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"content": "\u003cp>San Francisco families anxiously awaiting the list of \u003ca href=\"https://www.kqed.org/news/12002125/as-san-francisco-school-closures-loom-frustrated-teachers-say-hiring-has-hit-a-wall\">schools that are set to close or merge\u003c/a> will have to wait until next month to find out after the district pushed back its announcement on Sunday.\u003c/p>\n\u003cp>The delay comes as parent groups and the union representing San Francisco Unified School District teachers continue to put pressure on school officials to provide some certainty. Families had been expecting to begin getting answers this week about which campuses would shutter after the 2024–25 school year as part of the district’s “resource alignment campaign.”\u003c/p>\n\u003cp>“I know there’s a lot of anticipation and emotions around our recommendation and how SFUSD will support the affected communities, but it is essential that we carefully review everything before making the announcement,” Superintendent Matt Wayne said in a statement postponing the release of the list.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district had previously said the list of schools recommended for closure would come on Wednesday. The Board of Education is expected to vote on the list of schools in December and close the campuses at the end of the academic year.\u003c/p>\n\u003cp>Wayne did not specify a new date for the list but said that it would be released next month and that the rest of the expected timeline has not changed.\u003c/p>\n\u003cfigure id=\"attachment_12004912\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004912\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Glen McCoy, a grandparent of two San Francisco Unified School District students, speaks during a press conference held by the United Educators of San Francisco outside of the district offices in San Francisco on Sept. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The decision comes after weeks of pushback from the teachers’ union and parents groups, including United Educators of San Francisco and Parents for Public Schools of San Francisco.\u003c/p>\n\u003cp>“Closing schools in San Francisco will not save money,” Cassondra Curiel, the president of United Educators, said at a press conference on Monday that was planned before the delay was announced. “There are no costs to be saved. This does not close the deficit. What it has done is cost us a lot of stress.”\u003c/p>\n\u003cp>The district has said that the goal of closing schools is not to save money but to “improve the experience for students and teachers.”\u003c/p>\n\u003cp>“By aligning the number of schools we operate with our current enrollment, SFUSD can manage resources more effectively and ensure every school is fully enrolled and well-supported,” Wayne said in his statement, adding that the closures have the potential to decrease operating costs.\u003c/p>\n\u003cfigure id=\"attachment_12004914\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004914\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Parent Havah Kelley speaks during a press conference held by the United Educators of San Francisco outside the San Francisco Unified School District offices on Sept. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Curiel said the district should not discuss closures until it stabilizes other priorities. The district is facing a staffing shortage and \u003ca href=\"https://www.kqed.org/news/12000784/sf-teachers-students-face-uncertain-future-as-budget-crisis-threatens-closures\">massive budget deficit\u003c/a>, which has already led to increased state oversight and poses a risk of takeover.\u003c/p>\n\u003cp>Vanessa Marrero, the executive director of Parents for Public Schools of San Francisco, said that many parents still don’t feel like they have enough information about what the transition will be like if their school is slated to close.\u003c/p>\n\u003cp>“We don’t have a plan that actually details what that transitional life is like,” she said.\u003c/p>\n\u003cp>“Other school communities where school would not close will be impacted, generations of families would be impacted, their immediate community would be impacted — businesses, nonprofits — so it’s a big deal.”\u003c/p>\n\u003cp>[aside postID=news_12000784 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/010_KQED_SFUSDSchoolBus_03022023-1020x680.jpg']\u003c/p>\n\u003cp>Wayne said he decided to move the announcement to ensure that the district is looking at “every angle” of the district’s operations that will be affected, including after-school care, transportation and grant funding.\u003c/p>\n\u003cp>“We want to make sure we get this right,” he said in the statement.\u003c/p>\n\u003cp>The district \u003ca href=\"https://www.kqed.org/news/11978035/sfusd-considers-school-closures-and-mergers-amid-declining-enrollment\">first announced in March\u003c/a> that it would close, merge and co-locate a number of schools after this academic year. The closures will be SFUSD’s first in 20 years, spurred by consistent enrollment declines since 1999 that have left about 14,000 empty seats across campuses. More than 4,000 students have left the district since the 2017–18 school year, and SFUSD could lose 4,600 more by 2032, according to the district.\u003c/p>\n\u003cp>Wayne said that leaders of the initiative are working to ensure that the district’s fiscal analysis is strong, that a transition plan and support systems are in place, and that equity audits conducted are integrated into the recommendation.\u003c/p>\n\u003cp>“The waiting game is unfair, and parents need stability,” Roberto Hernandez, a parent of a Mission High School 11th-grader, said during the teachers’ union press conference on Monday. “School is supposed to be a safe space for learning, yet the emotional safety of our children is at risk. Not knowing if your school is going to be closed creates anxiety.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district had previously said the list of schools recommended for closure would come on Wednesday. The Board of Education is expected to vote on the list of schools in December and close the campuses at the end of the academic year.\u003c/p>\n\u003cp>Wayne did not specify a new date for the list but said that it would be released next month and that the rest of the expected timeline has not changed.\u003c/p>\n\u003cfigure id=\"attachment_12004912\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004912\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-05-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Glen McCoy, a grandparent of two San Francisco Unified School District students, speaks during a press conference held by the United Educators of San Francisco outside of the district offices in San Francisco on Sept. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The decision comes after weeks of pushback from the teachers’ union and parents groups, including United Educators of San Francisco and Parents for Public Schools of San Francisco.\u003c/p>\n\u003cp>“Closing schools in San Francisco will not save money,” Cassondra Curiel, the president of United Educators, said at a press conference on Monday that was planned before the delay was announced. “There are no costs to be saved. This does not close the deficit. What it has done is cost us a lot of stress.”\u003c/p>\n\u003cp>The district has said that the goal of closing schools is not to save money but to “improve the experience for students and teachers.”\u003c/p>\n\u003cp>“By aligning the number of schools we operate with our current enrollment, SFUSD can manage resources more effectively and ensure every school is fully enrolled and well-supported,” Wayne said in his statement, adding that the closures have the potential to decrease operating costs.\u003c/p>\n\u003cfigure id=\"attachment_12004914\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004914\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240916-UNIONSFSCHOOLCLOSURES-33-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Parent Havah Kelley speaks during a press conference held by the United Educators of San Francisco outside the San Francisco Unified School District offices on Sept. 16, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Curiel said the district should not discuss closures until it stabilizes other priorities. 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"content": "\u003cp>New research shows that a San Francisco program that \u003ca href=\"https://www.kqed.org/news/11952106/kindergarten-to-college-2023\">opens children’s savings accounts for kindergarteners\u003c/a> is closing the college enrollment gap, the treasurer’s office announced Monday.\u003c/p>\n\u003cp>The Kindergarten to College program began opening savings accounts seeded with $50 for a cohort of kindergarteners entering the city’s public schools in 2011. Those students, who graduated in 2023, were significantly more likely to enroll in college, mostly driven by increases in underrepresented groups, the \u003ca href=\"https://www.sfgov.org/k2c/media/420/download?attachment\">research findings\u003c/a> released Monday show.\u003c/p>\n\u003cp>“Our Kindergarten to College program shows that there is a real and significant improvement in the number of kids who attend college who were, from kindergarten, raised with a college savings account in the child’s name,” San Francisco Treasurer José Cisneros said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>College enrollment was 6 percentage points higher among class of 2023 graduates with K2C accounts compared with the control cohort — 60% versus 54%, according to the study. Those gains were doubled among Black, Hispanic, Filipino, Pacific Islander and Indigenous students, closing 30% of the enrollment gap faced by these groups. The on-time high school graduation rate for underrepresented students also increased by 7 percentage points if they had K2C accounts, compared with a similar set of students without the savings.\u003c/p>\n\u003cp>The average savings for the class of 2023 was just over $1,400, and the program’s total savings across more than 54,000 accounts was $17 million as of May.\u003c/p>\n\u003cfigure id=\"attachment_12004857\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004857\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Treasurer José Cisneros speaks during a ceremony celebrating the first class of graduates from San Francisco high schools using the Kindergarten to College (K2C) savings account as they head off to college at the San Francisco Unified School District headquarters in San Francisco on May 16, 2023. K2C is the first universal children’s savings account in the nation. Every kindergartner who attends public school in San Francisco receives a college savings account automatically opened by the City of San Francisco with a $50 incentive. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The kindergarten to college program makes the concept of college real for every child in our public school system,” Cisneros said. “The families that have saved millions of dollars in these accounts are very impressive, but those millions of dollars really represent, in my mind, millions of conversations that parents have had with their kids along the way.”\u003c/p>\n\u003cp>The program was launched by Cisneros and then-San Francisco Mayor Gavin Newsom in 2011. Initially, deposit-only accounts were opened in the names of about 1,100 kindergarteners with an initial deposit of $50 in public funds using the Citi Start Savings platform. In its second year, the program doubled the number of children in the K2C cohort, according to Cisneros, and in its third year, it expanded to every student entering kindergarten at an SFUSD school. Children who were not enrolled in the program in its pilot years also received an account by the time they graduated high school.\u003c/p>\n\u003cp>[aside postID=news_11952106 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65708_032_KQED_Kindergarten2College_05162023-qut-1020x680.jpg']\u003c/p>\n\u003cp>The program costs the city $25 per student per year, according to Amanda Fried, the chief of policy and communications for the treasurer’s office. With state and philanthropic funding included, the total price per year is about $36 per child.\u003c/p>\n\u003cp>By high school graduation, students have an average of 28 times the initial investment — “It’s quite cost-effective,” Fried said.\u003c/p>\n\u003cp>Similar college savings plans have been created in municipalities across the state, including in Oakland and Los Angeles. In 2019, during Newsom’s first term as governor, he introduced a statewide program, CalKids, that creates savings accounts with an initial deposit \u003ca href=\"https://www.kqed.org/news/11720307/san-francisco-gives-kindergartners-free-money-for-college-could-it-work-statewide\">for every newborn in the state of California\u003c/a>.\u003c/p>\n\u003cp>Cisneros said that some of the best days for the K2C program are when classes of kindergarteners or first graders line up at the teller window and make deposits to their own college savings accounts.\u003c/p>\n\u003cp>“You really build hopes and aspirations and dreams for children by talking to them from when they’re very young throughout their entire childhood, making sure they understand what all of the opportunities for success are when they grow up,” Cisneros told KQED. “I believe that this program, these college savings accounts, have made those conversations happen and improve the outcomes for these kids.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>New research shows that a San Francisco program that \u003ca href=\"https://www.kqed.org/news/11952106/kindergarten-to-college-2023\">opens children’s savings accounts for kindergarteners\u003c/a> is closing the college enrollment gap, the treasurer’s office announced Monday.\u003c/p>\n\u003cp>The Kindergarten to College program began opening savings accounts seeded with $50 for a cohort of kindergarteners entering the city’s public schools in 2011. Those students, who graduated in 2023, were significantly more likely to enroll in college, mostly driven by increases in underrepresented groups, the \u003ca href=\"https://www.sfgov.org/k2c/media/420/download?attachment\">research findings\u003c/a> released Monday show.\u003c/p>\n\u003cp>“Our Kindergarten to College program shows that there is a real and significant improvement in the number of kids who attend college who were, from kindergarten, raised with a college savings account in the child’s name,” San Francisco Treasurer José Cisneros said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>College enrollment was 6 percentage points higher among class of 2023 graduates with K2C accounts compared with the control cohort — 60% versus 54%, according to the study. Those gains were doubled among Black, Hispanic, Filipino, Pacific Islander and Indigenous students, closing 30% of the enrollment gap faced by these groups. The on-time high school graduation rate for underrepresented students also increased by 7 percentage points if they had K2C accounts, compared with a similar set of students without the savings.\u003c/p>\n\u003cp>The average savings for the class of 2023 was just over $1,400, and the program’s total savings across more than 54,000 accounts was $17 million as of May.\u003c/p>\n\u003cfigure id=\"attachment_12004857\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004857\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/004_KQED_Kindergarten2College_05162023_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Treasurer José Cisneros speaks during a ceremony celebrating the first class of graduates from San Francisco high schools using the Kindergarten to College (K2C) savings account as they head off to college at the San Francisco Unified School District headquarters in San Francisco on May 16, 2023. K2C is the first universal children’s savings account in the nation. Every kindergartner who attends public school in San Francisco receives a college savings account automatically opened by the City of San Francisco with a $50 incentive. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The kindergarten to college program makes the concept of college real for every child in our public school system,” Cisneros said. “The families that have saved millions of dollars in these accounts are very impressive, but those millions of dollars really represent, in my mind, millions of conversations that parents have had with their kids along the way.”\u003c/p>\n\u003cp>The program was launched by Cisneros and then-San Francisco Mayor Gavin Newsom in 2011. Initially, deposit-only accounts were opened in the names of about 1,100 kindergarteners with an initial deposit of $50 in public funds using the Citi Start Savings platform. In its second year, the program doubled the number of children in the K2C cohort, according to Cisneros, and in its third year, it expanded to every student entering kindergarten at an SFUSD school. Children who were not enrolled in the program in its pilot years also received an account by the time they graduated high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The program costs the city $25 per student per year, according to Amanda Fried, the chief of policy and communications for the treasurer’s office. With state and philanthropic funding included, the total price per year is about $36 per child.\u003c/p>\n\u003cp>By high school graduation, students have an average of 28 times the initial investment — “It’s quite cost-effective,” Fried said.\u003c/p>\n\u003cp>Similar college savings plans have been created in municipalities across the state, including in Oakland and Los Angeles. In 2019, during Newsom’s first term as governor, he introduced a statewide program, CalKids, that creates savings accounts with an initial deposit \u003ca href=\"https://www.kqed.org/news/11720307/san-francisco-gives-kindergartners-free-money-for-college-could-it-work-statewide\">for every newborn in the state of California\u003c/a>.\u003c/p>\n\u003cp>Cisneros said that some of the best days for the K2C program are when classes of kindergarteners or first graders line up at the teller window and make deposits to their own college savings accounts.\u003c/p>\n\u003cp>“You really build hopes and aspirations and dreams for children by talking to them from when they’re very young throughout their entire childhood, making sure they understand what all of the opportunities for success are when they grow up,” Cisneros told KQED. “I believe that this program, these college savings accounts, have made those conversations happen and improve the outcomes for these kids.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "san-francisco-schools-cancel-antisemitism-workshops-after-complaints-about-potential-bias",
