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"content": "\u003cp>When state education investigator Leslie Feist visited Dolphin Trucking School in 2021, a teacher gave her a warning: Don’t stand near the truck while it’s moving. A tire might explode.\u003c/p>\n\u003cp>In fact, most of the trucks on the training lot “did not appear to be roadworthy,” Feist also observed in \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/accusation_1006582.pdf#page=20\">her report (PDF)\u003c/a>. Over the next two years, investigators found that Dolphin hired instructors who lacked the experience necessary to teach and that the school didn’t give students enough instruction, leaving graduates unprepared for the state’s truck driving exam.\u003c/p>\n\u003cp>“Those who did not pass suffered significant financial loss while those who did pass pose a significant danger to the public,” wrote an administrative judge, who \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/20240821_dolphin_trucking.pdf#page=27\">affirmed (PDF)\u003c/a> the state’s proposal to revoke the school’s license, effective Wednesday.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yet for years, California’s Employment Development Department used taxpayer dollars to subsidize tuition for students who attended Dolphin Trucking School, transforming it into one of the largest recipients of federal job training money in the state. The department continued recommending the school after it was under investigation — a violation of \u003ca href=\"https://calmatters.org/wp-content/uploads/2024/07/ETPL-Policy-and-Procedures.pdf#page=18\">department policy (PDF)\u003c/a> — and when state education officials had moved to revoke the school’s license.\u003c/p>\n\u003cp>In fact, the department removed Dolphin and three other schools from its list only after CalMatters asked why it was still recommending schools that were unlicensed or with a license under appeal, and schools that were under state or federal investigation.\u003c/p>\n\u003cfigure id=\"attachment_12001136\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001136\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Students at Dolphin Trucking School listen attentively as their instructor reviews the parts of the truck’s engine. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>About half of the students who use the tuition subsidies that the employment department oversees attend for-profit schools, according to its most recent data. (Most of the rest attend a public institution, such as a community college, where tuition is usually free.) A CalMatters review found that among the nearly 120 for-profits enrolling at least four subsidized students, 75 faced disciplinary actions — for violations ranging from unpaid state fees to falsifying records.\u003c/p>\n\u003cp>California relies on these for-profit trade schools to train thousands of students. It channels taxpayer dollars their way to cover tuition, sometimes up to $10,000 per student.\u003c/p>\n\u003cp>Yet, it does so with unmistakable ambivalence.\u003c/p>\n\u003cp>The state \u003ca href=\"https://oag.ca.gov/consumers/general/for-profit-schools#:~:text=Be%20careful%20and,get%20a%20job.\">attorney general’s website\u003c/a> cautions students to “be careful and do your homework” before enrolling in a for-profit school, noting that they “have been accused of fraud, abuse, and predatory practices targeting the poor, veterans and minorities by offering expensive degrees that often fail to deliver promised skills and jobs.”\u003c/p>\n\u003cp>To receive public money, for-profit schools are supposed to meet strict federal and state requirements. Then, if the state employment department is satisfied that qualifying schools’ programs are appropriate for the job market, the department will place them on a recommended schools list so local agencies can refer students there.\u003c/p>\n\u003cp>California’s Bureau for Private Postsecondary Education is in charge of licensing, vetting, and inspecting the state’s for-profit institutions, and it logs every violation it finds. The employment department is supposed to keep abreast of the bureau’s findings and act accordingly.\u003c/p>\n\u003cp>While the employment department’s policy explicitly states that a training provider won’t be eligible for funding if it is under “any federal, state or local investigation,” department spokesperson Gareth Lacy said enforcement depends on the circumstances. If the investigation is for “egregious activity,” the department will stop recommending the school until it’s concluded, he said — but that’s not the consequence if a school makes administrative mistakes, such as incomplete reports or late fees.\u003c/p>\n\u003cp>If a school loses its license or its owner is convicted of a crime related to the institution, Lacy said the department bars the school from receiving taxpayer dollars for at least two years.\u003c/p>\n\u003cp>Bureau chief Deborah Cochrane declined to comment on the employment department’s policies but warned that some administrative issues, such as a pattern of unpaid fines and fees, can “call into question the administrative capability of the institution.”\u003c/p>\n\u003cp>Lacy said that the employment department is “continually looking for ways to tighten the process” of recommending schools and now plans to create a “formal working group” with the education bureau to improve communication.\u003c/p>\n\u003ch2 id=\"h-they-don-t-understand-the-trucking-industry-nbsp\" class=\"wp-block-heading\">‘They don’t understand the trucking industry’\u003c/h2>\n\u003cp>The main facility of Dolphin Trucking School sits between the Los Angeles River and a topless sports bar next to an on-ramp for the I-10 freeway. It’s a parking lot, about the size of a soccer field, where students practice driving trucks through orange cones.\u003c/p>\n\u003cp>On a sunny day in the lot earlier this year, Uriel Zaizar, 24, waited in line for his turn to practice. For him and many others, the journey to this parking lot began with a search for a well-paying job.\u003c/p>\n\u003cp>Zaizar said he’s been in and out of jail since he was 18 and is on probation for a drug dealing conviction. In January, he went to a local job center, where career counselors provide advice, job placement, and sometimes financial assistance.