertions to the contrary, this is not a ban on discretionary or political statements.”\u003c/p>\n\u003cp>Richard Leib, a regent member and former chair of the board who has viewed some of the chants at student protests against the war in Gaza as antisemitic, said that “this whole topic about free speech is all BS because what we’re trying to do is show transparency.”\u003c/p>\n\u003ch2>Does it go too far or not far enough?\u003c/h2>\n\u003cp>But if it were up to senate members, including most full-time professors across the system, the regents would just adopt the policy the senate approved in 2022. Unlike the regents’ approach, the 2022 policy provided guidance — using words like “should” rather than “must” to encourage academic departments to distinguish their opinions from the positions of the university. The Academic Senate policy also recommended that departments “\u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/rh-senate-divs-recs-for-dept-statements.pdf\">solicit minority or opposition statements” as well (PDF)\u003c/a>.\u003c/p>\n\u003cp>The Academic Senate believes that “the UC community at the level of departments and other units of the sort largely governs itself appropriately, and we favor policies that enable successful self-regulation over more restrictive measures,” Steintgrater \u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/js-rl-regents-policy-discretionary-statements.pdf\">wrote to the regents May 1 (PDF)\u003c/a>.\u003c/p>\n\u003cp>The regents’ proposal stopped short of that, preferring a mandatory set of publishing guidelines in part because few academic units or campuses “have followed the June 2022 Academic Senate advisory guidance,” a board document representing the regents said.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.jfrg.org/home\">Jewish faculty\u003c/a> wanted the regents to ban all department statements and said the proposed rules don’t go far enough. “A claim that a department of a public university takes as a political position will be taken as the official stance of the university, no matter how it is delivered and no matter what qualifications are added,” said Jeffrey Young, a clinical psychologist at UCLA, during public comment on Tuesday. Several other professors voiced similar sentiments.\u003c/p>\n\u003ch2>Focus on ethnic studies departments\u003c/h2>\n\u003cp>Regent Jay Sures pushed for the policy, arguing in January that opinions on homepages “will be mistaken as the position of the institution itself.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediaite.com/wp-content/uploads/2023/10/Statement-on-bias-in-UC-statements-1.pdf\">In late October (PDF)\u003c/a>, he excoriated an Oct. 16 letter by UC ethnic studies faculty that faulted the UC for calling Hamas’ Oct. 7 attack on Israel an act of terrorism. \u003ca href=\"https://drive.google.com/file/d/1053yck657ENep688zvPTs6njfAGWBvE6/view\">The ethnic studies letter,\u003c/a> which didn’t name Hamas, said that “to hold the oppressed accountable for ‘terrorism’ reinscribes a colonial narrative that seeks to have the world believe that history began on Oct. 7, 2023.”\u003c/p>\n\u003cp>Sures wrote that the council’s members should “commit to learning more about antisemitism and all forms of hate and how it lives on our campuses where you are tasked and trusted with educating our next generation of students.”\u003c/p>\n\u003cp>The homepage for UC Santa Cruz’s critical race and ethnic studies department as of Wednesday still contains language calling on scholars and organizers to “act now to end Israel’s genocidal attack on Gaza,” a statement that’s been appearing since at least Oct. 25 of last year, according to the \u003ca href=\"https://web.archive.org/web/20231025234505/https://cres.ucsc.edu/\">web archiving tool Wayback Machine\u003c/a>.\u003c/p>\n\u003cp>The department was following Academic Senate guidance, department chairperson Felicity Amaya Schaeffer said in an interview, as the guidance wasn’t mandatory and deferred to campus departments.\u003c/p>\n\u003cp>With the regents committees’ backing of a mandatory rule, Schaeffer said key questions remain unanswered, mainly whether the department’s call to action counts as discretionary speech that needs to be moved to a different webpage.\u003c/p>\n\u003cp>She said the regents policy is an attack on academic freedom. She also believes the regents are overreaching rather than deferring to faculty expertise on their own subjects.\u003c/p>\n\u003cp>“We do have three faculty who work specifically on Palestine, who were hired by the university to do this kind of research,” she said. “So for us, this is not at all opinion, this is about the expertise of the department in which many of us write critically about state power, war, genocide.”\u003c/p>\n\u003cp>A rule like the one the regents is proposing is a poor fit for an ethnic studies department, Schaefer said, because “the lines between what gets called political or discretionary and research are completely entangled and inseparable.”\u003c/p>\n\u003cp>UC San Diego’s ethnic studies department, however, appears to have relocated its statements of support for Palestinians to a secondary page reserved for “statements and commentaries.”\u003c/p>\n\u003cp>A Dec. 4, 2023 \u003ca href=\"https://web.archive.org/web/20231204215827/https://ethnicstudies.ucsd.edu/\">snapshot of its homepage\u003c/a> shows a statement calling “for an immediate end to the war crimes and genocide taking place against the Palestinian people (50% of whom are children).” But by Dec. 14, the homepage \u003ca href=\"https://web.archive.org/web/20231214080803/https://ethnicstudies.ucsd.edu/\">underwent an overhaul\u003c/a>, with political statements moved from the homepage to the new “statements and commentaries” section beneath the “About Us” tab.\u003c/p>\n\u003cp>Academic department leaders will be responsible for implementing the rules. “The expectation then is that the unit leadership enforce the policy,” said Charlie Robinson, general counsel for the UC, at Wednesday’s regents meeting, “and if there are any concerns about it, then you go up the hierarchy to make sure that it’s being enforced properly.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>LGBTQ+ advocacy groups lauded a new state law barring school districts from requiring that parents be notified of their child’s gender identification change, while opponents said the ban makes it harder for schools to be transparent with parents.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed the \u003ca href=\"https://apnews.com/article/gender-identity-schools-california-law-af387bef5c25c14f51d1cf05a7e422eb\">first-in-the-nation law\u003c/a> on Monday, which bans districts from requiring school staff to disclose a student’s gender identity or sexual orientation to any other person without the child’s permission, with some exceptions. It also requires the state Department of Education to develop resources for families of LGBTQ+ students in grades 7 through high school. The law will take effect in January.