"title": "San Francisco Schools Cancel Antisemitism Workshops After Complaints About Potential Bias",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> canceled mandatory antisemitism workshops for staff at four San Francisco high schools this week after parents and community groups expressed concerns of potential bias.\u003c/p>\n\u003cp>A group of SFUSD parents and staff called for the workshops, scheduled for Wednesday, in response to a reported uptick in allegations of antisemitism from Jewish students. The district contracted the American Jewish Committee to provide training at George Washington High School, Galileo Academy of Science and Technology, Abraham Lincoln High School and Balboa High School.\u003c/p>\n\u003cp>The training was titled “Who Are the Jews: Jewish Identity and Antisemitism in 2024,” and there was a plan to include more schools in the future.\u003c/p>\n\u003cp>In the 11 months since Hamas attacked Israel, and since Israel retaliated with a military campaign in Gaza that has killed over 40,000 Palestinians, schools across the Bay Area have been disrupted by tension over how to supervise education about the war, political expression by faculty and students, and accusations of antisemitism and Islamophobia.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The workshop cancellation reveals a unique challenge facing school districts, teachers, administrators and parents tasked with educating students in a multicultural setting like San Francisco’s public schools amid a fraught and emotional conflict that hits close to home.\u003c/p>\n\u003cp>To understand how the workshop unraveled, KQED spoke with parents, staff and experts, along with advocacy groups that supported or opposed the training.\u003c/p>\n\u003cp>“Folks don’t focus as much as we should on just how hard it is to educate effectively and appropriately about issues that are this complex and nuanced, like the history of Israel and the Middle East, as well as where the stakes are enormously high and emotions are understandably high, like the war in Gaza, because people are dying,” Joe Kahne, a UC Merced professor who studies student civic engagement, said.\u003c/p>\n\u003cp>[aside postID=news_12003861 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCBerkeleyMakdisi-1020x698.jpg']\u003c/p>\n\u003cp>Last December, dozens of teachers in Oakland participated in unauthorized teach-ins, presenting pro-Palestinian lessons. In May, Berkeley Unified School District Superintendent Enikia Ford Morthel \u003ca href=\"https://www.kqed.org/news/11985599/berkeley-antisemitism-hearing\">testified before Congress\u003c/a> on the district’s handling of antisemitism allegations in public schools after a group of Jewish parents, along with the Brandeis Center and Anti-Defamation League, filed a federal complaint in February alleging severe antisemitism in the district.\u003c/p>\n\u003cp>In January, the U.S. Department of Education announced investigations into SFUSD and Oakland Unified School District for alleged civil rights violations and claims of religious discrimination.\u003c/p>\n\u003cp>Some SFUSD parents and local community groups raised alarms about the American Jewish Committee’s support for Israel. In an internal email forwarded to staff by school principals on Monday, SFUSD administrators Karling Aguilera-Fort and Davina Goldwasser said the workshop wouldn’t take a position on the Israel-Hamas war and that the training was “just awareness building.”\u003c/p>\n\u003cp>On Wednesday morning, Katrina Kincade, an SFUSD spokesperson, told KQED that the workshops would be rescheduled.\u003c/p>\n\u003cp>“We want to ensure each and every student and staff member feels and experiences safety and a sense of belonging in our schools,” she said in an email.\u003c/p>\n\u003cp>Julia David, an English teacher at George Washington, said that the idea for the training originated among parents and staff concerned about the treatment of Jewish students in the city’s schools. She described incidents ranging from pro-Palestinian student walkouts to protests of war to reports of “Free Palestine” being written on campus to graffiti of swastikas on campuses.\u003c/p>\n\u003cp>She also said the Jewish Student Union, which she sponsors, had been made to feel uncomfortable on campus by staff who identified as pro-Palestine.\u003c/p>\n\u003cp>[aside postID=news_12003439 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest1-1020x792.jpg']\u003c/p>\n\u003cp>“We thought that it was really important to have training about Jewish identity in a multicultural society led by Jews,” David said. “Being a Jewish student in the middle of a really charged political time has brought unique challenges to our school and to our students, and to our educators and our parents.\u003c/p>\n\u003cp>“This training is just about educating people on what the Jewish identity is and our experiences.”\u003c/p>\n\u003cp>David said she and a small group of other Jewish parents and staff reached out to the American Jewish Committee, one of the oldest Jewish advocacy organizations. The nonprofit agreed to provide the workshops at no cost to the district.\u003c/p>\n\u003cp>Parent Lee Filner pointed out that the AJC was chosen by the Biden administration to lead the national effort against antisemitism.\u003c/p>\n\u003cp>“There have just been too many antisemitic incidents in the district,” Filner said. “It’s leading a lot of parents I personally know to flee the district for private school, and we just can’t afford to lose more students from the district. Especially in this budget situation, because we’ve created a hostile environment for students just because of who they are.”\u003c/p>\n\u003cp>An email announcing the workshops reached a group of Jewish parents and political organizers who are critical of Israel. Alex Lantsberg, a Jewish parent of students at two of the high schools on the workshop list, said he was shocked and dismayed when he learned about the AJC-led training.\u003c/p>\n\u003cp>“Educating people on antisemitism is absolutely imperative in this time when antisemitism is being used to justify an ongoing genocide,” he said. “If SFUSD wanted to actually assist its faculty and staff, it would be best to do so in a way that actually recognizes the multiple strands of Jewish thought regarding the question of antisemitism and how all of these things come together.”\u003c/p>\n\u003cp>Parents of Palestinian students in the district, like Sonya Awwad, questioned how closely the AJC’s values align with San Francisco’s.\u003c/p>\n\u003cp>“This is a group that openly opposes a cease-fire in this war and does not have a neutral position in the conflict,” she said. “And San Francisco did vote on a resolution for a cease-fire, so that in itself seems conflicting.”\u003c/p>\n\u003cp>Progressive groups affiliated with SFUSD, like the Arab Resource Organizing Committee, the Council on American-Islamic Relations and Jewish Voices for Peace, criticized the workshop. The groups called for the district to hold a similar training about Islamophobia or anti-Palestinian sentiment, which they said is also on the rise, according to a joint press release.\u003c/p>\n\u003cp>Last year, Awwad and a small group of parents met with administrators to discuss the war’s impact on their children. Awwad said parents described bullying, racism and isolation plaguing students, particularly those with family in Gaza.\u003c/p>\n\u003cp>[aside postID=news_12002125 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-10-KQED-1020x749.jpg']\u003c/p>\n\u003cp>“Any kind of anti-racism training is important,” Awwad said. “So why are our students’ concerns not being met with training that would advocate for them as well?”\u003c/p>\n\u003cp>Several parents who advocated for antisemitism training said the overwhelming political messaging coming into their children’s schools made it difficult for students to learn. Some voiced their frustrations with AROC, a group that has come under scrutiny for facilitating student walkouts at SFUSD schools. After a parent group demanded an investigation into AROC’s contract with schools last year, students rallied outside of the district’s office in the organization’s defense.\u003c/p>\n\u003cp>Seth Brysk, the AJC’s regional director of northern California, hopes the antisemitism training will be rescheduled.\u003c/p>\n\u003cp>“We neither endorse nor oppose candidates for office. We’re an apolitical organization, not only because that’s what the law requires, but we’re also known to be a nonpartisan organization that doesn’t engage in politics,” he said. “More importantly, I don’t see how that relates to anti-bias training about antisemitism.”\u003c/p>\n\u003cp>Nearly 50,000 students are enrolled in San Francisco public schools, which educate the majority of the city’s children. As SFUSD struggles with low enrollment, administrators must worry about retaining students. At the same time, they are trying to placate teachers, including many who embrace progressive politics and parents who have increasingly demanded a say in how schools respond to the war.\u003c/p>\n\u003cp>While these tense moments may raise big questions for schools, Kahne said there are inevitable learning opportunities — for children and adults.\u003c/p>\n\u003cp>“As educators, we often say our goal is to teach young people how to think, not what to think. A big part of what educators should be doing in those contexts is modeling,” Kahne said. “The better we do that, the better our democracy will run.\u003c/p>\n\u003cp>“Unfortunately, what we are seeing is that many teachers are choosing to do less of this kind of work, and many districts are putting less support towards this kind of work in an effort to avoid conflict.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "San Francisco Schools Cancel Antisemitism Workshops After Complaints About Potential Bias | KQED",
"description": "Workshops that help staff at San Francisco high schools address allegations of antisemitism were canceled after pressure from parents amid the Israel-Hamas war.",
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"headline": "San Francisco Schools Cancel Antisemitism Workshops After Complaints About Potential Bias",
"datePublished": "2024-09-13T07:30:00-07:00",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> canceled mandatory antisemitism workshops for staff at four San Francisco high schools this week after parents and community groups expressed concerns of potential bias.\u003c/p>\n\u003cp>A group of SFUSD parents and staff called for the workshops, scheduled for Wednesday, in response to a reported uptick in allegations of antisemitism from Jewish students. The district contracted the American Jewish Committee to provide training at George Washington High School, Galileo Academy of Science and Technology, Abraham Lincoln High School and Balboa High School.\u003c/p>\n\u003cp>The training was titled “Who Are the Jews: Jewish Identity and Antisemitism in 2024,” and there was a plan to include more schools in the future.\u003c/p>\n\u003cp>In the 11 months since Hamas attacked Israel, and since Israel retaliated with a military campaign in Gaza that has killed over 40,000 Palestinians, schools across the Bay Area have been disrupted by tension over how to supervise education about the war, political expression by faculty and students, and accusations of antisemitism and Islamophobia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The workshop cancellation reveals a unique challenge facing school districts, teachers, administrators and parents tasked with educating students in a multicultural setting like San Francisco’s public schools amid a fraught and emotional conflict that hits close to home.\u003c/p>\n\u003cp>To understand how the workshop unraveled, KQED spoke with parents, staff and experts, along with advocacy groups that supported or opposed the training.\u003c/p>\n\u003cp>“Folks don’t focus as much as we should on just how hard it is to educate effectively and appropriately about issues that are this complex and nuanced, like the history of Israel and the Middle East, as well as where the stakes are enormously high and emotions are understandably high, like the war in Gaza, because people are dying,” Joe Kahne, a UC Merced professor who studies student civic engagement, said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last December, dozens of teachers in Oakland participated in unauthorized teach-ins, presenting pro-Palestinian lessons. In May, Berkeley Unified School District Superintendent Enikia Ford Morthel \u003ca href=\"https://www.kqed.org/news/11985599/berkeley-antisemitism-hearing\">testified before Congress\u003c/a> on the district’s handling of antisemitism allegations in public schools after a group of Jewish parents, along with the Brandeis Center and Anti-Defamation League, filed a federal complaint in February alleging severe antisemitism in the district.\u003c/p>\n\u003cp>In January, the U.S. Department of Education announced investigations into SFUSD and Oakland Unified School District for alleged civil rights violations and claims of religious discrimination.\u003c/p>\n\u003cp>Some SFUSD parents and local community groups raised alarms about the American Jewish Committee’s support for Israel. In an internal email forwarded to staff by school principals on Monday, SFUSD administrators Karling Aguilera-Fort and Davina Goldwasser said the workshop wouldn’t take a position on the Israel-Hamas war and that the training was “just awareness building.”\u003c/p>\n\u003cp>On Wednesday morning, Katrina Kincade, an SFUSD spokesperson, told KQED that the workshops would be rescheduled.\u003c/p>\n\u003cp>“We want to ensure each and every student and staff member feels and experiences safety and a sense of belonging in our schools,” she said in an email.\u003c/p>\n\u003cp>Julia David, an English teacher at George Washington, said that the idea for the training originated among parents and staff concerned about the treatment of Jewish students in the city’s schools. She described incidents ranging from pro-Palestinian student walkouts to protests of war to reports of “Free Palestine” being written on campus to graffiti of swastikas on campuses.\u003c/p>\n\u003cp>She also said the Jewish Student Union, which she sponsors, had been made to feel uncomfortable on campus by staff who identified as pro-Palestine.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We thought that it was really important to have training about Jewish identity in a multicultural society led by Jews,” David said. “Being a Jewish student in the middle of a really charged political time has brought unique challenges to our school and to our students, and to our educators and our parents.\u003c/p>\n\u003cp>“This training is just about educating people on what the Jewish identity is and our experiences.”\u003c/p>\n\u003cp>David said she and a small group of other Jewish parents and staff reached out to the American Jewish Committee, one of the oldest Jewish advocacy organizations. The nonprofit agreed to provide the workshops at no cost to the district.\u003c/p>\n\u003cp>Parent Lee Filner pointed out that the AJC was chosen by the Biden administration to lead the national effort against antisemitism.\u003c/p>\n\u003cp>“There have just been too many antisemitic incidents in the district,” Filner said. “It’s leading a lot of parents I personally know to flee the district for private school, and we just can’t afford to lose more students from the district. Especially in this budget situation, because we’ve created a hostile environment for students just because of who they are.”\u003c/p>\n\u003cp>An email announcing the workshops reached a group of Jewish parents and political organizers who are critical of Israel. Alex Lantsberg, a Jewish parent of students at two of the high schools on the workshop list, said he was shocked and dismayed when he learned about the AJC-led training.\u003c/p>\n\u003cp>“Educating people on antisemitism is absolutely imperative in this time when antisemitism is being used to justify an ongoing genocide,” he said. “If SFUSD wanted to actually assist its faculty and staff, it would be best to do so in a way that actually recognizes the multiple strands of Jewish thought regarding the question of antisemitism and how all of these things come together.”\u003c/p>\n\u003cp>Parents of Palestinian students in the district, like Sonya Awwad, questioned how closely the AJC’s values align with San Francisco’s.\u003c/p>\n\u003cp>“This is a group that openly opposes a cease-fire in this war and does not have a neutral position in the conflict,” she said. “And San Francisco did vote on a resolution for a cease-fire, so that in itself seems conflicting.”\u003c/p>\n\u003cp>Progressive groups affiliated with SFUSD, like the Arab Resource Organizing Committee, the Council on American-Islamic Relations and Jewish Voices for Peace, criticized the workshop. The groups called for the district to hold a similar training about Islamophobia or anti-Palestinian sentiment, which they said is also on the rise, according to a joint press release.\u003c/p>\n\u003cp>Last year, Awwad and a small group of parents met with administrators to discuss the war’s impact on their children. Awwad said parents described bullying, racism and isolation plaguing students, particularly those with family in Gaza.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Any kind of anti-racism training is important,” Awwad said. “So why are our students’ concerns not being met with training that would advocate for them as well?”\u003c/p>\n\u003cp>Several parents who advocated for antisemitism training said the overwhelming political messaging coming into their children’s schools made it difficult for students to learn. Some voiced their frustrations with AROC, a group that has come under scrutiny for facilitating student walkouts at SFUSD schools. After a parent group demanded an investigation into AROC’s contract with schools last year, students rallied outside of the district’s office in the organization’s defense.\u003c/p>\n\u003cp>Seth Brysk, the AJC’s regional director of northern California, hopes the antisemitism training will be rescheduled.\u003c/p>\n\u003cp>“We neither endorse nor oppose candidates for office. We’re an apolitical organization, not only because that’s what the law requires, but we’re also known to be a nonpartisan organization that doesn’t engage in politics,” he said. “More importantly, I don’t see how that relates to anti-bias training about antisemitism.”\u003c/p>\n\u003cp>Nearly 50,000 students are enrolled in San Francisco public schools, which educate the majority of the city’s children. As SFUSD struggles with low enrollment, administrators must worry about retaining students. At the same time, they are trying to placate teachers, including many who embrace progressive politics and parents who have increasingly demanded a say in how schools respond to the war.\u003c/p>\n\u003cp>While these tense moments may raise big questions for schools, Kahne said there are inevitable learning opportunities — for children and adults.\u003c/p>\n\u003cp>“As educators, we often say our goal is to teach young people how to think, not what to think. A big part of what educators should be doing in those contexts is modeling,” Kahne said. “The better we do that, the better our democracy will run.\u003c/p>\n\u003cp>“Unfortunately, what we are seeing is that many teachers are choosing to do less of this kind of work, and many districts are putting less support towards this kind of work in an effort to avoid conflict.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "At a San Francisco Shelter for Unhoused Families, Cooking Helps Heal Trauma",
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"headTitle": "At a San Francisco Shelter for Unhoused Families, Cooking Helps Heal Trauma | KQED",