\u003c/p>\n\u003cp>That financial assistance is the final step in the nation’s complicated workforce development system. Money comes via the federal Workforce Innovation and Opportunity Act, which is then allocated by California’s employment department through a network of 45 regional intermediaries known as workforce development boards. The boards collectively manage the state’s nearly 180 job centers.\u003c/p>\n\u003cp>In south Los Angeles, a job center spent more than $6,000 of taxpayer dollars to cover Zaizar’s tuition for an eight-week commercial truck driving class at Dolphin. Though Zaizar didn’t know that his school was under investigation, he said he wasn’t surprised, given the school’s mixed reviews online. “I get it,” he said. “It’s not top-notch. It’s the government-funded facility.”\u003c/p>\n\u003cp>Around him, about 20 students milled about. None knew about the investigation, and most didn’t care once they did. At any time, about half of the school’s students receive some form of public tuition subsidy, owner Carla Galvez said.\u003c/p>\n\u003cfigure id=\"attachment_12001127\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Zaizar said he’s excited to get his truck driving license and start working as soon as possible. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California’s Bureau for Private Postsecondary Education states in its reports that Dolphin committed 38 violations, including poor record-keeping, insufficient equipment for students, and under-qualified teachers. Many students told the bureau that they didn’t get enough class time to meet the state’s requirements for a truck driving license. Instead of learning, one student told the bureau that teachers often spent the first 45 minutes of class switching out batteries and checking equipment.\u003c/p>\n\u003cp>The operators of Dolphin Trucking denied the bureau’s allegations. Galvez said the trucks have complied with all required maintenance, and she cited inspections by the California Highway Patrol, which show the school’s trucks were “satisfactory” in 2020, 2022, and 2023. Many courses are similar, she said, and students often practice the same skill repeatedly, which is why the curriculum can appear disorganized. She said all the instructors have the relevant experience to teach.\u003c/p>\n\u003cfigure id=\"attachment_12001128\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001128\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Orange cones divide the yard at Dolphin Trucking School, where students practice driving trucks. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The thing about the bureau is, they don’t understand the trucking industry,” said Carla’s daughter, Alejandra Galvez, a school representative. “It’s pretty much whatever complaint they get; they come get the school right away.”\u003c/p>\n\u003cp>Just as Zaizar was preparing to enroll, Dolphin Trucking School was disputing the bureau’s findings in an administrative court. The bureau makes a final decision but typically asks an administrative judge to weigh in first. After hearings in January, April and June, a judge agreed that the bureau should revoke its license.\u003c/p>\n\u003ch2 id=\"h-when-schools-lose-their-licenses\" class=\"wp-block-heading\">\u003cstrong>When schools lose their licenses\u003c/strong>\u003c/h2>\n\u003cp>In 2019, the education bureau found that the Computer Institute of Technology in Los Angeles provided \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/1004198_accusation.pdf#page=12\">“false and misleading information” (PDF)\u003c/a> to its state inspectors. The bureau sought to revoke the school’s license, but after bringing the investigation to an administrative judge, the bureau decided to put it \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/compinstitutetech_sso1.pdf#page=5\">on probation (PDF)\u003c/a> instead, allowing the school to operate as long as the owner agreed to certain tasks, such as providing quarterly reports and a financial audit. The owner also agreed to provide students with a copy of the bureau’s complaints and information about the school’s probation.\u003c/p>\n\u003cp>In 2021, the bureau investigated it again, this time in response to students who complained to the state that \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/computer_institute_of_technology_final_accusation.pdf#page=11\">the school had stolen tuition money (PDF),\u003c/a> both before and after probation began.\u003c/p>\n\u003cp>Meanwhile, the state employment department continued to recommend the school — even after the department released its policy in 2021, which prohibited supporting schools under investigation. Lacy, the department spokesperson, confirmed that the last student receiving a subsidy to attend the Computer Institute of Technology graduated in June 2022. A few months later, the Los Angeles district attorney charged the school’s owner with using the Computer Institute of Technology to conduct \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/ba_508660_complaint.pdf\">fraud, forgery, and grand theft (PDF)\u003c/a>. The owner was convicted of conspiracy to commit a crime and of obtaining money through false pretenses. Prosecutors dropped the other charges, and as part of the plea deal, the owner served probation instead of jail time.\u003c/p>\n\u003cp>The bureau was still processing its own investigation. In March 2023, more than six months after the owner’s arrest and over a year after launching the latest investigation, the bureau \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/1006223_computer_institute_of_technology_order.pdf\">revoked the school’s license (PDF)\u003c/a>.\u003c/p>\n\u003cp>In general, the bureau is slow, taking over a year to process many routine licensing decisions. For-profit trade schools typically need to renew their licenses with the state every five years, but applications that are going to get denied or are otherwise “problematic” take longer, said Cochrane, the bureau chief. Dolphin Trucking School applied to renew its license in October 2022, the same month that its license expired. While the bureau deliberates on a licensing decision, it treats the school as though it’s still licensed, Cochrane said. In March of this year, the employment department stopped sending students to Dolphin after receiving questions about it from CalMatters. Today, nearly three years after Feist was warned about exploding tires and other problems, the bureau revoked the school’s license, effectively shutting the school down for any other student who wants to enroll.