\u003c/p>\n\u003cp>Proponents of the ban say it will help protect transgender and gender-nonconforming students who live in unwelcoming households.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This critical legislation strengthens protections for LGBTQ+ youth against forced outing policies, provides resources for parents and families of LGBTQ+ students to support them as they have conversations on their terms, and creates critical safeguards to prevent retaliation against teachers and school staff who foster a safe and supportive school environment for all students,” Tony Hoang, executive director of LGBTQ+ advocacy group Equality California, said in a statement.\u003c/p>\n\u003cp>However, some conservative groups, including the California Family Council, said the new law violates parents’ rights.\u003c/p>\n\u003cp>“This bill undermines their fundamental role and places boys and girls in potential jeopardy,” Jonathan Keller, the council’s president, said in a statement. “Moms and dads have both a constitutional and divine mandate to guide and protect their kids, and AB 1955 egregiously violates this sacred trust.”\u003c/p>\n\u003cp>The new law comes after several California school districts passed policies requiring parents to be notified if a child requests to change their gender identification. That led to \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">pushback by Democratic state officials\u003c/a>, who say students have a right to privacy. Nationwide, lawmakers, families and advocates have been debating the rights of local school districts, parents and LGBTQ+ students.\u003c/p>\n\u003cp>At least six states have \u003ca href=\"https://apnews.com/article/transgender-students-pronouns-names-ec0b2c5de329d82c563ffb95262935f3\">requirements that schools notify parents\u003c/a> when minors disclose that they are transgender or ask to be referred to with a different pronoun, according to Associated Press reporting: Alabama, Arkansas, Indiana, North Carolina, South Carolina and Tennessee. Virginia asked school boards to adopt similar policies, but it has no law.\u003c/p>\n\u003cp>Arizona and Idaho also require schools to provide certain information to parents but do not specify gender expression or sexual orientation.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='transgender']In New Jersey, Attorney General Matt Platkin sued four school districts last year, claiming their policies violate an anti-discrimination law that allows gender-expression information to be shared with a student’s family only with their permission or if there’s a risk to the student’s health and safety.\u003c/p>\n\u003cp>Conservative groups, including the Pacific Justice Institute, the Goldwater Institute and the Family Policy Alliance, have attempted to intervene in the lawsuit.\u003c/p>\n\u003cp>States have also weighed in on lawsuits over how local school districts have handled transgender students. Last year, for instance, 23 Republican state attorneys general filed a brief to support a Chico, California, mother who claimed that school officials allowed her child to socially transition without her permission. Sixteen Democratic attorneys general filed a brief on the other side.\u003c/p>\n\u003cp>Newsom spokesperson Brandon Richards said the new California law will “keep children safe while protecting the critical role of parents.”\u003c/p>\n\u003cp>“It protects the child-parent relationship by preventing politicians and school staff from inappropriately intervening in family matters and attempting to control if, when, and how families have deeply personal conversations,” Richards said in a statement.\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative. Associated Press writer Geoff Mulvihill contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "LGBTQ+ groups say a new California law barring school districts from requiring that parents be notified of their child's gender identification change will protect gender-nonconforming students who live in unwelcoming households, but some conservative groups say it violates parents' rights. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>LGBTQ+ advocacy groups lauded a new state law barring school districts from requiring that parents be notified of their child’s gender identification change, while opponents said the ban makes it harder for schools to be transparent with parents.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed the \u003ca href=\"https://apnews.com/article/gender-identity-schools-california-law-af387bef5c25c14f51d1cf05a7e422eb\">first-in-the-nation law\u003c/a> on Monday, which bans districts from requiring school staff to disclose a student’s gender identity or sexual orientation to any other person without the child’s permission, with some exceptions. It also requires the state Department of Education to develop resources for families of LGBTQ+ students in grades 7 through high school. The law will take effect in January.\u003c/p>\n\u003cp>Proponents of the ban say it will help protect transgender and gender-nonconforming students who live in unwelcoming households.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In New Jersey, Attorney General Matt Platkin sued four school districts last year, claiming their policies violate an anti-discrimination law that allows gender-expression information to be shared with a student’s family only with their permission or if there’s a risk to the student’s health and safety.\u003c/p>\n\u003cp>Conservative groups, including the Pacific Justice Institute, the Goldwater Institute and the Family Policy Alliance, have attempted to intervene in the lawsuit.\u003c/p>\n\u003cp>States have also weighed in on lawsuits over how local school districts have handled transgender students. Last year, for instance, 23 Republican state attorneys general filed a brief to support a Chico, California, mother who claimed that school officials allowed her child to socially transition without her permission. Sixteen Democratic attorneys general filed a brief on the other side.\u003c/p>\n\u003cp>Newsom spokesperson Brandon Richards said the new California law will “keep children safe while protecting the critical role of parents.”\u003c/p>\n\u003cp>“It protects the child-parent relationship by preventing politicians and school staff from inappropriately intervening in family matters and attempting to control if, when, and how families have deeply personal conversations,” Richards said in a statement.\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative. Associated Press writer Geoff Mulvihill contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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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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"order": 12
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"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.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
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