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"content": "\u003cp>\u003ca href=\"https://www.sfusd.edu/school/buena-vista-horace-mann-k-8-community-school\">Buena Vista Horace Mann\u003c/a> is a Spanish immersion school for students from kindergarten to 8th grade in San Francisco’s bustling Mission District. But by night, it transforms into something completely unique in the city: a homeless shelter for families with children enrolled in the school district.\u003c/p>\n\u003cp>The shelter provides a hot meal, a shower and a place to sleep in the gym or auditorium. It was formed six years ago by some of the parents of the school who, during a particularly rainy winter, asked if they could sleep in the hallway or an empty classroom.\u003c/p>\n\u003cp>“They were staying in cars. They were staying in laundromats. They were riding the bus or BART back and forth every night just to pass the time in a place that felt relatively safe,” Principal Claudia DeLarios Moran said. “And here we had a building that wasn’t in use out of school time.”\u003c/p>\n\u003cp>The school partnered with the city’s Department of Homelessness and Supportive Housing to care for these families. The city pays for their housing, and the nonprofit \u003ca href=\"https://www.missionaction.org/our-work/housing-shelter/\">Mission Action runs the shelter\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11990405\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990405\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\" alt=\"Beds, blankets and personal belongings in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter beds are set up in a gym at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The number of families experiencing homelessness or on the verge of homelessness has grown in San Francisco since then, and in recent months, the shelter has had to turn away families at the door when it fills up. Advocates and educators like Moran worry this is traumatizing for kids in desperate need of stability. Studies show housing insecurity early in life affects\u003ca href=\"https://publications.aap.org/pediatrics/article/154/2/e2023064551/197596/Trajectories-of-Housing-Insecurity-From-Infancy-to?searchresult=1\"> children’s health down the line\u003c/a> and their\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\"> chances of finishing high school\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“That level of insecurity in their home lives makes it really difficult for them to concentrate on whatever amazing instruction the teachers have in store for them once they get here every day,” Moran said.\u003c/p>\n\u003cp>As principal of a community school, Moran said her job is to make sure that students’ basic needs are met so they can learn better. That means partnering with local food, health care and housing organizations and \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">turning the campus into a hub for easy access to services\u003c/a> its immigrant and low-income student population needs.\u003c/p>\n\u003cp>Giving kids a safe place to sleep and a predictable routine can help lessen their anxiety. The shelter also focuses on the parents’ mental health by connecting them to social services and job training programs to help them get back on their feet.\u003c/p>\n\u003cp>To boost their morale, parents at the shelter are able to cook a meal together twice a month.\u003c/p>\n\u003cp>Cooking gives the parents agency and helps lift their self-esteem, said the shelter’s manager, Jacqui Portillo.\u003c/p>\n\u003cp>“They feel relaxed, they feel connected, they’re accomplished, they did something,” Portillo said.\u003c/p>\n\u003cfigure id=\"attachment_11990404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990404\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\" alt=\"A woman wearing headphones and holding audio equipment speaks with a woman wearing a blue vest and jeans in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui Portillo, community services director for Mission Action (right), speaks with KQED reporter Daisy Nguyen at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The parent has to be okay in order to support their kids,” she said. “And this little moment is helping them to really be more engaged with the kids.”\u003c/p>\n\u003cp>On a recent visit, several shelter residents volunteered to make red pozole – a spicy and hearty Mexican soup. Reporters Daisy Nguyen and Carlos Cabrera-Lomeli spoke with two moms at the shelter, who explained what cooking does for them.\u003c/p>\n\u003ch3>Maria Figueroa\u003c/h3>\n\u003cp>Figueroa migrated from Tijuana, Mexico, in July 2023 with her 18-year-old daughter and 10-year-old son. She said it was too dangerous to raise her children in Mexico and is seeking political asylum in the U.S. When she arrived in San Francisco, she enrolled her kids in school and went back to school herself to train to be an in-home caregiver for sick and elderly people.\u003c/p>\n\u003cp>Figueroa said her kids often ask when they will get to taste her cooking again.\u003c/p>\n\u003cp>“I tell them, ‘God willing, when we have our own little place’ because, to be honest, we just can’t cook like that here [all the time] … only when an opportunity like this comes up,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11990411\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\" alt=\"A woman wearing a black hooded sweatshirt pours soup into a large pot in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She decided to make her signature dish – pozole – because it reminds her of home.\u003c/p>\n\u003cp>When we met, Figueroa had been staying at the shelter for nine months and said she saw the place as home and the shelter residents, her neighbors.\u003c/p>\n\u003cfigure id=\"attachment_11990408\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990408\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\" alt=\"A hand touches chiles in a pan on a stovetop.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in the kitchen of a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Regardless of how you see the situation, we’re all here for the same thing. We all need a home, we need a place to sleep, a place to eat while we figure out our situation and here, we all see each other and what we’re going through,” she said.\u003c/p>\n\u003ch3>Analy Padilla\u003c/h3>\n\u003cp>Analy Padilla is from Honduras and has been living in this country for 21 years. She also came to this shelter nine months ago after her husband lost his job, and they couldn’t afford the rising cost of rent in San Francisco.\u003c/p>\n\u003cp>She said she, her husband and their two sons spent several nights sleeping in their car. They called everywhere for an open shelter space.\u003c/p>\n\u003cp>“And when they told me there was a spot for my family to stay here, I cried,” Padilla said. “I was so happy. I was finally going to have a home to be with my family.”\u003c/p>\n\u003cfigure id=\"attachment_11990407\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990407\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\" alt=\"A woman wearing a pink t-shirt cuts food on a cutting board in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Analy Padilla helps prepare pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Padilla said it’s not easy sharing the bathroom, eating and sleeping spaces with strangers or packing up her stuff each morning. The experience hit her 15-year-old son Kevin hard, she said. At school, his grades dropped, he skipped classes, and he became withdrawn. [aside postID=\"news_11996078,news_12003407\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Padilla said she urged him to see the bright side of their situation.\u003c/p>\n\u003cp>“I told him: ‘This is only temporary. We will soon get out of here. Then you will have your own space and your life will go back to normal. But give thanks to God that we have a mattress, a blanket and that you’re not outside in the cold. Many people have to spend their nights outside.’”\u003c/p>\n\u003cp>Padilla said as the last school year progressed, he became more comfortable at the shelter and played with other kids there. She said he also joined a support group at his high school to talk through his experience.\u003c/p>\n\u003cfigure id=\"attachment_11990403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990403\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\" alt=\"A pink suitcase, shoes and a unicorn toy lie next to and on a blue bed.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A child’s belongings sit next to a shelter bed set up in an auditorium at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He ended up liking it because, on the last day of the group, he told me, ‘Mom, the group is going to end, and we need to bring something to share.’ And I saw him so excited,” Padilla said.\u003c/p>\n\u003cp>She said she also tries to make the best of the situation, and getting to cook together helps her feel like she’s part of a big family.\u003c/p>\n\u003cp>She said that every two weeks, the cooks rotate duties: some decide what to make while others help with the prepping and cleaning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We make a good team,” she said. “If someone doesn’t know how to do something, someone else will know how to do it. But we all add our own seasoning there in the kitchen.”\u003c/p>\n\n",
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"excerpt": "Buena Vista Horace Mann, a Spanish immersion school in San Francisco’s Mission District, turns into a homeless shelter at night for families with children enrolled in the school district.",
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"title": "At a San Francisco Shelter for Unhoused Families, Cooking Helps Heal Trauma | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.sfusd.edu/school/buena-vista-horace-mann-k-8-community-school\">Buena Vista Horace Mann\u003c/a> is a Spanish immersion school for students from kindergarten to 8th grade in San Francisco’s bustling Mission District. But by night, it transforms into something completely unique in the city: a homeless shelter for families with children enrolled in the school district.\u003c/p>\n\u003cp>The shelter provides a hot meal, a shower and a place to sleep in the gym or auditorium. It was formed six years ago by some of the parents of the school who, during a particularly rainy winter, asked if they could sleep in the hallway or an empty classroom.\u003c/p>\n\u003cp>“They were staying in cars. They were staying in laundromats. They were riding the bus or BART back and forth every night just to pass the time in a place that felt relatively safe,” Principal Claudia DeLarios Moran said. “And here we had a building that wasn’t in use out of school time.”\u003c/p>\n\u003cp>The school partnered with the city’s Department of Homelessness and Supportive Housing to care for these families. The city pays for their housing, and the nonprofit \u003ca href=\"https://www.missionaction.org/our-work/housing-shelter/\">Mission Action runs the shelter\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11990405\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990405\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg\" alt=\"Beds, blankets and personal belongings in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-29-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter beds are set up in a gym at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The number of families experiencing homelessness or on the verge of homelessness has grown in San Francisco since then, and in recent months, the shelter has had to turn away families at the door when it fills up. Advocates and educators like Moran worry this is traumatizing for kids in desperate need of stability. Studies show housing insecurity early in life affects\u003ca href=\"https://publications.aap.org/pediatrics/article/154/2/e2023064551/197596/Trajectories-of-Housing-Insecurity-From-Infancy-to?searchresult=1\"> children’s health down the line\u003c/a> and their\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\"> chances of finishing high school\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That level of insecurity in their home lives makes it really difficult for them to concentrate on whatever amazing instruction the teachers have in store for them once they get here every day,” Moran said.\u003c/p>\n\u003cp>As principal of a community school, Moran said her job is to make sure that students’ basic needs are met so they can learn better. That means partnering with local food, health care and housing organizations and \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">turning the campus into a hub for easy access to services\u003c/a> its immigrant and low-income student population needs.\u003c/p>\n\u003cp>Giving kids a safe place to sleep and a predictable routine can help lessen their anxiety. The shelter also focuses on the parents’ mental health by connecting them to social services and job training programs to help them get back on their feet.\u003c/p>\n\u003cp>To boost their morale, parents at the shelter are able to cook a meal together twice a month.\u003c/p>\n\u003cp>Cooking gives the parents agency and helps lift their self-esteem, said the shelter’s manager, Jacqui Portillo.\u003c/p>\n\u003cp>“They feel relaxed, they feel connected, they’re accomplished, they did something,” Portillo said.\u003c/p>\n\u003cfigure id=\"attachment_11990404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990404\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg\" alt=\"A woman wearing headphones and holding audio equipment speaks with a woman wearing a blue vest and jeans in a gym.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-30-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui Portillo, community services director for Mission Action (right), speaks with KQED reporter Daisy Nguyen at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The parent has to be okay in order to support their kids,” she said. “And this little moment is helping them to really be more engaged with the kids.”\u003c/p>\n\u003cp>On a recent visit, several shelter residents volunteered to make red pozole – a spicy and hearty Mexican soup. Reporters Daisy Nguyen and Carlos Cabrera-Lomeli spoke with two moms at the shelter, who explained what cooking does for them.\u003c/p>\n\u003ch3>Maria Figueroa\u003c/h3>\n\u003cp>Figueroa migrated from Tijuana, Mexico, in July 2023 with her 18-year-old daughter and 10-year-old son. She said it was too dangerous to raise her children in Mexico and is seeking political asylum in the U.S. When she arrived in San Francisco, she enrolled her kids in school and went back to school herself to train to be an in-home caregiver for sick and elderly people.\u003c/p>\n\u003cp>Figueroa said her kids often ask when they will get to taste her cooking again.\u003c/p>\n\u003cp>“I tell them, ‘God willing, when we have our own little place’ because, to be honest, we just can’t cook like that here [all the time] … only when an opportunity like this comes up,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11990411\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg\" alt=\"A woman wearing a black hooded sweatshirt pours soup into a large pot in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-63-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She decided to make her signature dish – pozole – because it reminds her of home.\u003c/p>\n\u003cp>When we met, Figueroa had been staying at the shelter for nine months and said she saw the place as home and the shelter residents, her neighbors.\u003c/p>\n\u003cfigure id=\"attachment_11990408\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990408\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg\" alt=\"A hand touches chiles in a pan on a stovetop.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-58-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Maria Figeroa helps make pozole in the kitchen of a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Regardless of how you see the situation, we’re all here for the same thing. We all need a home, we need a place to sleep, a place to eat while we figure out our situation and here, we all see each other and what we’re going through,” she said.\u003c/p>\n\u003ch3>Analy Padilla\u003c/h3>\n\u003cp>Analy Padilla is from Honduras and has been living in this country for 21 years. She also came to this shelter nine months ago after her husband lost his job, and they couldn’t afford the rising cost of rent in San Francisco.\u003c/p>\n\u003cp>She said she, her husband and their two sons spent several nights sleeping in their car. They called everywhere for an open shelter space.\u003c/p>\n\u003cp>“And when they told me there was a spot for my family to stay here, I cried,” Padilla said. “I was so happy. I was finally going to have a home to be with my family.”\u003c/p>\n\u003cfigure id=\"attachment_11990407\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990407\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg\" alt=\"A woman wearing a pink t-shirt cuts food on a cutting board in a kitchen.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-40-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelter resident Analy Padilla helps prepare pozole in a teacher’s lounge at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Padilla said it’s not easy sharing the bathroom, eating and sleeping spaces with strangers or packing up her stuff each morning. The experience hit her 15-year-old son Kevin hard, she said. At school, his grades dropped, he skipped classes, and he became withdrawn. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Padilla said she urged him to see the bright side of their situation.\u003c/p>\n\u003cp>“I told him: ‘This is only temporary. We will soon get out of here. Then you will have your own space and your life will go back to normal. But give thanks to God that we have a mattress, a blanket and that you’re not outside in the cold. Many people have to spend their nights outside.’”\u003c/p>\n\u003cp>Padilla said as the last school year progressed, he became more comfortable at the shelter and played with other kids there. She said he also joined a support group at his high school to talk through his experience.\u003c/p>\n\u003cfigure id=\"attachment_11990403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11990403\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg\" alt=\"A pink suitcase, shoes and a unicorn toy lie next to and on a blue bed.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240610-HomelessFamilies-23-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A child’s belongings sit next to a shelter bed set up in an auditorium at Buena Vista Horace Mann Community School on June 10. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He ended up liking it because, on the last day of the group, he told me, ‘Mom, the group is going to end, and we need to bring something to share.’ And I saw him so excited,” Padilla said.\u003c/p>\n\u003cp>She said she also tries to make the best of the situation, and getting to cook together helps her feel like she’s part of a big family.\u003c/p>\n\u003cp>She said that every two weeks, the cooks rotate duties: some decide what to make while others help with the prepping and cleaning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We make a good team,” she said. “If someone doesn’t know how to do something, someone else will know how to do it. But we all add our own seasoning there in the kitchen.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The rising cost of having babies and caring for them has become a central issue in the \u003ca href=\"https://www.kqed.org/news/tag/presidential-election\">presidential election\u003c/a>, and it’s hitting home with California parents as they contemplate their vote in November.\u003c/p>\n\u003cp>According to a new report from First 5 California, 48% of parents in the state find it difficult or very difficult to find \u003ca href=\"https://www.kqed.org/news/tag/child-care\">child care\u003c/a> they can afford.\u003c/p>\n\u003cp>Half of the respondents also said child care issues have a negative impact on their job or career, according to the survey of more than a thousand parents and business owners. About 70% said they pieced together childcare by altering their work hours or relying on family, friends or neighbors, leaving them feeling stressed or guilty.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When you have that stress and that guilt, how productive are you when you do show up [to work]?” said Jackie Thu-Huong Wong, executive director of the child advocacy organization, which is launching \u003ca href=\"https://www.raisecastrong.com/\">a campaign to raise awareness about the child care crisis\u003c/a> and its impact on the state’s economy.\u003c/p>\n\u003cp>Vice President Kamala Harris and former President Donald Trump offer starkly different ideas on lowering the financial burden of caring for young children.\u003c/p>\n\u003cfigure id=\"attachment_12004353\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004353\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">People walk around Lake Merritt in Oakland on Sept. 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Tuesday’s \u003ca href=\"https://abcnews.go.com/Politics/harris-trump-presidential-debate-transcript/story?id=113560542\">presidential debate\u003c/a>, Harris highlighted her proposal to give families with newborns a $6,000 child tax credit and gave a shout-out to “working women who can barely afford child care.”\u003c/p>\n\u003cp>She said the money would help families afford a crib, car seat, clothes and other essential items “to help you in that most critical stage of your child’s development.”\u003c/p>\n\u003cp>That kind of money could go a long way for Oakland resident Carolina Munoz, who became a first-time mom eight months ago. She said she’s putting off going back to work as a hairstylist because “it’s cheaper” for her to stay at home than to pay someone else to watch her daughter, Soleil.\u003c/p>\n\u003cp>“Things add up, right? Daycare or even having somebody watch her a couple days a week that is extremely expensive,” Munoz said Wednesday.\u003c/p>\n\u003cp>[aside postID=news_11992142 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/image-1020x684.png']\u003c/p>\n\u003cp>The $6,000 tax credit would help offset the cost of diapers, food and age-appropriate toys and activities that support her child’s development, she said.\u003c/p>\n\u003cp>Munoz said Harris’ proposals to lower the cost of living and healthcare for families resonate with her as she grapples with the cost of raising a child.\u003c/p>\n\u003cp>“I think Kamala really cares about what we all go through as a community, as a society, which is a safe environment for our children,” including the ability for parents to provide for their children so they have a secure future, she said.\u003c/p>\n\u003cp>When asked last week how he would bring down the high cost of child care, Trump gave a rambling answer that \u003ca href=\"https://apnews.com/article/trump-economy-harris-corporate-taxes-15ba5ecfdf5e907bd9b2c349b07222b8\">suggested that increasing tariffs on foreign imports\u003c/a> could raise enough money to help fix the problem.