\u003c/p>\n\u003cp>“There is almost certainly room for improvement,” Cochrane acknowledged but added that some delays are inevitable. The licensing process is lengthy and rigorous, and, she said, schools commonly submit incomplete applications, forcing the bureau to spend months filling in the gaps.\u003c/p>\n\u003cfigure id=\"attachment_12001138\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001138\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Students at Dolphin Trucking School listen as their instructor reviews the truck’s engine parts. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One potential solution would be to clamp down on job training schools that submit incomplete applications. Another would be to require schools to apply long before their licenses expire. Cochrane said the bureau is considering both.\u003c/p>\n\u003cp>In two cases, the state employment department continued recommending schools even after the bureau rescinded their licenses. In June 2023, the bureau denied a license renewal request from the Micro-Easy Vocational Institute in Contra Costa County, citing \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/micro-easy_vocational_institute_ord.pdf#page=14\">multiple financial and administrative violations (PDF).\u003c/a> Nine months later, CalMatters asked the department why it still included the school on its recommended list. The department then removed it.\u003c/p>\n\u003cp>Crescent College in Huntington Park lost its license in September 2023 but appealed the decision in November. This May, the bureau published \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/20240528_crescent_college_soi.pdf\">a statement (PDF)\u003c/a> defending its decision and asking an administrative judge to weigh in.\u003c/p>\n\u003cp>CalMatters asked the employment department why the school was still recommended after it first lost its license and what the policy is for schools who have licenses under appeal. The department then stopped recommending it.\u003c/p>\n\u003ch2 id=\"h-how-the-law-helped-for-profit-job-training-schools\" class=\"wp-block-heading\">\u003cstrong>How the law helped for-profit\u003c/strong> job training schools\u003c/h2>\n\u003cp>\u003ca href=\"https://cwdb.ca.gov/wp-content/uploads/sites/43/2022/09/AJCC-Evaluation-Report_FINAL_ACCESSIBLE.pdf#page=10\">Research shows (PDF) \u003c/a>that job seekers who return to school are more likely to earn a higher wage in the long term. However, many job centers send adults directly into the workforce.\u003c/p>\n\u003cp>As a result, state legislators passed \u003ca href=\"http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0701-0750/sb_734_bill_20111006_chaptered.html\">a law\u003c/a> in 2011 that requires California’s workforce development boards to spend at least 20% of their money on education, such as tuition subsidies. Because the law regulates the amount of money spent — instead of the number of people trained — workforce boards and job centers are under pressure to spend those dollars, said Bob Lanter, the former director of the California Workforce Association. For years, he advocated on behalf of the regional workforce development boards, which directly oversee job centers.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11962723,news_11959751,news_11773028\"]\u003c/p>\n\u003cp>After the law was passed, Lanter said that many for-profit schools raised tuition, knowing boards and job centers needed to spend more money.\u003c/p>\n\u003cp>“Let’s not be so focused on how much money is spent,” he said. “Let’s be focused on how many people are receiving services, and maybe, the type of services they’re receiving.”\u003c/p>\n\u003cp>In April, the U.S. House of Representatives passed \u003ca href=\"https://www.congress.gov/bill/118th-congress/house-bill/6655/text\">a bipartisan bill\u003c/a>, sponsored by North Carolina Republican Virginia Foxx, that would require workforce development boards to spend at least 50% of the money earmarked for lower-income and unemployed adults on tuition subsidies or other forms of job training. It won’t just lead to more spending, though, said a spokesperson for Foxx, AnnMarie Graham-Barnes. She said the idea that workforce boards would spend more money without training more people “rests on a cynical view.”\u003c/p>\n\u003cp>This bill calls for more collaboration between community colleges and job centers, and it would create new requirements meant to weed out programs that charge a high tuition but lead to low-paying jobs.\u003c/p>\n\u003cp>Javier Romero, deputy director of workforce services at California’s employment department, said the state is also encouraging students to attend cheaper institutions, such as community colleges. Instead of putting money toward tuition at for-profit schools, job centers can use those dollars to help cover other student expenses, such as bus fare or rent. In total, the state’s job centers gave students just shy of $870,000 for personal expenses for the year ending in June 2023, according to Lacy, the department spokesperson.\u003c/p>\n\u003cfigure id=\"attachment_12001130\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001130\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Zaizar at Dolphin Trucking School. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Uriel Zaizar was one of the last students to attend Dolphin Trucking School using job training tuition money from the employment department. Earlier this year, as he was wrapping up the course, he said that, in retrospect, he would have been better off sticking with a community college. Before the pandemic, he was in a two-year program at a community college, Los Angeles Trade-Technical College, to become a contractor. But he dropped out after one semester, opting for something that seemed to promise a quicker job. “Here is only two months,” he said, referring to the trucking program.