\u003c/p>\n\u003cp>\u003cspan style=\"margin: 0px;padding: 0px\">His running mate, JD Vance, has mentioned \u003ca href=\"https://www.cbsnews.com/news/transcript-jd-vance-on-face-the-nation-aug-11-2024/\" target=\"_blank\" rel=\"noopener\">raising the child tax credit and giving grandparents or stay-at-home parents\u003c/a> a “credit” or a “check” for taking care of kids so that families have more options for childcare arrangements that work for them.\u003c/span>\u003c/p>\n\u003cp>“If you open up kinship and other options for families, you will relieve some pressure on the daycare system in this country,” \u003ca href=\"https://x.com/JDVance/status/1831701121758589425\">he wrote on social media site X l\u003c/a>ast week. He also criticized “a totally broken” educational pathway that’s keeping people from getting jobs in child care.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The rising cost of having babies and caring for them has become a central issue in the \u003ca href=\"https://www.kqed.org/news/tag/presidential-election\">presidential election\u003c/a>, and it’s hitting home with California parents as they contemplate their vote in November.\u003c/p>\n\u003cp>According to a new report from First 5 California, 48% of parents in the state find it difficult or very difficult to find \u003ca href=\"https://www.kqed.org/news/tag/child-care\">child care\u003c/a> they can afford.\u003c/p>\n\u003cp>Half of the respondents also said child care issues have a negative impact on their job or career, according to the survey of more than a thousand parents and business owners. About 70% said they pieced together childcare by altering their work hours or relying on family, friends or neighbors, leaving them feeling stressed or guilty.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you have that stress and that guilt, how productive are you when you do show up [to work]?” said Jackie Thu-Huong Wong, executive director of the child advocacy organization, which is launching \u003ca href=\"https://www.raisecastrong.com/\">a campaign to raise awareness about the child care crisis\u003c/a> and its impact on the state’s economy.\u003c/p>\n\u003cp>Vice President Kamala Harris and former President Donald Trump offer starkly different ideas on lowering the financial burden of caring for young children.\u003c/p>\n\u003cfigure id=\"attachment_12004353\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12004353\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/240911-CHILDCARE-REAX-MD-02-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">People walk around Lake Merritt in Oakland on Sept. 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Tuesday’s \u003ca href=\"https://abcnews.go.com/Politics/harris-trump-presidential-debate-transcript/story?id=113560542\">presidential debate\u003c/a>, Harris highlighted her proposal to give families with newborns a $6,000 child tax credit and gave a shout-out to “working women who can barely afford child care.”\u003c/p>\n\u003cp>She said the money would help families afford a crib, car seat, clothes and other essential items “to help you in that most critical stage of your child’s development.”\u003c/p>\n\u003cp>That kind of money could go a long way for Oakland resident Carolina Munoz, who became a first-time mom eight months ago. She said she’s putting off going back to work as a hairstylist because “it’s cheaper” for her to stay at home than to pay someone else to watch her daughter, Soleil.\u003c/p>\n\u003cp>“Things add up, right? Daycare or even having somebody watch her a couple days a week that is extremely expensive,” Munoz said Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The $6,000 tax credit would help offset the cost of diapers, food and age-appropriate toys and activities that support her child’s development, she said.\u003c/p>\n\u003cp>Munoz said Harris’ proposals to lower the cost of living and healthcare for families resonate with her as she grapples with the cost of raising a child.\u003c/p>\n\u003cp>“I think Kamala really cares about what we all go through as a community, as a society, which is a safe environment for our children,” including the ability for parents to provide for their children so they have a secure future, she said.\u003c/p>\n\u003cp>When asked last week how he would bring down the high cost of child care, Trump gave a rambling answer that \u003ca href=\"https://apnews.com/article/trump-economy-harris-corporate-taxes-15ba5ecfdf5e907bd9b2c349b07222b8\">suggested that increasing tariffs on foreign imports\u003c/a> could raise enough money to help fix the problem.\u003c/p>\n\u003cp>\u003cspan style=\"margin: 0px;padding: 0px\">His running mate, JD Vance, has mentioned \u003ca href=\"https://www.cbsnews.com/news/transcript-jd-vance-on-face-the-nation-aug-11-2024/\" target=\"_blank\" rel=\"noopener\">raising the child tax credit and giving grandparents or stay-at-home parents\u003c/a> a “credit” or a “check” for taking care of kids so that families have more options for childcare arrangements that work for them.\u003c/span>\u003c/p>\n\u003cp>“If you open up kinship and other options for families, you will relieve some pressure on the daycare system in this country,” \u003ca href=\"https://x.com/JDVance/status/1831701121758589425\">he wrote on social media site X l\u003c/a>ast week. He also criticized “a totally broken” educational pathway that’s keeping people from getting jobs in child care.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/uc-berkeley\">UC Berkeley\u003c/a> will launch an endowed program and chair in Palestinian and Arab Studies — one of the first in the nation — amid an ongoing war between Israel and Hamas that has fueled high student demand and interest in better understanding the region.\u003c/p>\n\u003cp>Ussama Makdisi, a UC Berkeley history professor and leading scholar of modern Arab history, was named the program’s inaugural chair. Makdisi said the program, announced Monday, represents an opportunity to build more understanding about the Palestinian people, who are often seen through the lens of conflict but who have a rich history of their own.\u003c/p>\n\u003cp>He said it would also allow students and faculty to connect Palestinian history more deeply with related fields such as Indigenous, Latinx and Black studies.\u003c/p>\n\u003cp>“It’s really important for us to contextualize and understand more deeply all the beauty, all the complexity of a pluralist people who have been very unfairly maligned and defamed. And at the same time, it can teach us a lot about ourselves,” Makdisi said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a beautiful history that needs to be brought out. Of course, there are also tragic aspects to the history that we’re seeing play out right now.”\u003c/p>\n\u003cp>A $3.25 million gift by anonymous donors led to the establishment of the program and the May Ziadeh Chair in Palestinian and Arab Studies, which holds a mandate of providing students with an opportunity to discuss and learn freely about Palestinian and Arab history, culture, politics and society.\u003c/p>\n\u003cp>May Ziadeh was a pioneering Palestinian-Lebanese feminist, poet and writer, who played a key role in the Arab cultural renaissance in the modern Middle East. Ziadeh “personified the deep interconnections between Palestinians and the rest of the Arab world,” the University said in a release.\u003c/p>\n\u003cp>[aside postID=science_1994014 hero='https://cdn.kqed.org/wp-content/uploads/sites/35/2020/01/RS36479_GettyImages-110129474_Justin-Sullivan-qut-1020x701.jpg']\u003c/p>\n\u003cp>The University has also contributed $500,000 to student-facing activities, undergraduate scholarships and conferences.\u003c/p>\n\u003cp>Makdisi said there has been a high demand for courses about Palestinian history and culture since he first began teaching at the University in 2022, but it has increased since the war kicked off by Hamas’ attack on Oct. 7.\u003c/p>\n\u003cp>“There’s just a tremendous hunger to know more about Palestinian history, more about Palestinian society, more about Palestinian culture, more about their life, more about their context,” Makdisi said.\u003c/p>\n\u003cp>“Most people in this country are just not exposed to any of this knowledge.”\u003c/p>\n\u003cp>Makdisi joined UC Berkeley in 2022 from Rice University, where he was the first holder of the Arab-American Educational Foundation Chair of Arab Studies.\u003c/p>\n\u003cp>UC Berkeley’s new program, which will be housed in the University’s Social Science Department, is believed to be one of a few to focus on Palestinians in the nation, according\u003ca href=\"https://www.latimes.com/california/story/2024-09-10/uc-berkeley-launches-palestinian-studies-amid-high-demand\"> to the\u003cem> Los Angeles Times\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>“At a time when understanding the complexities of the Middle East is more crucial than ever, this gift allows the Social Sciences to take a leading role in fostering critical scholarship and dialogue,” Berkeley Social Sciences Dean Raka Ray said in a statement.\u003c/p>\n\u003cp>Makdisi also highlighted the urgency of grappling with this history in light of the obliteration of education institutions, teachers, and students in Gaza, which the UN has termed “scholasticide.”\u003c/p>\n\u003cp>“There’s a huge amount of work ahead of us,” Makdisi said.\u003c/p>\n\u003cp>The program will host its inaugural conference on Nov. 12 and 13.\u003c/p>\n\u003cp>The announcement of the program came just as students returned to Berkeley’s campuses after a turbulent spring that saw mass protests and encampments over University investments in weapons companies. After state legislators decided to \u003ca href=\"https://www.dailycal.org/news/uc/state-withholds-25m-from-uc-until-systemwide-free-speech-rules-enforced/article_7d1339d4-44db-11ef-bc87-d33ae1af64bb.html\">withhold $25 million in funding\u003c/a> from the UC, \u003ca href=\"https://www.kqed.org/news/12001778/students-suspended-over-pro-palestinian-protests-tread-a-fine-line-as-fall-semester-begins-at-bay-area-universities\">university leaders announced policy changes to campus free speech\u003c/a>.\u003c/p>\n\u003cp>“Historians understand that there’s a desperate need to provide our students a better sense of what’s going on now,” Makdisi said.\u003c/p>\n\u003cp>“But it’s also important to provide what Berkeley is all about — a first-class education.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/uc-berkeley\">UC Berkeley\u003c/a> will launch an endowed program and chair in Palestinian and Arab Studies — one of the first in the nation — amid an ongoing war between Israel and Hamas that has fueled high student demand and interest in better understanding the region.\u003c/p>\n\u003cp>Ussama Makdisi, a UC Berkeley history professor and leading scholar of modern Arab history, was named the program’s inaugural chair. Makdisi said the program, announced Monday, represents an opportunity to build more understanding about the Palestinian people, who are often seen through the lens of conflict but who have a rich history of their own.\u003c/p>\n\u003cp>He said it would also allow students and faculty to connect Palestinian history more deeply with related fields such as Indigenous, Latinx and Black studies.\u003c/p>\n\u003cp>“It’s really important for us to contextualize and understand more deeply all the beauty, all the complexity of a pluralist people who have been very unfairly maligned and defamed. And at the same time, it can teach us a lot about ourselves,” Makdisi said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The University has also contributed $500,000 to student-facing activities, undergraduate scholarships and conferences.\u003c/p>\n\u003cp>Makdisi said there has been a high demand for courses about Palestinian history and culture since he first began teaching at the University in 2022, but it has increased since the war kicked off by Hamas’ attack on Oct. 7.\u003c/p>\n\u003cp>“There’s just a tremendous hunger to know more about Palestinian history, more about Palestinian society, more about Palestinian culture, more about their life, more about their context,” Makdisi said.\u003c/p>\n\u003cp>“Most people in this country are just not exposed to any of this knowledge.”\u003c/p>\n\u003cp>Makdisi joined UC Berkeley in 2022 from Rice University, where he was the first holder of the Arab-American Educational Foundation Chair of Arab Studies.\u003c/p>\n\u003cp>UC Berkeley’s new program, which will be housed in the University’s Social Science Department, is believed to be one of a few to focus on Palestinians in the nation, according\u003ca href=\"https://www.latimes.com/california/story/2024-09-10/uc-berkeley-launches-palestinian-studies-amid-high-demand\"> to the\u003cem> Los Angeles Times\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>“At a time when understanding the complexities of the Middle East is more crucial than ever, this gift allows the Social Sciences to take a leading role in fostering critical scholarship and dialogue,” Berkeley Social Sciences Dean Raka Ray said in a statement.\u003c/p>\n\u003cp>Makdisi also highlighted the urgency of grappling with this history in light of the obliteration of education institutions, teachers, and students in Gaza, which the UN has termed “scholasticide.”\u003c/p>\n\u003cp>“There’s a huge amount of work ahead of us,” Makdisi said.\u003c/p>\n\u003cp>The program will host its inaugural conference on Nov. 12 and 13.\u003c/p>\n\u003cp>The announcement of the program came just as students returned to Berkeley’s campuses after a turbulent spring that saw mass protests and encampments over University investments in weapons companies. After state legislators decided to \u003ca href=\"https://www.dailycal.org/news/uc/state-withholds-25m-from-uc-until-systemwide-free-speech-rules-enforced/article_7d1339d4-44db-11ef-bc87-d33ae1af64bb.html\">withhold $25 million in funding\u003c/a> from the UC, \u003ca href=\"https://www.kqed.org/news/12001778/students-suspended-over-pro-palestinian-protests-tread-a-fine-line-as-fall-semester-begins-at-bay-area-universities\">university leaders announced policy changes to campus free speech\u003c/a>.\u003c/p>\n\u003cp>“Historians understand that there’s a desperate need to provide our students a better sense of what’s going on now,” Makdisi said.\u003c/p>\n\u003cp>“But it’s also important to provide what Berkeley is all about — a first-class education.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "uc-santa-cruz-students-professor-sue-over-campus-bans-after-pro-palestinian-protest",
"title": "UC Santa Cruz Students, Professor Sue Over Campus Bans After Pro-Palestinian Protest",
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"content": "\u003cp>As pro-Palestinian activism resumes on college campuses this fall, a group of \u003ca href=\"https://www.kqed.org/news/tag/uc-santa-cruz\">UC Santa Cruz\u003c/a> activists is suing the school for issuing what they believe were illegal campus bans to protesters last spring. Their goal is to prevent the school from doing so again.\u003c/p>\n\u003cp>On Monday, lawyers filed a lawsuit on behalf of two students and a professor who were among more than 110 people arrested during a \u003ca href=\"https://www.kqed.org/news/11988397/many-protesters-arrested-at-uc-santa-cruz-pro-palestinian-encampment\">protest in May\u003c/a>. They say that campus officials issued up to two-week bans to many of the people arrested, leaving some without housing, campus resources, or places to take their final exams for the spring quarter.\u003c/p>\n\u003cp>“They flunked classes and had difficulty obtaining enough food during this period of time,” Rachel Lederman, a member of the legal team, said. “One of my clients couldn’t access an important health care appointment at the campus health center because she was banned from campus. The effects were pretty devastating, even though the ban was short term.”\u003c/p>\n\u003cp>Late on May 30, police in riot gear were deployed to a pro-Palestinian encampment set up in a little-used parking lot near the base of UC Santa Cruz’s mountainous campus.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lederman said that when students and professors heard police were arriving, many joined to stand in solidarity with the protesters. Throughout the night, she said police surrounded and squeezed in on them and eventually arrested and detained 112 people.\u003c/p>\n\u003cp>When they were released, many were told they were temporarily banned from campus and could face a misdemeanor charge if they did not comply.\u003c/p>\n\u003cp>The suit filed by Lederman and the protesters’ legal team claims that UCSC officials illegally imposed a California penal code that allows the school to “withdraw permission for a person to be on campus.” The statute limits these temporary bans to 14 days.\u003c/p>\n\u003cp>She said that the California Supreme Court has limited the scope of the legal code so that a ban without a hearing can only be imposed if a person’s presence on campus constitutes a “substantial and material threat of significant injury to persons or property.”\u003c/p>\n\u003cp>“They didn’t present any such threat,” Lederman told KQED. “There was no violence or disruption caused by this protest. The only disruption was caused by these bans that instantly banished students from campus.”\u003c/p>\n\u003cp>Lederman said that some students were able to have hearings that resulted in an earlier end to their campus bans, but those didn’t take place until at least a week after they were issued.\u003c/p>\n\u003cp>[aside postID=news_11988397 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/GettyImages-2153876789-1020x676.jpg']\u003c/p>\n\u003cp>UC Santa Cruz officials said that they had not been served the suit as of Tuesday morning but that they are committed to upholding community members’ rights of free expression and speech and “remain confident that decisions made in the spring were necessary and critical to preserve safety, access, and operations of the campus.”\u003c/p>\n\u003cp>Laaila Irshad, one of the students named in the suit, was a resident adviser and was compensated for her work through free housing and meal points. The campus ban meant she wasn’t able to access it either.\u003c/p>\n\u003cp>“She didn’t really have a way to get food. She doesn’t receive parental support; she depends on the meal points that she receives in compensation for her R.A. job,” Lederman said. “She also couldn’t do her R.A. job, even though residents were still contacting her for help.”\u003c/p>\n\u003cp>Irshad said that she failed her classes when she couldn’t access her computer, complete assignments, or attend classes.\u003c/p>\n\u003cp>Now, Irshad is considering taking time off of school due to the stress and concerns for safety.\u003c/p>\n\u003cp>“The ban prevented me from accessing my meal plan, my job, and my housing. It was incredibly destabilizing physically, emotionally, and financially,” she said in a statement published by the\u003c/p>\n\u003cp>American Civil Liberties Union NorCal branch.\u003c/p>\n\u003cp>The bans occurred during the last two weeks of the spring quarter, and according to Professor Christine Hong, who is also joining the lawsuit over her ban, it was up to individual instructors to decide whether to offer students a remote option for their final exam.\u003c/p>\n\u003cp>Hong said she arrived at the protest around 11 p.m. after hearing from a student that police were present.\u003c/p>\n\u003cp>“In the past, faculty have served as a buffer between students and the police at different protests. We’ve also been there to witness what has happened, and I also went because I also was joining in the protest,” Hong, who is the director of the campus Center for Racial Justice, said.\u003c/p>\n\u003cp>Her banishment prevented her from accessing her personal library, which was on campus, and her office. She also wasn’t able to record the necessary asynchronous lectures in the campus’s recording studio.\u003c/p>\n\u003cp>Hong had a hearing after ten days, and her campus ban was overturned that evening. The lawsuit is asking for an injunction to prevent the school from issuing these bans and a declaration that doing so is illegal, she said.\u003c/p>\n\u003cp>“We are trying to make sure that both UC Santa Cruz and others don’t use this tactic again to just banish students and faculty from campus for speaking out for Palestine,” Lederman told KQED.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/kmizuguchi\">Keith Mizuguchi\u003c/a> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As pro-Palestinian activism resumes on college campuses this fall, a group of \u003ca href=\"https://www.kqed.org/news/tag/uc-santa-cruz\">UC Santa Cruz\u003c/a> activists is suing the school for issuing what they believe were illegal campus bans to protesters last spring. Their goal is to prevent the school from doing so again.\u003c/p>\n\u003cp>On Monday, lawyers filed a lawsuit on behalf of two students and a professor who were among more than 110 people arrested during a \u003ca href=\"https://www.kqed.org/news/11988397/many-protesters-arrested-at-uc-santa-cruz-pro-palestinian-encampment\">protest in May\u003c/a>. They say that campus officials issued up to two-week bans to many of the people arrested, leaving some without housing, campus resources, or places to take their final exams for the spring quarter.\u003c/p>\n\u003cp>“They flunked classes and had difficulty obtaining enough food during this period of time,” Rachel Lederman, a member of the legal team, said. “One of my clients couldn’t access an important health care appointment at the campus health center because she was banned from campus. The effects were pretty devastating, even though the ban was short term.”\u003c/p>\n\u003cp>Late on May 30, police in riot gear were deployed to a pro-Palestinian encampment set up in a little-used parking lot near the base of UC Santa Cruz’s mountainous campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lederman said that when students and professors heard police were arriving, many joined to stand in solidarity with the protesters. Throughout the night, she said police surrounded and squeezed in on them and eventually arrested and detained 112 people.\u003c/p>\n\u003cp>When they were released, many were told they were temporarily banned from campus and could face a misdemeanor charge if they did not comply.\u003c/p>\n\u003cp>The suit filed by Lederman and the protesters’ legal team claims that UCSC officials illegally imposed a California penal code that allows the school to “withdraw permission for a person to be on campus.” The statute limits these temporary bans to 14 days.\u003c/p>\n\u003cp>She said that the California Supreme Court has limited the scope of the legal code so that a ban without a hearing can only be imposed if a person’s presence on campus constitutes a “substantial and material threat of significant injury to persons or property.”\u003c/p>\n\u003cp>“They didn’t present any such threat,” Lederman told KQED. “There was no violence or disruption caused by this protest. The only disruption was caused by these bans that instantly banished students from campus.”\u003c/p>\n\u003cp>Lederman said that some students were able to have hearings that resulted in an earlier end to their campus bans, but those didn’t take place until at least a week after they were issued.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC Santa Cruz officials said that they had not been served the suit as of Tuesday morning but that they are committed to upholding community members’ rights of free expression and speech and “remain confident that decisions made in the spring were necessary and critical to preserve safety, access, and operations of the campus.”\u003c/p>\n\u003cp>Laaila Irshad, one of the students named in the suit, was a resident adviser and was compensated for her work through free housing and meal points. The campus ban meant she wasn’t able to access it either.\u003c/p>\n\u003cp>“She didn’t really have a way to get food. She doesn’t receive parental support; she depends on the meal points that she receives in compensation for her R.A. job,” Lederman said. “She also couldn’t do her R.A. job, even though residents were still contacting her for help.”\u003c/p>\n\u003cp>Irshad said that she failed her classes when she couldn’t access her computer, complete assignments, or attend classes.\u003c/p>\n\u003cp>Now, Irshad is considering taking time off of school due to the stress and concerns for safety.\u003c/p>\n\u003cp>“The ban prevented me from accessing my meal plan, my job, and my housing. It was incredibly destabilizing physically, emotionally, and financially,” she said in a statement published by the\u003c/p>\n\u003cp>American Civil Liberties Union NorCal branch.\u003c/p>\n\u003cp>The bans occurred during the last two weeks of the spring quarter, and according to Professor Christine Hong, who is also joining the lawsuit over her ban, it was up to individual instructors to decide whether to offer students a remote option for their final exam.\u003c/p>\n\u003cp>Hong said she arrived at the protest around 11 p.m. after hearing from a student that police were present.\u003c/p>\n\u003cp>“In the past, faculty have served as a buffer between students and the police at different protests. We’ve also been there to witness what has happened, and I also went because I also was joining in the protest,” Hong, who is the director of the campus Center for Racial Justice, said.\u003c/p>\n\u003cp>Her banishment prevented her from accessing her personal library, which was on campus, and her office. She also wasn’t able to record the necessary asynchronous lectures in the campus’s recording studio.\u003c/p>\n\u003cp>Hong had a hearing after ten days, and her campus ban was overturned that evening. The lawsuit is asking for an injunction to prevent the school from issuing these bans and a declaration that doing so is illegal, she said.\u003c/p>\n\u003cp>“We are trying to make sure that both UC Santa Cruz and others don’t use this tactic again to just banish students and faculty from campus for speaking out for Palestine,” Lederman told KQED.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/kmizuguchi\">Keith Mizuguchi\u003c/a> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Attorneys representing the \u003ca href=\"https://www.kqed.org/news/11945533/sf-based-internet-archive-is-fighting-a-ruling-that-could-change-the-future-of-digital-libraries\">Internet Archive\u003c/a> are determining their next steps to try to save the website’s free e-book lending program after an appeals court \u003ca href=\"https://www.kqed.org/news/12003100/internet-archive-loses-appeal-in-major-copyright-case\">recently upheld an earlier ruling\u003c/a> that it violated copyright laws.\u003c/p>\n\u003cp>Four major publishers sued the San Francisco-based Archive in 2020 when the website temporarily removed waitlists so more than one person at a time could borrow an e-book in its collection during the pandemic. The publishers — Hachette Book Group, HarperCollins Publishers, John Wiley & Sons and Penguin Random House — alleged that by doing so, the Archive illegally offered free e-books, including famous works by authors such as Sylvia Plath and Toni Morrison.\u003c/p>\n\u003cp>The Internet Archive later reinstated its waitlists and returned to its one-to-one book rental model, known as “controlled digital lending,” where a library owns a book, scans it digitally and loans the digital copy to one user at a time. The Archive owns physical copies of all of the books it lends digitally, stored in a warehouse in Richmond, California. Since the lawsuit started, however, it has had to remove more than 500,000 titles online.\u003c/p>\n\u003cp>Now that the court has sided with the publishers in the appeal case, the Internet Archive is determining what direction the fight might go next.\u003c/p>\n\u003cp>“We are reviewing the court’s opinion and will continue to defend the rights of libraries to own, lend, and preserve books,” Chris Freeland, director of library services at the Internet Archive, wrote online in response to the opinion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The organization in June \u003ca href=\"https://www.change.org/p/let-readers-read-an-open-letter-to-the-publishers-in-hachette-v-internet-archive\">launched an online petition\u003c/a> to restore the hundreds of thousands of titles that were removed from its online collection. As of Monday, it had 110,000 signatures.\u003c/p>\n\u003cp>“It’s growing by the minute,” Freeland told KQED. “The public has spoken, and they are really upset that those books are no longer available for them to borrow.”\u003c/p>\n\u003cfigure id=\"attachment_12003843\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Brewster Kahle, the founder of the Internet Archive, closes a storage container with books from a county public library at an Internet Archive storage facility in Richmond on March 30, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for legal next steps, the Archive has two pathways it may choose to take, according to Cara Gagliano, senior staff attorney for the Electronic Frontier Foundation, which is representing the Archive in court. They can either petition for a rehearing, or petition the U.S. Supreme Court to hear the case, an even more intense process, since the court only takes a handful of cases per year.\u003c/p>\n\u003cp>“We think the Internet Archive really was serving a transformative purpose and doing what libraries have always done: Loaning out books that they owned to one person at a time,” Gagliano said. “Our take is that it’s absurd that the Internet Archive is allowed to mail me a physical book it owns. The physical publishers can’t stop that. But [the Archive] can’t give me the same content in digital form.”\u003c/p>\n\u003cp>[aside postID=news_12003100,news_11945533 label='Related Coverage']\u003c/p>\n\u003cp>The recent ruling will not disrupt the Internet Archive’s other major service, \u003ca href=\"https://web.archive.org/\">the Wayback Machine\u003c/a>, which saves webpages from across the internet over decades. However, groups representing librarians, authors and open-source advocates say that losing the e-book lending program is a blow to free educational access.\u003c/p>\n\u003cp>“We think this decision will result in a meaningful reduction in access to knowledge. This is sad news for many authors who have relied on Internet Archive’s Open Library for research and discovery, and for readers who have used Open Library to find authors’ works,” \u003ca href=\"https://www.authorsalliance.org/2024/09/05/hachette-v-internet-archive-update-second-circuit-court-of-appeals-rules-against-internet-archive/\">wrote the Authors Alliance in a blog post responding to the ruling\u003c/a>.\u003c/p>\n\u003cp>Marshall Breeding, a consultant on library technology who has been following the Hachette v. Internet Archive case, has a different take. E-book lending is already a widespread practice at public libraries across the country “in a big way already, and that has nothing to do with the Internet Archive,” Breeding said. “This is not the end of libraries.”\u003c/p>\n\u003cp>Publishers and authors agreeing with them meanwhile celebrated the ruling.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Today’s appellate decision upholds the rights of authors and publishers to license and be compensated for their books and other creative works and reminds us in no uncertain terms that infringement is both costly and antithetical to the public interest,” said Maria A. Pallante, President and CEO, Association of American Publishers, in a statement following the decision.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Attorneys representing the \u003ca href=\"https://www.kqed.org/news/11945533/sf-based-internet-archive-is-fighting-a-ruling-that-could-change-the-future-of-digital-libraries\">Internet Archive\u003c/a> are determining their next steps to try to save the website’s free e-book lending program after an appeals court \u003ca href=\"https://www.kqed.org/news/12003100/internet-archive-loses-appeal-in-major-copyright-case\">recently upheld an earlier ruling\u003c/a> that it violated copyright laws.\u003c/p>\n\u003cp>Four major publishers sued the San Francisco-based Archive in 2020 when the website temporarily removed waitlists so more than one person at a time could borrow an e-book in its collection during the pandemic. The publishers — Hachette Book Group, HarperCollins Publishers, John Wiley & Sons and Penguin Random House — alleged that by doing so, the Archive illegally offered free e-books, including famous works by authors such as Sylvia Plath and Toni Morrison.\u003c/p>\n\u003cp>The Internet Archive later reinstated its waitlists and returned to its one-to-one book rental model, known as “controlled digital lending,” where a library owns a book, scans it digitally and loans the digital copy to one user at a time. The Archive owns physical copies of all of the books it lends digitally, stored in a warehouse in Richmond, California. Since the lawsuit started, however, it has had to remove more than 500,000 titles online.\u003c/p>\n\u003cp>Now that the court has sided with the publishers in the appeal case, the Internet Archive is determining what direction the fight might go next.\u003c/p>\n\u003cp>“We are reviewing the court’s opinion and will continue to defend the rights of libraries to own, lend, and preserve books,” Chris Freeland, director of library services at the Internet Archive, wrote online in response to the opinion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The organization in June \u003ca href=\"https://www.change.org/p/let-readers-read-an-open-letter-to-the-publishers-in-hachette-v-internet-archive\">launched an online petition\u003c/a> to restore the hundreds of thousands of titles that were removed from its online collection. As of Monday, it had 110,000 signatures.\u003c/p>\n\u003cp>“It’s growing by the minute,” Freeland told KQED. “The public has spoken, and they are really upset that those books are no longer available for them to borrow.”\u003c/p>\n\u003cfigure id=\"attachment_12003843\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003843\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/024_KQED_InternetArchiveWarehouse_03302023_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Brewster Kahle, the founder of the Internet Archive, closes a storage container with books from a county public library at an Internet Archive storage facility in Richmond on March 30, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for legal next steps, the Archive has two pathways it may choose to take, according to Cara Gagliano, senior staff attorney for the Electronic Frontier Foundation, which is representing the Archive in court. They can either petition for a rehearing, or petition the U.S. Supreme Court to hear the case, an even more intense process, since the court only takes a handful of cases per year.\u003c/p>\n\u003cp>“We think the Internet Archive really was serving a transformative purpose and doing what libraries have always done: Loaning out books that they owned to one person at a time,” Gagliano said. “Our take is that it’s absurd that the Internet Archive is allowed to mail me a physical book it owns. The physical publishers can’t stop that. But [the Archive] can’t give me the same content in digital form.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The recent ruling will not disrupt the Internet Archive’s other major service, \u003ca href=\"https://web.archive.org/\">the Wayback Machine\u003c/a>, which saves webpages from across the internet over decades. However, groups representing librarians, authors and open-source advocates say that losing the e-book lending program is a blow to free educational access.\u003c/p>\n\u003cp>“We think this decision will result in a meaningful reduction in access to knowledge. This is sad news for many authors who have relied on Internet Archive’s Open Library for research and discovery, and for readers who have used Open Library to find authors’ works,” \u003ca href=\"https://www.authorsalliance.org/2024/09/05/hachette-v-internet-archive-update-second-circuit-court-of-appeals-rules-against-internet-archive/\">wrote the Authors Alliance in a blog post responding to the ruling\u003c/a>.\u003c/p>\n\u003cp>Marshall Breeding, a consultant on library technology who has been following the Hachette v. Internet Archive case, has a different take. E-book lending is already a widespread practice at public libraries across the country “in a big way already, and that has nothing to do with the Internet Archive,” Breeding said. “This is not the end of libraries.”\u003c/p>\n\u003cp>Publishers and authors agreeing with them meanwhile celebrated the ruling.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Today’s appellate decision upholds the rights of authors and publishers to license and be compensated for their books and other creative works and reminds us in no uncertain terms that infringement is both costly and antithetical to the public interest,” said Maria A. Pallante, President and CEO, Association of American Publishers, in a statement following the decision.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A UCSF Student Advocate Spoke Up for Faculty of Color. Then She Was Fired",
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"content": "\u003cp>Updated at 1:05 p.m.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Editor’s Note:\u003c/strong> Because of an editing error, an earlier version of this story incorrectly referred to the university that suspended 22 students for establishing an encampment to protest the Israel-Hamas war. It was the University of San Francisco, not UC San Francisco. The earlier version also erroneously reported that Denise Caramagno had reached out to former clients. This story has been corrected.\u003c/em>\u003c/p>\n\u003cp>Denise Caramagno has worked as a violence prevention advocate at UC San Francisco for almost a decade. Last month, she received an email notifying her of the university’s intent to fire her.\u003c/p>\n\u003cp>“UCSF hired me to support people who experienced different kinds of violence and harm. And part of my job was prevention of violence,” she said during a protest outside of the university’s campus on Friday. “I saw my colleagues being silenced as they spoke about genocide in Gaza. I spoke out. I felt a professional obligation to do so.\u003c/p>\n\u003cp>“I think they’re firing me for doing the job they hired me to do.”\u003c/p>\n\u003cp>Most Bay Area universities are back in session for the fall semester, and with the return of classes comes the return of student organizers whose \u003ca href=\"https://www.kqed.org/news/11986812/some-bay-area-universities-reach-deal-to-end-encampments-but-students-say-their-fight-continues\">mass demonstrations and encampments rocked campuses\u003c/a> across the country in the spring, including at UCSF.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In January, Rupa Marya, a UCSF professor of internal medicine, wrote a series of posts on X that claimed the “presence of Zionism” in U.S. medicine should be examined as a “structural impediment to health equity.” The posts sparked backlash, including from state Sen. Scott Weiner, who \u003ca href=\"https://x.com/Scott_Wiener/status/1742966467484868909?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1742966467484868909%7Ctwgr%5E4efe6d1fc94503206ec77c65018bd1c0e629682f%7Ctwcon%5Es1_&ref_url=https%3A%2F%2F48hills.org%2F2024%2F09%2Fucsf-fires-staffer-who-challenged-schools-stance-on-palestine%2F\">wrote\u003c/a> that the posts played into an antisemitic trope accusing Jewish doctors of harm.\u003c/p>\n\u003cp>Days later, UCSF released a statement, without reference to Mayra or her posts, that said a “conspiracy theory” circulating on social media was “stating that ‘Zionist’ doctors are a threat to Arab, Palestinian, South Asian, Muslim and Black patients.”\u003c/p>\n\u003cp>“This sweeping, baseless and racist generalization must be condemned,” the statement continued.\u003c/p>\n\u003cfigure id=\"attachment_12003443\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003443\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-1920x1440.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Rupa Marya, whose posts on X prompted Caramagno to speak out, addressed attendees during Friday’s press conference. \u003ccite>(Katie DeBenedetti/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Caramagno responded on social media, writing that UCSF was “coordinating an attack on its own faculty of color who are asking legitimate questions about social determinants of health.”\u003c/p>\n\u003cp>She said her post led to complaints from staff, which were sent to her. Initially, she was told that she hadn’t violated any policies, but after forwarding one complaint to colleagues, she was notified that she wasn’t allowed to share the complaint against her. In August, she received an email that the university intended to terminate her.\u003c/p>\n\u003cp>“I’m being fired for speaking out in support of my Black and brown colleagues who are experts in health disparities,” she said Friday.\u003c/p>\n\u003cp>[aside postID=news_11986194 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/9AC167B8-3D82-4AF2-9121-585F5E8B99EB-e1715732459324.jpg']\u003c/p>\n\u003cp>In a statement responding to claims by Caramagno that she was being fired for doing her job, UCSF said,\u003c/p>\n\u003cp>“Privacy laws prevent us from commenting on any specific individual or situation. However, what is being discussed on social media is factually inaccurate.”\u003c/p>\n\u003cp>The university still employs Marya. She said that for more than 20 years, she has advocated for communities of color, including during the Black Lives Matter movement, as well as for immigrant patients, women and LGBTQ communities.\u003c/p>\n\u003cp>“I’ve never come up against the kind of repression and, specifically, racist repression that I’ve seen and experienced since I’ve said ‘stop bombing hospitals,’” she said.\u003c/p>\n\u003cp>Throughout the protest, which was attended by about 100 doctors, nurses, students and staff, Caramagno stood on the sidewalk just off campus grounds. She has not been allowed to enter since the university initiated a formal investigation about a month ago.\u003c/p>\n\u003cp>Her official termination date was Aug. 29, but the process has not officially ended, according to Caramagno, who said she has an upcoming hearing. She told KQED that she was not allowed to contact any of her roughly 30 active clients.\u003c/p>\n\u003cp>“I’m not sure how they’re being supported, and I feel genuine concern for the people who need support,” Caramagno said.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/jlara\">\u003cem>Juan Carlos Lara\u003c/em>\u003c/a>\u003cem> contributed to this story\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Denise Caramagno claims she was terminated for posting in support of colleagues she says were being silenced for speaking about genocide in Gaza. The university’s administration disagrees.",