\u003c/p>\n\u003cp>On many days after class ended, Zaizar would linger in the parking lot for another hour, waiting for his girlfriend to pick him up because they shared a car.\u003c/p>\n\u003cp>A trucking license, he said, would be his best shot at making money, fast.\u003c/p>\n\u003cp>\u003cem>Check to see if a \u003c/em>\u003ca href=\"https://www.bppe.ca.gov/enforcement/disciplinary_actions.shtml\">\u003cem>for-profit job training school faces state violations\u003c/em>\u003c/a>\u003cem> with this lookup tool. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "California uses federal dollars intended to help students train for better jobs, but the money often goes to for-profit schools — even some under investigation.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When state education investigator Leslie Feist visited Dolphin Trucking School in 2021, a teacher gave her a warning: Don’t stand near the truck while it’s moving. A tire might explode.\u003c/p>\n\u003cp>In fact, most of the trucks on the training lot “did not appear to be roadworthy,” Feist also observed in \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/accusation_1006582.pdf#page=20\">her report (PDF)\u003c/a>. Over the next two years, investigators found that Dolphin hired instructors who lacked the experience necessary to teach and that the school didn’t give students enough instruction, leaving graduates unprepared for the state’s truck driving exam.\u003c/p>\n\u003cp>“Those who did not pass suffered significant financial loss while those who did pass pose a significant danger to the public,” wrote an administrative judge, who \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/20240821_dolphin_trucking.pdf#page=27\">affirmed (PDF)\u003c/a> the state’s proposal to revoke the school’s license, effective Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet for years, California’s Employment Development Department used taxpayer dollars to subsidize tuition for students who attended Dolphin Trucking School, transforming it into one of the largest recipients of federal job training money in the state. The department continued recommending the school after it was under investigation — a violation of \u003ca href=\"https://calmatters.org/wp-content/uploads/2024/07/ETPL-Policy-and-Procedures.pdf#page=18\">department policy (PDF)\u003c/a> — and when state education officials had moved to revoke the school’s license.\u003c/p>\n\u003cp>In fact, the department removed Dolphin and three other schools from its list only after CalMatters asked why it was still recommending schools that were unlicensed or with a license under appeal, and schools that were under state or federal investigation.\u003c/p>\n\u003cfigure id=\"attachment_12001136\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001136\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-9-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Students at Dolphin Trucking School listen attentively as their instructor reviews the parts of the truck’s engine. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>About half of the students who use the tuition subsidies that the employment department oversees attend for-profit schools, according to its most recent data. (Most of the rest attend a public institution, such as a community college, where tuition is usually free.) A CalMatters review found that among the nearly 120 for-profits enrolling at least four subsidized students, 75 faced disciplinary actions — for violations ranging from unpaid state fees to falsifying records.\u003c/p>\n\u003cp>California relies on these for-profit trade schools to train thousands of students. It channels taxpayer dollars their way to cover tuition, sometimes up to $10,000 per student.\u003c/p>\n\u003cp>Yet, it does so with unmistakable ambivalence.\u003c/p>\n\u003cp>The state \u003ca href=\"https://oag.ca.gov/consumers/general/for-profit-schools#:~:text=Be%20careful%20and,get%20a%20job.\">attorney general’s website\u003c/a> cautions students to “be careful and do your homework” before enrolling in a for-profit school, noting that they “have been accused of fraud, abuse, and predatory practices targeting the poor, veterans and minorities by offering expensive degrees that often fail to deliver promised skills and jobs.”\u003c/p>\n\u003cp>To receive public money, for-profit schools are supposed to meet strict federal and state requirements. Then, if the state employment department is satisfied that qualifying schools’ programs are appropriate for the job market, the department will place them on a recommended schools list so local agencies can refer students there.\u003c/p>\n\u003cp>California’s Bureau for Private Postsecondary Education is in charge of licensing, vetting, and inspecting the state’s for-profit institutions, and it logs every violation it finds. The employment department is supposed to keep abreast of the bureau’s findings and act accordingly.\u003c/p>\n\u003cp>While the employment department’s policy explicitly states that a training provider won’t be eligible for funding if it is under “any federal, state or local investigation,” department spokesperson Gareth Lacy said enforcement depends on the circumstances. If the investigation is for “egregious activity,” the department will stop recommending the school until it’s concluded, he said — but that’s not the consequence if a school makes administrative mistakes, such as incomplete reports or late fees.\u003c/p>\n\u003cp>If a school loses its license or its owner is convicted of a crime related to the institution, Lacy said the department bars the school from receiving taxpayer dollars for at least two years.\u003c/p>\n\u003cp>Bureau chief Deborah Cochrane declined to comment on the employment department’s policies but warned that some administrative issues, such as a pattern of unpaid fines and fees, can “call into question the administrative capability of the institution.”\u003c/p>\n\u003cp>Lacy said that the employment department is “continually looking for ways to tighten the process” of recommending schools and now plans to create a “formal working group” with the education bureau to improve communication.\u003c/p>\n\u003ch2 id=\"h-they-don-t-understand-the-trucking-industry-nbsp\" class=\"wp-block-heading\">‘They don’t understand the trucking industry’\u003c/h2>\n\u003cp>The main facility of Dolphin Trucking School sits between the Los Angeles River and a topless sports bar next to an on-ramp for the I-10 freeway. It’s a parking lot, about the size of a soccer field, where students practice driving trucks through orange cones.\u003c/p>\n\u003cp>On a sunny day in the lot earlier this year, Uriel Zaizar, 24, waited in line for his turn to practice. For him and many others, the journey to this parking lot began with a search for a well-paying job.\u003c/p>\n\u003cp>Zaizar said he’s been in and out of jail since he was 18 and is on probation for a drug dealing conviction. In January, he went to a local job center, where career counselors provide advice, job placement, and sometimes financial assistance.\u003c/p>\n\u003cp>That financial assistance is the final step in the nation’s complicated workforce development system. Money comes via the federal Workforce Innovation and Opportunity Act, which is then allocated by California’s employment department through a network of 45 regional intermediaries known as workforce development boards. The boards collectively manage the state’s nearly 180 job centers.\u003c/p>\n\u003cp>In south Los Angeles, a job center spent more than $6,000 of taxpayer dollars to cover Zaizar’s tuition for an eight-week commercial truck driving class at Dolphin. Though Zaizar didn’t know that his school was under investigation, he said he wasn’t surprised, given the school’s mixed reviews online. “I get it,” he said. “It’s not top-notch. It’s the government-funded facility.”\u003c/p>\n\u003cp>Around him, about 20 students milled about. None knew about the investigation, and most didn’t care once they did. At any time, about half of the school’s students receive some form of public tuition subsidy, owner Carla Galvez said.\u003c/p>\n\u003cfigure id=\"attachment_12001127\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001127\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-41-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Zaizar said he’s excited to get his truck driving license and start working as soon as possible. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California’s Bureau for Private Postsecondary Education states in its reports that Dolphin committed 38 violations, including poor record-keeping, insufficient equipment for students, and under-qualified teachers. Many students told the bureau that they didn’t get enough class time to meet the state’s requirements for a truck driving license. Instead of learning, one student told the bureau that teachers often spent the first 45 minutes of class switching out batteries and checking equipment.\u003c/p>\n\u003cp>The operators of Dolphin Trucking denied the bureau’s allegations. Galvez said the trucks have complied with all required maintenance, and she cited inspections by the California Highway Patrol, which show the school’s trucks were “satisfactory” in 2020, 2022, and 2023. Many courses are similar, she said, and students often practice the same skill repeatedly, which is why the curriculum can appear disorganized. She said all the instructors have the relevant experience to teach.\u003c/p>\n\u003cfigure id=\"attachment_12001128\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001128\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-4-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Orange cones divide the yard at Dolphin Trucking School, where students practice driving trucks. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The thing about the bureau is, they don’t understand the trucking industry,” said Carla’s daughter, Alejandra Galvez, a school representative. “It’s pretty much whatever complaint they get; they come get the school right away.”\u003c/p>\n\u003cp>Just as Zaizar was preparing to enroll, Dolphin Trucking School was disputing the bureau’s findings in an administrative court. The bureau makes a final decision but typically asks an administrative judge to weigh in first. After hearings in January, April and June, a judge agreed that the bureau should revoke its license.\u003c/p>\n\u003ch2 id=\"h-when-schools-lose-their-licenses\" class=\"wp-block-heading\">\u003cstrong>When schools lose their licenses\u003c/strong>\u003c/h2>\n\u003cp>In 2019, the education bureau found that the Computer Institute of Technology in Los Angeles provided \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/1004198_accusation.pdf#page=12\">“false and misleading information” (PDF)\u003c/a> to its state inspectors. The bureau sought to revoke the school’s license, but after bringing the investigation to an administrative judge, the bureau decided to put it \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/compinstitutetech_sso1.pdf#page=5\">on probation (PDF)\u003c/a> instead, allowing the school to operate as long as the owner agreed to certain tasks, such as providing quarterly reports and a financial audit. The owner also agreed to provide students with a copy of the bureau’s complaints and information about the school’s probation.\u003c/p>\n\u003cp>In 2021, the bureau investigated it again, this time in response to students who complained to the state that \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/computer_institute_of_technology_final_accusation.pdf#page=11\">the school had stolen tuition money (PDF),\u003c/a> both before and after probation began.\u003c/p>\n\u003cp>Meanwhile, the state employment department continued to recommend the school — even after the department released its policy in 2021, which prohibited supporting schools under investigation. Lacy, the department spokesperson, confirmed that the last student receiving a subsidy to attend the Computer Institute of Technology graduated in June 2022. A few months later, the Los Angeles district attorney charged the school’s owner with using the Computer Institute of Technology to conduct \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/ba_508660_complaint.pdf\">fraud, forgery, and grand theft (PDF)\u003c/a>. The owner was convicted of conspiracy to commit a crime and of obtaining money through false pretenses. Prosecutors dropped the other charges, and as part of the plea deal, the owner served probation instead of jail time.