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"title": "A UCSF Student Advocate Spoke Up for Faculty of Color. Then She Was Fired | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Updated at 1:05 p.m.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Editor’s Note:\u003c/strong> Because of an editing error, an earlier version of this story incorrectly referred to the university that suspended 22 students for establishing an encampment to protest the Israel-Hamas war. It was the University of San Francisco, not UC San Francisco. The earlier version also erroneously reported that Denise Caramagno had reached out to former clients. This story has been corrected.\u003c/em>\u003c/p>\n\u003cp>Denise Caramagno has worked as a violence prevention advocate at UC San Francisco for almost a decade. Last month, she received an email notifying her of the university’s intent to fire her.\u003c/p>\n\u003cp>“UCSF hired me to support people who experienced different kinds of violence and harm. And part of my job was prevention of violence,” she said during a protest outside of the university’s campus on Friday. “I saw my colleagues being silenced as they spoke about genocide in Gaza. I spoke out. I felt a professional obligation to do so.\u003c/p>\n\u003cp>“I think they’re firing me for doing the job they hired me to do.”\u003c/p>\n\u003cp>Most Bay Area universities are back in session for the fall semester, and with the return of classes comes the return of student organizers whose \u003ca href=\"https://www.kqed.org/news/11986812/some-bay-area-universities-reach-deal-to-end-encampments-but-students-say-their-fight-continues\">mass demonstrations and encampments rocked campuses\u003c/a> across the country in the spring, including at UCSF.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In January, Rupa Marya, a UCSF professor of internal medicine, wrote a series of posts on X that claimed the “presence of Zionism” in U.S. medicine should be examined as a “structural impediment to health equity.” The posts sparked backlash, including from state Sen. Scott Weiner, who \u003ca href=\"https://x.com/Scott_Wiener/status/1742966467484868909?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1742966467484868909%7Ctwgr%5E4efe6d1fc94503206ec77c65018bd1c0e629682f%7Ctwcon%5Es1_&ref_url=https%3A%2F%2F48hills.org%2F2024%2F09%2Fucsf-fires-staffer-who-challenged-schools-stance-on-palestine%2F\">wrote\u003c/a> that the posts played into an antisemitic trope accusing Jewish doctors of harm.\u003c/p>\n\u003cp>Days later, UCSF released a statement, without reference to Mayra or her posts, that said a “conspiracy theory” circulating on social media was “stating that ‘Zionist’ doctors are a threat to Arab, Palestinian, South Asian, Muslim and Black patients.”\u003c/p>\n\u003cp>“This sweeping, baseless and racist generalization must be condemned,” the statement continued.\u003c/p>\n\u003cfigure id=\"attachment_12003443\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003443\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/UCSFProPalestineProtest2-1920x1440.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Rupa Marya, whose posts on X prompted Caramagno to speak out, addressed attendees during Friday’s press conference. \u003ccite>(Katie DeBenedetti/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Caramagno responded on social media, writing that UCSF was “coordinating an attack on its own faculty of color who are asking legitimate questions about social determinants of health.”\u003c/p>\n\u003cp>She said her post led to complaints from staff, which were sent to her. Initially, she was told that she hadn’t violated any policies, but after forwarding one complaint to colleagues, she was notified that she wasn’t allowed to share the complaint against her. In August, she received an email that the university intended to terminate her.\u003c/p>\n\u003cp>“I’m being fired for speaking out in support of my Black and brown colleagues who are experts in health disparities,” she said Friday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a statement responding to claims by Caramagno that she was being fired for doing her job, UCSF said,\u003c/p>\n\u003cp>“Privacy laws prevent us from commenting on any specific individual or situation. However, what is being discussed on social media is factually inaccurate.”\u003c/p>\n\u003cp>The university still employs Marya. She said that for more than 20 years, she has advocated for communities of color, including during the Black Lives Matter movement, as well as for immigrant patients, women and LGBTQ communities.\u003c/p>\n\u003cp>“I’ve never come up against the kind of repression and, specifically, racist repression that I’ve seen and experienced since I’ve said ‘stop bombing hospitals,’” she said.\u003c/p>\n\u003cp>Throughout the protest, which was attended by about 100 doctors, nurses, students and staff, Caramagno stood on the sidewalk just off campus grounds. She has not been allowed to enter since the university initiated a formal investigation about a month ago.\u003c/p>\n\u003cp>Her official termination date was Aug. 29, but the process has not officially ended, according to Caramagno, who said she has an upcoming hearing. She told KQED that she was not allowed to contact any of her roughly 30 active clients.\u003c/p>\n\u003cp>“I’m not sure how they’re being supported, and I feel genuine concern for the people who need support,” Caramagno said.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/jlara\">\u003cem>Juan Carlos Lara\u003c/em>\u003c/a>\u003cem> contributed to this story\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "report-gives-california-schools-a-d-on-data-transparency",
"title": "Report Gives California Schools a ‘D’ on Data Transparency",
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"headTitle": "Report Gives California Schools a ‘D’ on Data Transparency | KQED",
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"content": "\u003cp>California has a wealth of data about K-12 public schools — test scores, attendance rates, who’s headed to college and more.\u003c/p>\n\u003cp>Finding it is another story.\u003c/p>\n\u003cp>Information about the state’s 5.8 million students and their schools is spread across at least five websites, each outfitted with dozens of filters, drop-down menus and color-coded graphics. That scattered approach to data transparency prevents parents from truly understanding how their children’s schools are faring — and taking action to improve them, according to a report released Thursday.\u003c/p>\n\u003cp>“I have a PhD in education policy and I can barely navigate these sites,” said Morgan Polikoff, a USC professor who worked on the report. “How do we expect a typical parent to access this information and make sense of it?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The report, published by the Center for Reinventing Public Education at Arizona State University, gave California a “D” for \u003ca href=\"https://crpe.org/transparent-state-report-card-grades-2024/\">school data transparency\u003c/a>, compared to other states. Researchers looked at how states present test scores in math, social studies, reading and science, as well as absenteeism and graduation rates and English learner progress.\u003c/p>\n\u003cp>\u003ca href=\"https://public-edsight.ct.gov/overview/next-generation-accountability-dashboard?language=en_US\">Connecticut\u003c/a>, \u003ca href=\"https://www.mischooldata.org/dashboard/\">Michigan\u003c/a> and \u003ca href=\"https://tdepublicschools.ondemand.sas.com/\">Tennessee\u003c/a> were among the states that received A’s for their easy-to-navigate data portals. California ranked alongside Arkansas, West Virginia and Arizona, among others.\u003c/p>\n\u003ch2>Dissecting the school data dashboard\u003c/h2>\n\u003cp>The state’s primary data source for parents is the \u003ca href=\"https://www.caschooldashboard.org/\">California School Dashboard\u003c/a>. The Department of Education consults with data experts, including the \u003ca href=\"https://dataqualitycampaign.org/resources/flagship-resources/show-me-the-data-2023/\">Data Quality Campaign\u003c/a>’s “Show Me the Data” report, when it updates the information, said Elizabeth Sanders, spokesperson for the department. The state often makes adjustments based on advice from experts and parents, she said, and is continually seeking to improve its data portals.\u003c/p>\n\u003cp>Sanders was unaware of the methods Polikoff and his colleagues used to critique California’s data transparency, but “Show Me the Data” also dinged California for not showing year-over-year growth data. In fact, California is one of only four states nationwide that doesn’t show any growth data at all (the others are Kansas, Kentucky and Washington, D.C.).\u003c/p>\n\u003cp>“We always remain open to the feedback and needs of our families, and we look forward to understanding more,” Sanders said. [aside label=\"Education Stories\" tag=\"california-schools\"]The education department unveiled the California School Dashboard in 2016–17 on the heels of the state’s shift to a revised funding formula that was meant to steer \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/school-finance/\">more money to underprivileged students\u003c/a>. It was meant to paint a more nuanced picture of schools’ performance, beyond just test scores. The dashboard measures academic achievement alongside chronic absenteeism, graduation rates, suspension rates, college and career readiness and English learner progress, broken down by 13 student groups.\u003c/p>\n\u003cp>Schools are assigned colors based on their performance, but sometimes those colors can be misleading. For example, one school might rank as orange, the second-lowest color, if it’s made progress even though its scores remain very low. Another school might rank as red, the lowest color, if it’s shown little progress but has higher scores.\u003c/p>\n\u003cp>Last year, for example, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590125161/2023#english-language-arts-card\">Castlemont High School\u003c/a> In Oakland earned an orange ranking in English even though its scores were 223 points below the state standard. Just a few miles away, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590137943/2023#english-language-arts-card\">Skyline High\u003c/a> rated a lower color — red — even though its scores were only 123 points below the standard.\u003c/p>\n\u003cp>Researchers said the dashboard is unnecessarily opaque and cumbersome. While Polikoff generally supports showing a school’s performance in relation to the state standard, he also believes parents should have easy access to the test scores in a way they can understand. In addition, the dashboard should present year-over-year trends. Currently, users must collect the numbers themselves and make their own graphs.\u003c/p>\n\u003cp>Other organizations have also criticized California’s dashboard. EdTrust-West, an Oakland-based education research nonprofit, has said the confusing data prevents parents at low-performing schools from advocating for their children.\u003c/p>\n\u003cp>“The dashboard portrays performance data using colors that in many instances suggest that schools and districts are adequately supporting their students to succeed. This is not the case in far too many California schools, and it’s especially true for \u003ca href=\"https://calmatters.org/education/k-12-education/2024/06/discrimination-lawsuit/\">students of color and multilingual learners\u003c/a>,” said Natalie Wheatfall-Lum, EdTrust-West’s director of TK–12 policy. “Families can’t be effective partners if we don’t give them a clear picture of what’s going on.”\u003c/p>\n\u003ch2>Student data system ‘feels like a smokescreen’\u003c/h2>\n\u003cp>California has other portals for student data, including \u003ca href=\"https://dq.cde.ca.gov/dataquest/\">Data Quest\u003c/a>, an exhaustive database of the student population; the \u003ca href=\"https://sarconline.org/public/findASarc\">School Accountability Report Card\u003c/a>, which shows information about specific schools such as how many teachers are credentialed, whether textbooks are current or if the school needs repairs; and the \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/\">California Assessment of Student Performance and Progress\u003c/a>, a breakdown of Smarter Balanced standardized test scores. The \u003ca href=\"https://calschls.org/\">California Healthy Kids Survey\u003c/a> looks at topics like substance use, bullying and parent involvement at the state, county and district levels.\u003c/p>\n\u003cp>This can be frustrating for parents trying to get a snapshot of their child’s school. Knowing where to find specific details — and putting them in context — can take hours.\u003c/p>\n\u003cp>“It feels like a smokescreen,” said Crystal Trull, a parent of three children in San Diego Unified. “Parents don’t understand what the data means, which makes it difficult to get a sense of a particular school.”\u003c/p>\n\u003cp>Adding to the confusion, Trull said, the state changes assessments every few years, making it almost impossible to gauge long-term trends.\u003c/p>\n\u003cfigure id=\"attachment_12003321\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003321\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1536x1152.jpg 1536w\" sizes=\"(max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">A boy writes on his desk at a Morgan Hill schools. \u003ccite>(Francesca Segre/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students are the ones ultimately harmed, she said. Parents might not have all the available information when evaluating a school, and their children risk falling behind. “By the time parents realize their children don’t actually have the skills they need, it could be too late,” she said. “And that’s the real tragedy here.”\u003c/p>\n\u003cp>\u003ca href=\"https://rossier.usc.edu/news-insights/news/reality-covid-19-learning-loss\">Research\u003c/a> backs that up. In a previous study, Polikoff and his colleagues at USC found a disconnect between parent concerns and policy analysis of the state of schools, particularly post-pandemic. An \u003ca href=\"https://calmatters.org/education/k-12-education/2024/02/learning-loss/\">avalanche of research\u003c/a> showed steep learning declines stemming from school closures, yet many parents seemed unfazed, Polikoff said.\u003c/p>\n\u003cp>“Experts raise all these alarm bells but parents don’t seem that concerned or even aware there’s a crisis,” Polikoff said. “So we decided to find out why. The lack of accessible data is likely one significant reason.”\u003c/p>\n\u003cp>Another reason is grade inflation, researchers found. If students are mostly getting A’s and B’s, parents are less inclined to pay attention to standardized test scores or alarming reports from policy experts, Polikoff said.\u003c/p>\n\u003cp>“Parents tend to think schools have their kids’ best interests in mind, and kids are resilient,” Polikoff said. “That can be true, but it can also mean that parents don’t always have a realistic idea of what’s actually happening.”\u003c/p>\n\u003ch2>Better measures of student success?\u003c/h2>\n\u003cp>At Irvine Unified, parent Jim Leung said he’d like to see the dashboard show specific test scores, not whether students are “meeting standards,” a metric that he says is not well defined. He’d also like more information about college readiness, social-emotional growth and life skills — topics that provide a far more accurate picture of how well schools are preparing students for the future, he said.\u003c/p>\n\u003cp>“Most students in Irvine already meet or exceed the standards, so the dashboard isn’t really helpful,” said Leung, father of a high school sophomore. “Parents want to go beyond the minimum. We want to know how well our schools are really preparing students for college and career and life in general.”\u003c/p>\n\u003cp>Some of that information — such as \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/admissions-source-school\">University of California\u003c/a> and \u003ca href=\"https://tableau.calstate.edu/views/Application_withsystemwide/AppAdmitEnroll?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3Arender=true&%3AshowVizHome=no&%3Aorigin=viz_share_link\">California State University\u003c/a> admission numbers by high school — is available elsewhere online, but can be hard to locate.\u003c/p>\n\u003cp>“I know the information is out there,” Leung said. “But there’s so much data, and parents are busy.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Information about how the state’s K–12 students are performing is located on several sites and is difficult to understand, a new report finds.",
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"title": "Report Gives California Schools a ‘D’ on Data Transparency | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California has a wealth of data about K-12 public schools — test scores, attendance rates, who’s headed to college and more.\u003c/p>\n\u003cp>Finding it is another story.\u003c/p>\n\u003cp>Information about the state’s 5.8 million students and their schools is spread across at least five websites, each outfitted with dozens of filters, drop-down menus and color-coded graphics. That scattered approach to data transparency prevents parents from truly understanding how their children’s schools are faring — and taking action to improve them, according to a report released Thursday.\u003c/p>\n\u003cp>“I have a PhD in education policy and I can barely navigate these sites,” said Morgan Polikoff, a USC professor who worked on the report. “How do we expect a typical parent to access this information and make sense of it?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The report, published by the Center for Reinventing Public Education at Arizona State University, gave California a “D” for \u003ca href=\"https://crpe.org/transparent-state-report-card-grades-2024/\">school data transparency\u003c/a>, compared to other states. Researchers looked at how states present test scores in math, social studies, reading and science, as well as absenteeism and graduation rates and English learner progress.\u003c/p>\n\u003cp>\u003ca href=\"https://public-edsight.ct.gov/overview/next-generation-accountability-dashboard?language=en_US\">Connecticut\u003c/a>, \u003ca href=\"https://www.mischooldata.org/dashboard/\">Michigan\u003c/a> and \u003ca href=\"https://tdepublicschools.ondemand.sas.com/\">Tennessee\u003c/a> were among the states that received A’s for their easy-to-navigate data portals. California ranked alongside Arkansas, West Virginia and Arizona, among others.\u003c/p>\n\u003ch2>Dissecting the school data dashboard\u003c/h2>\n\u003cp>The state’s primary data source for parents is the \u003ca href=\"https://www.caschooldashboard.org/\">California School Dashboard\u003c/a>. The Department of Education consults with data experts, including the \u003ca href=\"https://dataqualitycampaign.org/resources/flagship-resources/show-me-the-data-2023/\">Data Quality Campaign\u003c/a>’s “Show Me the Data” report, when it updates the information, said Elizabeth Sanders, spokesperson for the department. The state often makes adjustments based on advice from experts and parents, she said, and is continually seeking to improve its data portals.\u003c/p>\n\u003cp>Sanders was unaware of the methods Polikoff and his colleagues used to critique California’s data transparency, but “Show Me the Data” also dinged California for not showing year-over-year growth data. In fact, California is one of only four states nationwide that doesn’t show any growth data at all (the others are Kansas, Kentucky and Washington, D.C.).\u003c/p>\n\u003cp>“We always remain open to the feedback and needs of our families, and we look forward to understanding more,” Sanders said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The education department unveiled the California School Dashboard in 2016–17 on the heels of the state’s shift to a revised funding formula that was meant to steer \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/school-finance/\">more money to underprivileged students\u003c/a>. It was meant to paint a more nuanced picture of schools’ performance, beyond just test scores. The dashboard measures academic achievement alongside chronic absenteeism, graduation rates, suspension rates, college and career readiness and English learner progress, broken down by 13 student groups.\u003c/p>\n\u003cp>Schools are assigned colors based on their performance, but sometimes those colors can be misleading. For example, one school might rank as orange, the second-lowest color, if it’s made progress even though its scores remain very low. Another school might rank as red, the lowest color, if it’s shown little progress but has higher scores.\u003c/p>\n\u003cp>Last year, for example, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590125161/2023#english-language-arts-card\">Castlemont High School\u003c/a> In Oakland earned an orange ranking in English even though its scores were 223 points below the state standard. Just a few miles away, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590137943/2023#english-language-arts-card\">Skyline High\u003c/a> rated a lower color — red — even though its scores were only 123 points below the standard.\u003c/p>\n\u003cp>Researchers said the dashboard is unnecessarily opaque and cumbersome. While Polikoff generally supports showing a school’s performance in relation to the state standard, he also believes parents should have easy access to the test scores in a way they can understand. In addition, the dashboard should present year-over-year trends. Currently, users must collect the numbers themselves and make their own graphs.\u003c/p>\n\u003cp>Other organizations have also criticized California’s dashboard. EdTrust-West, an Oakland-based education research nonprofit, has said the confusing data prevents parents at low-performing schools from advocating for their children.\u003c/p>\n\u003cp>“The dashboard portrays performance data using colors that in many instances suggest that schools and districts are adequately supporting their students to succeed. This is not the case in far too many California schools, and it’s especially true for \u003ca href=\"https://calmatters.org/education/k-12-education/2024/06/discrimination-lawsuit/\">students of color and multilingual learners\u003c/a>,” said Natalie Wheatfall-Lum, EdTrust-West’s director of TK–12 policy. “Families can’t be effective partners if we don’t give them a clear picture of what’s going on.”\u003c/p>\n\u003ch2>Student data system ‘feels like a smokescreen’\u003c/h2>\n\u003cp>California has other portals for student data, including \u003ca href=\"https://dq.cde.ca.gov/dataquest/\">Data Quest\u003c/a>, an exhaustive database of the student population; the \u003ca href=\"https://sarconline.org/public/findASarc\">School Accountability Report Card\u003c/a>, which shows information about specific schools such as how many teachers are credentialed, whether textbooks are current or if the school needs repairs; and the \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/\">California Assessment of Student Performance and Progress\u003c/a>, a breakdown of Smarter Balanced standardized test scores. The \u003ca href=\"https://calschls.org/\">California Healthy Kids Survey\u003c/a> looks at topics like substance use, bullying and parent involvement at the state, county and district levels.\u003c/p>\n\u003cp>This can be frustrating for parents trying to get a snapshot of their child’s school. Knowing where to find specific details — and putting them in context — can take hours.\u003c/p>\n\u003cp>“It feels like a smokescreen,” said Crystal Trull, a parent of three children in San Diego Unified. “Parents don’t understand what the data means, which makes it difficult to get a sense of a particular school.”\u003c/p>\n\u003cp>Adding to the confusion, Trull said, the state changes assessments every few years, making it almost impossible to gauge long-term trends.\u003c/p>\n\u003cfigure id=\"attachment_12003321\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003321\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1536x1152.jpg 1536w\" sizes=\"(max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">A boy writes on his desk at a Morgan Hill schools. \u003ccite>(Francesca Segre/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students are the ones ultimately harmed, she said. Parents might not have all the available information when evaluating a school, and their children risk falling behind. “By the time parents realize their children don’t actually have the skills they need, it could be too late,” she said. “And that’s the real tragedy here.”\u003c/p>\n\u003cp>\u003ca href=\"https://rossier.usc.edu/news-insights/news/reality-covid-19-learning-loss\">Research\u003c/a> backs that up. In a previous study, Polikoff and his colleagues at USC found a disconnect between parent concerns and policy analysis of the state of schools, particularly post-pandemic. An \u003ca href=\"https://calmatters.org/education/k-12-education/2024/02/learning-loss/\">avalanche of research\u003c/a> showed steep learning declines stemming from school closures, yet many parents seemed unfazed, Polikoff said.\u003c/p>\n\u003cp>“Experts raise all these alarm bells but parents don’t seem that concerned or even aware there’s a crisis,” Polikoff said. “So we decided to find out why. The lack of accessible data is likely one significant reason.”\u003c/p>\n\u003cp>Another reason is grade inflation, researchers found. If students are mostly getting A’s and B’s, parents are less inclined to pay attention to standardized test scores or alarming reports from policy experts, Polikoff said.\u003c/p>\n\u003cp>“Parents tend to think schools have their kids’ best interests in mind, and kids are resilient,” Polikoff said. “That can be true, but it can also mean that parents don’t always have a realistic idea of what’s actually happening.”\u003c/p>\n\u003ch2>Better measures of student success?\u003c/h2>\n\u003cp>At Irvine Unified, parent Jim Leung said he’d like to see the dashboard show specific test scores, not whether students are “meeting standards,” a metric that he says is not well defined. He’d also like more information about college readiness, social-emotional growth and life skills — topics that provide a far more accurate picture of how well schools are preparing students for the future, he said.\u003c/p>\n\u003cp>“Most students in Irvine already meet or exceed the standards, so the dashboard isn’t really helpful,” said Leung, father of a high school sophomore. “Parents want to go beyond the minimum. We want to know how well our schools are really preparing students for college and career and life in general.”\u003c/p>\n\u003cp>Some of that information — such as \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/admissions-source-school\">University of California\u003c/a> and \u003ca href=\"https://tableau.calstate.edu/views/Application_withsystemwide/AppAdmitEnroll?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3Arender=true&%3AshowVizHome=no&%3Aorigin=viz_share_link\">California State University\u003c/a> admission numbers by high school — is available elsewhere online, but can be hard to locate.\u003c/p>\n\u003cp>“I know the information is out there,” Leung said. “But there’s so much data, and parents are busy.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "lawmakers-push-to-fully-implement-english-learner-roadmap-in-california-schools",
"title": "Lawmakers Push to Fully Implement English Learner Roadmap in California Schools",
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"headTitle": "Lawmakers Push to Fully Implement English Learner Roadmap in California Schools | KQED",
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"content": "\u003cp>California published a guide for how districts should serve English learners seven years ago. It’s called \u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">the English Learner Roadmap Policy\u003c/a>, and it’s largely seen as groundbreaking.\u003c/p>\n\u003cp>But many districts still haven’t used that road map to change their practices, advocates say.\u003c/p>\n\u003cp>“It’s not systemic across the state,” said Shelly Spiegel-Coleman, strategic adviser to Californians Together, a coalition of organizations that advocates for English learners. “You can go to school districts and ask teachers, ‘Have you ever heard of the road map?’ And they look at you like you’re from Mars. They’ve never heard of it.”\u003c/p>\n\u003cp>Lawmakers are now pushing to fully implement the road map, by passing \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2074\">Assembly Bill 2074\u003c/a>, introduced by Assemblymembers Al Muratsuchi (D-Torrance) and David Alvarez (D-Chula Vista). If signed by Gov. Gavin Newsom, the bill will require the California Department of Education to create a state implementation plan for the English Learner Roadmap with goals and a system to monitor whether those goals are met.\u003c/p>\n\u003cp>The department will have to first convene an advisory committee, made up of district and county offices of education, teachers, parents of English learners and nonprofit organizations with experience implementing the English Learner Roadmap Policy. The department will have to submit the final implementation plan to the Legislature by Nov. 1, 2026, and begin reporting on which districts, county offices of education and charter schools are implementing the plan by Jan. 1, 2027.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A lack of funding changed the scope of the bill. An earlier version would have also created three positions in the state Department of Education to develop, plan and then support districts to implement the English Learner Roadmap Policy. However, those positions were cut from the bill by the Senate Appropriations Committee due to costs. A separate bill that would have created a grant program to implement the road map, Assembly Bill 2071, failed to pass the Senate Appropriations Committee, because there was no money allocated in the budget.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">The California English Learner Roadmap Policy\u003c/a> was first approved by the California State Board of Education in 2017 as a guide for school districts, county offices of education and charter schools to better support English learners.\u003c/p>\n\u003cp>For many, the road map represented a pivotal change in the state’s approach to teaching English learners. It was adopted just months after voters passed Proposition 58 in 2016, which eliminated restrictions on bilingual education put in place by Proposition 227 in 1998. In stark contrast to the English-only policies in place under Proposition 227, the road map emphasizes the importance of bilingual education and bilingualism and of recognizing the assets of students who speak other languages, in addition to emphasizing teaching that “fosters high levels of English proficiency.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"english-learners\"]\u003c/p>\n\u003cp>Anya Hurwitz, executive director of SEAL, a nonprofit organization that trains teachers and district leaders and promotes bilingual education, called the English Learner Roadmap a “comprehensive, visionary, research-based policy.”\u003c/p>\n\u003cp>“It’s aspirational. It’s very much written for a future state, when California can center the student population that is so much at the core of who we are as a state and yet has this history of being treated as an afterthought or a box at the end of a curriculum,” said Hurwitz. “And nonetheless the state needs an implementation plan. Things don’t get done unless we have methodical plans.”\u003c/p>\n\u003cp>The Legislature has twice created grant programs for districts to get help implementing the English Learner Roadmap Policy. In 2020, the California Department of Education (CDE) awarded $10 million to two grantees, Californians Together and the California Association for Bilingual Education, each of which worked with other organizations, county offices of education and school districts. In 2023, the department awarded another $10 million to four county offices of education, in Sacramento, Los Angeles, San Bernardino and Orange counties.\u003c/p>\n\u003cp>These programs, however, were optional, and not all districts participated in the training or assistance.\u003c/p>\n\u003cp>“We feel it’s really necessary for CDE to be very vocal and in the center of stating how important the English Learner Roadmap is, and how important it is to implement,” said Martha Hernandez, executive director of Californians Together. “When CDE says the road map is a priority, it begins to filter down to the districts. But we’re not really hearing that it’s that important from CDE.”\u003c/p>\n\u003cp>Graciela García-Torres, director of multilingual education for the Sacramento County Office of Education, said the English Learner Roadmap brings her hope, as a former English learner herself and as a parent.\u003c/p>\n\u003cp>“As a parent, I also see that it supports me in my endeavor to have children that grow up bilingually, knowing their culture and language is just as beautiful and important as English,” García-Torres said.\u003c/p>\n\u003cp>García-Torres said the Sacramento County Office of Education has worked hard to help districts implement the road map, but a state implementation plan and more funding are needed.\u003c/p>\n\u003cp>“I’m afraid that without another grant or an implementation plan, it may go back to being pretty words on the page,” García-Torres said.\u003c/p>\n\u003cp>Debra Duardo, Los Angeles County superintendent of schools, said the English Learner Roadmap has made a big difference in some districts.\u003c/p>\n\u003cp>“Some of the things I’ve seen changing is the philosophy around English language learners and really moving from this deficit mentality, of ‘these are children who can’t speak English,’ to really celebrating the fact that they’re speaking multiple languages,” said Duardo.\u003c/p>\n\u003cp>She said having clear goals and requiring districts to report how they’re implementing the plan will be crucial, so that the state can see where districts are struggling and how CDE can help them.\u003c/p>\n\u003cp>“There are always going to people who feel like this is one more thing that you’re placing on us and it doesn’t come with funding attached to it,” said Duardo. “Districts are struggling. They don’t have their extra pandemic dollars, they didn’t have a very big COLA, and just finding the resources to implement anything can be a challenge.”\u003c/p>\n\u003cp>Megan Hopkins, professor and chair of UC San Diego’s department of education studies, said many states struggle with implementation of guidance around English learners. She said a statewide plan for implementing the road map is needed, in part because many teachers and administrators don’t think English learner education applies to them.\u003c/p>\n\u003cp>“English learners are often sort of viewed as separate from, or an add-on, to core instructional programs. I think what happens is people are like, ‘Oh, that’s nice, but it’s not related to what I do over here in math education,’ when in fact it is,” said Hopkins.\u003c/p>\n\u003cp>Aleyda Barrera-Cruz, executive director for multilingual learner services at the San Mateo-Foster City School District, south of San Francisco, said she has attended professional development sessions on the English Learner Roadmap Policy with EL RISE!, the coalition led by Californians Together, and read through every guidance document they’ve written about the road map.\u003c/p>\n\u003cp>[aside label=\"More Education Coverage\" tag=\"education\"]\u003c/p>\n\u003cp>“Where it gets tricky is sometimes things are written in a way that are not very implementation-friendly. They’re written in a very theoretical way like, ‘These are the recommendations,’ so we as districts have to decide what that would look like in our district. There’s a lot of room for interpretation,” Barrera-Cruz said.\u003c/p>\n\u003cp>She said principals and teachers sometimes interpret the guidelines in different ways at different schools. She would like to see CDE make it very clear how to do things like teaching English language development (teaching English to children who do not know the language), including examples of lesson plans and videos of best practices in the classroom.\u003c/p>\n\u003cp>“I’m working with a very diverse group of educators. Some have learned this in their teaching credential program; some have not,” Barrera-Cruz said.\u003c/p>\n\u003cp>Elodia Ortega-Lampkin, superintendent of Woodland Joint Unified School District, near Sacramento, said superintendents and school board members need training to understand why the English Learner Roadmap is needed.\u003c/p>\n\u003cp>“People watch what you value and the message you send,” Ortega-Lampkin said. “It’s very hard for a principal to do this on their own without the district support. It’s got to come down from the top, including the board.”\u003c/p>\n\u003cp>She said Woodland Joint Unified required all administrators and teachers to attend training about the English Learner Roadmap. They also have to use the road map when writing their mandatory annual school plans for student achievement.\u003c/p>\n\u003cp>“It was not an option. It was an expectation. If we have English learners in Woodland and we’re serious about helping them succeed, we need to use a framework that is research-based and provides support for districts. Instead of piecemealing, it’s all in one to help guide those conversations in our schools,” Ortega-Lampkin said.\u003c/p>\n\u003cp>Before training with the English Learner Roadmap, Ortega-Lampkin said not everyone understood how to teach English language development, often referred to as ELD.\u003c/p>\n\u003cp>“It was hard to get everyone to buy in and teach ELD. We don’t have that anymore. It’s not a discussion. People just know that ELD needs to happen. I think it’s helped change the mindset and build a better understanding,” Ortega-Lampkin said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-will-it-take-to-implement-the-english-learner-roadmap-in-all-california-schools/718243\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"excerpt": "A bill would require the California Department of Education to create a plan and set goals for rolling out the English Learner Roadmap and establish a way to monitor how those goals are being met.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California published a guide for how districts should serve English learners seven years ago. It’s called \u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">the English Learner Roadmap Policy\u003c/a>, and it’s largely seen as groundbreaking.\u003c/p>\n\u003cp>But many districts still haven’t used that road map to change their practices, advocates say.\u003c/p>\n\u003cp>“It’s not systemic across the state,” said Shelly Spiegel-Coleman, strategic adviser to Californians Together, a coalition of organizations that advocates for English learners. “You can go to school districts and ask teachers, ‘Have you ever heard of the road map?’ And they look at you like you’re from Mars. They’ve never heard of it.”\u003c/p>\n\u003cp>Lawmakers are now pushing to fully implement the road map, by passing \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2074\">Assembly Bill 2074\u003c/a>, introduced by Assemblymembers Al Muratsuchi (D-Torrance) and David Alvarez (D-Chula Vista). If signed by Gov. Gavin Newsom, the bill will require the California Department of Education to create a state implementation plan for the English Learner Roadmap with goals and a system to monitor whether those goals are met.