\u003c/p>\n\u003cp>The bureau was still processing its own investigation. In March 2023, more than six months after the owner’s arrest and over a year after launching the latest investigation, the bureau \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/1006223_computer_institute_of_technology_order.pdf\">revoked the school’s license (PDF)\u003c/a>.\u003c/p>\n\u003cp>In general, the bureau is slow, taking over a year to process many routine licensing decisions. For-profit trade schools typically need to renew their licenses with the state every five years, but applications that are going to get denied or are otherwise “problematic” take longer, said Cochrane, the bureau chief. Dolphin Trucking School applied to renew its license in October 2022, the same month that its license expired. While the bureau deliberates on a licensing decision, it treats the school as though it’s still licensed, Cochrane said. In March of this year, the employment department stopped sending students to Dolphin after receiving questions about it from CalMatters. Today, nearly three years after Feist was warned about exploding tires and other problems, the bureau revoked the school’s license, effectively shutting the school down for any other student who wants to enroll.\u003c/p>\n\u003cp>“There is almost certainly room for improvement,” Cochrane acknowledged but added that some delays are inevitable. The licensing process is lengthy and rigorous, and, she said, schools commonly submit incomplete applications, forcing the bureau to spend months filling in the gaps.\u003c/p>\n\u003cfigure id=\"attachment_12001138\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001138\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-11-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Students at Dolphin Trucking School listen as their instructor reviews the truck’s engine parts. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One potential solution would be to clamp down on job training schools that submit incomplete applications. Another would be to require schools to apply long before their licenses expire. Cochrane said the bureau is considering both.\u003c/p>\n\u003cp>In two cases, the state employment department continued recommending schools even after the bureau rescinded their licenses. In June 2023, the bureau denied a license renewal request from the Micro-Easy Vocational Institute in Contra Costa County, citing \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/micro-easy_vocational_institute_ord.pdf#page=14\">multiple financial and administrative violations (PDF).\u003c/a> Nine months later, CalMatters asked the department why it still included the school on its recommended list. The department then removed it.\u003c/p>\n\u003cp>Crescent College in Huntington Park lost its license in September 2023 but appealed the decision in November. This May, the bureau published \u003ca href=\"https://www.bppe.ca.gov/enforcement/actions/20240528_crescent_college_soi.pdf\">a statement (PDF)\u003c/a> defending its decision and asking an administrative judge to weigh in.\u003c/p>\n\u003cp>CalMatters asked the employment department why the school was still recommended after it first lost its license and what the policy is for schools who have licenses under appeal. The department then stopped recommending it.\u003c/p>\n\u003ch2 id=\"h-how-the-law-helped-for-profit-job-training-schools\" class=\"wp-block-heading\">\u003cstrong>How the law helped for-profit\u003c/strong> job training schools\u003c/h2>\n\u003cp>\u003ca href=\"https://cwdb.ca.gov/wp-content/uploads/sites/43/2022/09/AJCC-Evaluation-Report_FINAL_ACCESSIBLE.pdf#page=10\">Research shows (PDF) \u003c/a>that job seekers who return to school are more likely to earn a higher wage in the long term. However, many job centers send adults directly into the workforce.\u003c/p>\n\u003cp>As a result, state legislators passed \u003ca href=\"http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0701-0750/sb_734_bill_20111006_chaptered.html\">a law\u003c/a> in 2011 that requires California’s workforce development boards to spend at least 20% of their money on education, such as tuition subsidies. Because the law regulates the amount of money spent — instead of the number of people trained — workforce boards and job centers are under pressure to spend those dollars, said Bob Lanter, the former director of the California Workforce Association. For years, he advocated on behalf of the regional workforce development boards, which directly oversee job centers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After the law was passed, Lanter said that many for-profit schools raised tuition, knowing boards and job centers needed to spend more money.\u003c/p>\n\u003cp>“Let’s not be so focused on how much money is spent,” he said. “Let’s be focused on how many people are receiving services, and maybe, the type of services they’re receiving.”\u003c/p>\n\u003cp>In April, the U.S. House of Representatives passed \u003ca href=\"https://www.congress.gov/bill/118th-congress/house-bill/6655/text\">a bipartisan bill\u003c/a>, sponsored by North Carolina Republican Virginia Foxx, that would require workforce development boards to spend at least 50% of the money earmarked for lower-income and unemployed adults on tuition subsidies or other forms of job training. It won’t just lead to more spending, though, said a spokesperson for Foxx, AnnMarie Graham-Barnes. She said the idea that workforce boards would spend more money without training more people “rests on a cynical view.”\u003c/p>\n\u003cp>This bill calls for more collaboration between community colleges and job centers, and it would create new requirements meant to weed out programs that charge a high tuition but lead to low-paying jobs.\u003c/p>\n\u003cp>Javier Romero, deputy director of workforce services at California’s employment department, said the state is also encouraging students to attend cheaper institutions, such as community colleges. Instead of putting money toward tuition at for-profit schools, job centers can use those dollars to help cover other student expenses, such as bus fare or rent. In total, the state’s job centers gave students just shy of $870,000 for personal expenses for the year ending in June 2023, according to Lacy, the department spokesperson.