\u003c/p>\n\u003cp>The department will have to first convene an advisory committee, made up of district and county offices of education, teachers, parents of English learners and nonprofit organizations with experience implementing the English Learner Roadmap Policy. The department will have to submit the final implementation plan to the Legislature by Nov. 1, 2026, and begin reporting on which districts, county offices of education and charter schools are implementing the plan by Jan. 1, 2027.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lack of funding changed the scope of the bill. An earlier version would have also created three positions in the state Department of Education to develop, plan and then support districts to implement the English Learner Roadmap Policy. However, those positions were cut from the bill by the Senate Appropriations Committee due to costs. A separate bill that would have created a grant program to implement the road map, Assembly Bill 2071, failed to pass the Senate Appropriations Committee, because there was no money allocated in the budget.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/ml/elroadmappolicy.asp\">The California English Learner Roadmap Policy\u003c/a> was first approved by the California State Board of Education in 2017 as a guide for school districts, county offices of education and charter schools to better support English learners.\u003c/p>\n\u003cp>For many, the road map represented a pivotal change in the state’s approach to teaching English learners. It was adopted just months after voters passed Proposition 58 in 2016, which eliminated restrictions on bilingual education put in place by Proposition 227 in 1998. In stark contrast to the English-only policies in place under Proposition 227, the road map emphasizes the importance of bilingual education and bilingualism and of recognizing the assets of students who speak other languages, in addition to emphasizing teaching that “fosters high levels of English proficiency.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anya Hurwitz, executive director of SEAL, a nonprofit organization that trains teachers and district leaders and promotes bilingual education, called the English Learner Roadmap a “comprehensive, visionary, research-based policy.”\u003c/p>\n\u003cp>“It’s aspirational. It’s very much written for a future state, when California can center the student population that is so much at the core of who we are as a state and yet has this history of being treated as an afterthought or a box at the end of a curriculum,” said Hurwitz. “And nonetheless the state needs an implementation plan. Things don’t get done unless we have methodical plans.”\u003c/p>\n\u003cp>The Legislature has twice created grant programs for districts to get help implementing the English Learner Roadmap Policy. In 2020, the California Department of Education (CDE) awarded $10 million to two grantees, Californians Together and the California Association for Bilingual Education, each of which worked with other organizations, county offices of education and school districts. In 2023, the department awarded another $10 million to four county offices of education, in Sacramento, Los Angeles, San Bernardino and Orange counties.\u003c/p>\n\u003cp>These programs, however, were optional, and not all districts participated in the training or assistance.\u003c/p>\n\u003cp>“We feel it’s really necessary for CDE to be very vocal and in the center of stating how important the English Learner Roadmap is, and how important it is to implement,” said Martha Hernandez, executive director of Californians Together. “When CDE says the road map is a priority, it begins to filter down to the districts. But we’re not really hearing that it’s that important from CDE.”\u003c/p>\n\u003cp>Graciela García-Torres, director of multilingual education for the Sacramento County Office of Education, said the English Learner Roadmap brings her hope, as a former English learner herself and as a parent.\u003c/p>\n\u003cp>“As a parent, I also see that it supports me in my endeavor to have children that grow up bilingually, knowing their culture and language is just as beautiful and important as English,” García-Torres said.\u003c/p>\n\u003cp>García-Torres said the Sacramento County Office of Education has worked hard to help districts implement the road map, but a state implementation plan and more funding are needed.\u003c/p>\n\u003cp>“I’m afraid that without another grant or an implementation plan, it may go back to being pretty words on the page,” García-Torres said.\u003c/p>\n\u003cp>Debra Duardo, Los Angeles County superintendent of schools, said the English Learner Roadmap has made a big difference in some districts.\u003c/p>\n\u003cp>“Some of the things I’ve seen changing is the philosophy around English language learners and really moving from this deficit mentality, of ‘these are children who can’t speak English,’ to really celebrating the fact that they’re speaking multiple languages,” said Duardo.\u003c/p>\n\u003cp>She said having clear goals and requiring districts to report how they’re implementing the plan will be crucial, so that the state can see where districts are struggling and how CDE can help them.\u003c/p>\n\u003cp>“There are always going to people who feel like this is one more thing that you’re placing on us and it doesn’t come with funding attached to it,” said Duardo. “Districts are struggling. They don’t have their extra pandemic dollars, they didn’t have a very big COLA, and just finding the resources to implement anything can be a challenge.”\u003c/p>\n\u003cp>Megan Hopkins, professor and chair of UC San Diego’s department of education studies, said many states struggle with implementation of guidance around English learners. She said a statewide plan for implementing the road map is needed, in part because many teachers and administrators don’t think English learner education applies to them.\u003c/p>\n\u003cp>“English learners are often sort of viewed as separate from, or an add-on, to core instructional programs. I think what happens is people are like, ‘Oh, that’s nice, but it’s not related to what I do over here in math education,’ when in fact it is,” said Hopkins.\u003c/p>\n\u003cp>Aleyda Barrera-Cruz, executive director for multilingual learner services at the San Mateo-Foster City School District, south of San Francisco, said she has attended professional development sessions on the English Learner Roadmap Policy with EL RISE!, the coalition led by Californians Together, and read through every guidance document they’ve written about the road map.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Where it gets tricky is sometimes things are written in a way that are not very implementation-friendly. They’re written in a very theoretical way like, ‘These are the recommendations,’ so we as districts have to decide what that would look like in our district. There’s a lot of room for interpretation,” Barrera-Cruz said.\u003c/p>\n\u003cp>She said principals and teachers sometimes interpret the guidelines in different ways at different schools. She would like to see CDE make it very clear how to do things like teaching English language development (teaching English to children who do not know the language), including examples of lesson plans and videos of best practices in the classroom.\u003c/p>\n\u003cp>“I’m working with a very diverse group of educators. Some have learned this in their teaching credential program; some have not,” Barrera-Cruz said.\u003c/p>\n\u003cp>Elodia Ortega-Lampkin, superintendent of Woodland Joint Unified School District, near Sacramento, said superintendents and school board members need training to understand why the English Learner Roadmap is needed.\u003c/p>\n\u003cp>“People watch what you value and the message you send,” Ortega-Lampkin said. “It’s very hard for a principal to do this on their own without the district support. It’s got to come down from the top, including the board.”\u003c/p>\n\u003cp>She said Woodland Joint Unified required all administrators and teachers to attend training about the English Learner Roadmap. They also have to use the road map when writing their mandatory annual school plans for student achievement.\u003c/p>\n\u003cp>“It was not an option. It was an expectation. If we have English learners in Woodland and we’re serious about helping them succeed, we need to use a framework that is research-based and provides support for districts. Instead of piecemealing, it’s all in one to help guide those conversations in our schools,” Ortega-Lampkin said.\u003c/p>\n\u003cp>Before training with the English Learner Roadmap, Ortega-Lampkin said not everyone understood how to teach English language development, often referred to as ELD.\u003c/p>\n\u003cp>“It was hard to get everyone to buy in and teach ELD. We don’t have that anymore. It’s not a discussion. People just know that ELD needs to happen. I think it’s helped change the mindset and build a better understanding,” Ortega-Lampkin said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Sarah Frisch starts each of her creative writing courses at \u003ca href=\"https://www.kqed.org/news/tag/stanford\">Stanford\u003c/a> University by letting her students know the classroom is a working community.\u003c/p>\n\u003cp>Stanford can be a difficult, high-pressure space, and Frisch said creative writing courses can be a respite.\u003c/p>\n\u003cp>“Students read this incredible literature, and they meet people they ordinarily just read about,” Frisch said. “But I think the part that’s really powerful is to see that writers are ordinary people. Writers write within friendships, and they get plugged into that community.”\u003c/p>\n\u003cp>Now, Frisch and other lecturers worry that the job security and lecturer longevity that make those relationships possible will disappear. During a video meeting last week, Frisch and her colleagues learned the Stanford Creative Writing Program’s nearly two dozen lecturers would lose their current positions over the next two years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead, a faculty working group recommended the program’s lectureships consist of one-year appointments with the possibility of renewal for a limited period of up to five years.\u003c/p>\n\u003cp>Many of the current lecturers have taught at the university for more than a decade.\u003c/p>\n\u003cp>“I feel like our students were betrayed,” said Frisch, who has been a Stanford lecturer since 2009. “The whole program is going to be based on temporary labor, and that is a sea change from the program that we have. And that means that the program we have no longer exists.”\u003c/p>\n\u003ch2>Transitioning to short-term futures\u003c/h2>\n\u003cp>In a \u003ca href=\"https://creativewriting.stanford.edu/news/stanford-creative-writing-program\">statement\u003c/a> posted on the university’s website on Wednesday, the School of Humanities and Sciences and Creative Writing Program leadership defended the changes, arguing that the lectureship program, known as Jones lectureships, was originally intended for limited-term appointments.\u003c/p>\n\u003cp>[aside postID=news_11951849 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65953_003_KQED_StanfordGradUnion_05302023-qut-1020x680.jpg']\u003c/p>\n\u003cp>“We plan for there to be as many lecturers in the Program in five years as there are today, and we expect to offer more classes then than now,” the statement reads. “The university, school, and numerous generous donors are committed to not only the excellence of the program but also its growth.”\u003c/p>\n\u003cp>Colleagues credit the Creative Writing Program’s success and popularity to support for lecturers from the late Eavan Boland, a distinguished poet and former director of the program. Boland, who died in 2020, encouraged lecturers to develop their own ambitious classes and foster deep mentoring relationships with undergraduates.\u003c/p>\n\u003cp>“She empowered lecturers not only to have job longevity but to use that time to innovate in the classroom,” said Nina Schloesser Tárano, who has been teaching in the Creative Writing Program since 2012.\u003c/p>\n\u003cp>“This is being treated as a luxury — my ability to be there for the entirety of somebody’s career as an undergraduate. But it’s my job, and it should be,” Schloesser Tárano said.\u003c/p>\n\u003ch2>Students, alums and writers sound off\u003c/h2>\n\u003cp>The changes to Stanford’s Creative Writing Program quickly generated widespread outrage online. In a \u003ca href=\"https://medium.com/@tom.kealey/more-details-in-the-stanford-creative-writing-scandal-5a91193a4ab6\">Medium post\u003c/a>, lecturer Tom Kealey noted that the changes come a year after lecturers, who made around $52,000, asked for a pay increase.\u003c/p>\n\u003cp>\u003ca href=\"https://x.com/JoyceCarolOates/status/1828529858923606156\">Writer Joyce Carol Oates wrote on X\u003c/a>, “I am puzzled most by the lack of simple collegiality & generosity at one of the most wealthy universities in the world. Stanford’s endowment could support an entire nation.”\u003c/p>\n\u003cp>[aside postID=news_11989520 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240605-STANFORD-JG-14-1-1020x680.jpg']\u003c/p>\n\u003cp>Kyle Wang, who graduated from Stanford in 2023 with a master’s in the modern thought and literature program, started a \u003ca href=\"https://docs.google.com/document/d/10PoTTX9UtWr9-fCm6Rk-JyBl2tmwpInAyaFEyTSp_B8/mobilebasic\">petition\u003c/a> calling on the university to change course and reinstate the lecturers whose contracts will be phased out.\u003c/p>\n\u003cp>Wang said the lecturers in the Creative Writing Program changed his life.\u003c/p>\n\u003cp>When Wang first came to Stanford, he was unsure what to study. He had grown up in Silicon Valley, “where everyone and their mother” worked in tech or tech-adjacent fields. He took computer science class after computer science class. Then, in January 2019, he took his first creative writing class.\u003c/p>\n\u003cp>“A couple of weeks later, I think I knew deep down that I was going to be studying English,” Wang said. “Every single class that I’ve taken with a Jones lecturer has, in some new way, shape, or form, not only pushed me as a writer and thinker — it showed me a different way of imagining that a life in writing and a life in the arts could be possible.”\u003c/p>\n\u003cp>He worries for future generations of students who may not be able to build those same life-changing relationships with lecturers and about the institutional knowledge that could be lost.\u003c/p>\n\u003cp>Sarah Frisch is not sure what’s next when her lectureship ends. Classes start again next month, and she said in the meantime, she will focus on her students.\u003c/p>\n\u003cp>“I just want them to know those of us who are in this crappy position see and hear them,” Frisch said. “We’re willing to fight for their experience and their futures.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sarah Frisch starts each of her creative writing courses at \u003ca href=\"https://www.kqed.org/news/tag/stanford\">Stanford\u003c/a> University by letting her students know the classroom is a working community.\u003c/p>\n\u003cp>Stanford can be a difficult, high-pressure space, and Frisch said creative writing courses can be a respite.\u003c/p>\n\u003cp>“Students read this incredible literature, and they meet people they ordinarily just read about,” Frisch said. “But I think the part that’s really powerful is to see that writers are ordinary people. Writers write within friendships, and they get plugged into that community.”\u003c/p>\n\u003cp>Now, Frisch and other lecturers worry that the job security and lecturer longevity that make those relationships possible will disappear. During a video meeting last week, Frisch and her colleagues learned the Stanford Creative Writing Program’s nearly two dozen lecturers would lose their current positions over the next two years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead, a faculty working group recommended the program’s lectureships consist of one-year appointments with the possibility of renewal for a limited period of up to five years.\u003c/p>\n\u003cp>Many of the current lecturers have taught at the university for more than a decade.\u003c/p>\n\u003cp>“I feel like our students were betrayed,” said Frisch, who has been a Stanford lecturer since 2009. “The whole program is going to be based on temporary labor, and that is a sea change from the program that we have. And that means that the program we have no longer exists.”\u003c/p>\n\u003ch2>Transitioning to short-term futures\u003c/h2>\n\u003cp>In a \u003ca href=\"https://creativewriting.stanford.edu/news/stanford-creative-writing-program\">statement\u003c/a> posted on the university’s website on Wednesday, the School of Humanities and Sciences and Creative Writing Program leadership defended the changes, arguing that the lectureship program, known as Jones lectureships, was originally intended for limited-term appointments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We plan for there to be as many lecturers in the Program in five years as there are today, and we expect to offer more classes then than now,” the statement reads. “The university, school, and numerous generous donors are committed to not only the excellence of the program but also its growth.”\u003c/p>\n\u003cp>Colleagues credit the Creative Writing Program’s success and popularity to support for lecturers from the late Eavan Boland, a distinguished poet and former director of the program. Boland, who died in 2020, encouraged lecturers to develop their own ambitious classes and foster deep mentoring relationships with undergraduates.\u003c/p>\n\u003cp>“She empowered lecturers not only to have job longevity but to use that time to innovate in the classroom,” said Nina Schloesser Tárano, who has been teaching in the Creative Writing Program since 2012.\u003c/p>\n\u003cp>“This is being treated as a luxury — my ability to be there for the entirety of somebody’s career as an undergraduate. But it’s my job, and it should be,” Schloesser Tárano said.\u003c/p>\n\u003ch2>Students, alums and writers sound off\u003c/h2>\n\u003cp>The changes to Stanford’s Creative Writing Program quickly generated widespread outrage online. In a \u003ca href=\"https://medium.com/@tom.kealey/more-details-in-the-stanford-creative-writing-scandal-5a91193a4ab6\">Medium post\u003c/a>, lecturer Tom Kealey noted that the changes come a year after lecturers, who made around $52,000, asked for a pay increase.\u003c/p>\n\u003cp>\u003ca href=\"https://x.com/JoyceCarolOates/status/1828529858923606156\">Writer Joyce Carol Oates wrote on X\u003c/a>, “I am puzzled most by the lack of simple collegiality & generosity at one of the most wealthy universities in the world. Stanford’s endowment could support an entire nation.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kyle Wang, who graduated from Stanford in 2023 with a master’s in the modern thought and literature program, started a \u003ca href=\"https://docs.google.com/document/d/10PoTTX9UtWr9-fCm6Rk-JyBl2tmwpInAyaFEyTSp_B8/mobilebasic\">petition\u003c/a> calling on the university to change course and reinstate the lecturers whose contracts will be phased out.\u003c/p>\n\u003cp>Wang said the lecturers in the Creative Writing Program changed his life.\u003c/p>\n\u003cp>When Wang first came to Stanford, he was unsure what to study. He had grown up in Silicon Valley, “where everyone and their mother” worked in tech or tech-adjacent fields. He took computer science class after computer science class. Then, in January 2019, he took his first creative writing class.\u003c/p>\n\u003cp>“A couple of weeks later, I think I knew deep down that I was going to be studying English,” Wang said. “Every single class that I’ve taken with a Jones lecturer has, in some new way, shape, or form, not only pushed me as a writer and thinker — it showed me a different way of imagining that a life in writing and a life in the arts could be possible.”\u003c/p>\n\u003cp>He worries for future generations of students who may not be able to build those same life-changing relationships with lecturers and about the institutional knowledge that could be lost.\u003c/p>\n\u003cp>Sarah Frisch is not sure what’s next when her lectureship ends. Classes start again next month, and she said in the meantime, she will focus on her students.\u003c/p>\n\u003cp>“I just want them to know those of us who are in this crappy position see and hear them,” Frisch said. “We’re willing to fight for their experience and their futures.”\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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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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