\u003c/p>\n\u003cfigure id=\"attachment_12001130\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12001130\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031124-Dolphin-Trucking-School-ZS-CM-43-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Zaizar at Dolphin Trucking School. \u003ccite>(Zaydee Sanchez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Uriel Zaizar was one of the last students to attend Dolphin Trucking School using job training tuition money from the employment department. Earlier this year, as he was wrapping up the course, he said that, in retrospect, he would have been better off sticking with a community college. Before the pandemic, he was in a two-year program at a community college, Los Angeles Trade-Technical College, to become a contractor. But he dropped out after one semester, opting for something that seemed to promise a quicker job. “Here is only two months,” he said, referring to the trucking program.\u003c/p>\n\u003cp>On many days after class ended, Zaizar would linger in the parking lot for another hour, waiting for his girlfriend to pick him up because they shared a car.\u003c/p>\n\u003cp>A trucking license, he said, would be his best shot at making money, fast.\u003c/p>\n\u003cp>\u003cem>Check to see if a \u003c/em>\u003ca href=\"https://www.bppe.ca.gov/enforcement/disciplinary_actions.shtml\">\u003cem>for-profit job training school faces state violations\u003c/em>\u003c/a>\u003cem> with this lookup tool. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "smartphone-bans-havent-worked-in-california-schools-but-some-districts-share-advice-on-what-may-work",
"title": "More California Schools Are Banning Smartphones, but Kids Keep Bringing Them",
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"headTitle": "More California Schools Are Banning Smartphones, but Kids Keep Bringing Them | KQED",
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"content": "\u003cp>At Bullard High School in Fresno, it’s easy to see the benefits of banning students’ cellphones. Bullying is down and socialization is up, principal Armen Torigian said.\u003c/p>\n\u003cp>Enforcing the smartphone restrictions? That’s been harder.\u003c/p>\n\u003cp>Instead of putting their devices in magnetically locked pouches, like they’re supposed to, some kids will stick something else in there instead, like a disused old phone, a calculator, a glue bottle or just the phone case. Others attack the pouch, pulling at stitches, cutting the bottom, or defacing it so it looks closed when it’s really open. Most students comply, but those who don’t create disproportionate chaos.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You should see how bad it is,” Torigian said. “It’s great to say no phones, but I don’t think people realize the addiction of the phones and what students will go to to tell you ‘No, you’re not taking my phone.’”\u003c/p>\n\u003cp>Bullard, which began restricting phones two years ago, is a step ahead of other schools around the state that have moved recently to prohibit cellphones in classrooms. Bullard and other pioneering schools offer a preview of how such bans might play out as they become more common. Educators who have enacted the smartphone restrictions said they help bolster student participation and reduce bullying but also raise challenges, like how to effectively keep phones locked up against determined students and how to identify and treat kids truly addicted to their devices.\u003c/p>\n\u003cp>Citing Bullard as an example, Gov. Gavin Newsom last week \u003ca href=\"https://mclist.us7.list-manage.com/track/click?u=afffa58af0d1d42fee9a20e55&id=c17c816541&e=5c1534d153\">urged school districts statewide to “act now”\u003c/a> and adopt similar restrictions on smartphone use, reminding them that a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB272\">2019 law\u003c/a> gives them the authority to do so. Los Angeles Unified, the nation’s second-largest school district, recently approved plans to \u003ca href=\"https://www.latimes.com/california/story/2024-06-18/lausd-board-approved-strict-cell-phone-ban\">ban phones\u003c/a> in January. \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab3216?slug=CA_202320240AB3216\">One bill before the state Legislature\u003c/a> would impose similar limits statewide while another would \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1283?slug=CA_202320240SB1283\">ban the use of social media at school\u003c/a>. \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb976\">Another would prevent\u003c/a> social media companies from sending notifications during school hours as part of a broader set of regulations intended to disrupt social media addiction.\u003c/p>\n\u003cp>Calls to limit how students use smartphones are driven in part by concerned educators. A Pew Research Center \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/\">survey released in June\u003c/a> found that 1 in 3 middle school teachers and nearly 3 in 4 high school teachers call smartphones a major problem. During school hours in a single day, the average student receives 60 notifications and spends 43 minutes — roughly the length of a classroom period — on their phone, according to \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/2023-cs-smartphone-research-report_final-for-web.pdf\">a 2023 study (PDF)\u003c/a> by Common Sense Media.\u003c/p>\n\u003cp>There is growing pressure to protect young people from excessive screen time generally:\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>In June, U.S. Surgeon General Dr. Vivek Murthy \u003ca href=\"https://www.nytimes.com/2024/06/17/opinion/social-media-health-warning.html\">urged Congress\u003c/a> to require social media companies to place warning labels on their content in order to protect young people.\u003c/li>\n\u003cli>Attorneys general \u003ca href=\"https://www.nytimes.com/2024/06/22/technology/zuckerberg-instagram-child-safety-lawsuits.html\">from 45 U.S. states filed lawsuits\u003c/a> against Meta for failing to protect children.\u003c/li>\n\u003cli>Released in March, the popular book \u003ca href=\"https://www.anxiousgeneration.com/\">\u003cem>The Anxious Generation\u003c/em>\u003c/a> correlates declining mental health among young people with smartphone adoption and encourages parents to demand school districts ban smartphones until high school.\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_12000960\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000960\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">College Park High School students relax in the Wellness Center, which provides a quiet environment as well as meditation, peer support and social services for students. Pleasant Hill on March 15, 2024. \u003ccite>(Manuel Orbegozo for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The moves to limit smartphone use in California put it near the forefront of an increasingly national trend. In New York, Gov. Kathy Hochul \u003ca href=\"https://nymag.com/intelligencer/article/ban-cell-phones-schools-nyc-new-york-kathy-hochul-plan.html\">has reportedly been mulling\u003c/a> a statewide school smartphone ban \u003ca href=\"https://www.chalkbeat.org/newyork/2024/05/30/kathy-hochul-considers-smartphone-ban-amid-student-mental-health-concerns/\">for several months\u003c/a> now. Florida, Ohio, and Indiana have all \u003ca href=\"https://www.usatoday.com/story/news/education/2024/06/09/cell-phone-school-laws/73975232007/\">imposed some degree of statewide restrictions on phones in schools, and several other states\u003c/a> have introduced similar legislation. Education Week in June said \u003ca href=\"https://www.edweek.org/technology/which-states-ban-or-restrict-cellphones-in-schools/2024/06\">11 states either restrict or encourage school districts to restrict\u003c/a> student phone use.\u003c/p>\n\u003ch2 id=\"h-in-san-bernardino-ban-leads-to-higher-teacher-satisfaction\" class=\"wp-block-heading\">In San Bernardino, ban leads to higher teacher satisfaction\u003c/h2>\n\u003cp>Teachers have had classroom phone policies for years; what’s new at schools like Bullard are that their bans are blanket, campus-wide restrictions. Many of the schools that moved early to adopt such bans are smaller and charter schools, like Soar Academy, a TK–8 charter school with 430 mostly low-income students in San Bernardino. Like Bullard, it also found enforcement of its ban was tough. Suspending students wasn’t an option. Neither was yanking phones from students’ hands. That left an honor system, which relied on students’ willingness to accept that smartphones and social media are harmful to their mental health and a distraction from learning.\u003c/p>\n\u003cp>“The key was that we needed 100% buy-in from teachers. There couldn’t be a weak link,” said Soar principal Trisha Lancaster. “It was scary, because we weren’t sure it was going to work. But we were determined to try.”\u003c/p>\n\u003cp>Lancaster said it also helped not to give parents or students a choice in the matter. The school simply presented the new policy, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7012622/#:~:text=Evidence%20from%20a%20variety%20of,to%20be%20greatest%20among%20girls.\">alongside ample research\u003c/a> on the harmful effects of cellphones and social media on young people, and made it clear what the punishments would be.\u003c/p>\n\u003cp>For the first violation, staff would keep a student’s phone for the day and call their parents. Punishments would escalate until the sixth offense, when a student would have to meet with the school board, whose members might suggest the student enroll elsewhere.\u003c/p>\n\u003cp>At Soar, the idea originated at the end of the 2022–23 school year, when teachers said they were fed up with distracted students and an overall dispiriting school climate. Students, Lancaster said, “had lost their social skills.”\u003c/p>\n\u003cp>So the staff decided to ban phones during class, at recess, at lunch and after school — essentially, all times except when in a special area where parents or others can pick them up from school. Students must keep phones off and in backpacks when they are not permitted.\u003c/p>\n\u003cp>The first year of the ban went smoother than expected, Lancaster said. Some students and parents protested, but most understood the policy was in students’ best interests. Test scores didn’t budge much, but at the end of the school year, a survey of teachers showed much higher job satisfaction than they recorded previously. And walking across campus, the improvements are obvious, Lancaster said.\u003c/p>\n\u003cp>“Everyone on campus is so much happier. You see kids actually socializing, problem solving, enjoying themselves,” Lancaster said, choking up as she described the school atmosphere. “It’s true, it’s one more thing to enforce. But education matters, and now kids are learning. That’s the No. 1 reason we did this.”\u003c/p>\n\u003ch2 id=\"h-bans-from-san-mateo-to-san-diego\" class=\"wp-block-heading\">Bans from San Mateo to San Diego\u003c/h2>\n\u003cp>Soar’s experience has been mirrored on a larger scale in the San Mateo-Foster City School District, which serves 10,000 students at 21 TK–8 schools south of San Francisco. After a full-time return to campus in 2022, teachers in the district found many students were “interacting intensely with cellphones in a way we didn’t see before the pandemic,” said superintendent Diego Ochoa, and so the school district adopted a smartphone ban for four middle schools in 2022.\u003c/p>\n\u003cp>Administrators were convinced to do so following a trip to a nearby high school with a smartphone ban. There, they saw students speaking to each other and looking at one another during break time instead of their phones.\u003c/p>\n\u003cp>Ochoa said the benefits of locking smartphones away is evident from improved test scores and an anonymous annual student survey that found a decline in depression, bullying, and fights in the 2023–24 school year relative to prior years. But saying the smartphone ban led to those benefits is tricky because they could have also been caused by other policy changes that happened at the same time, including a \u003ca href=\"https://www.edutopia.org/article/using-restorative-practices-high-school/\">”restorative” approach to discipline\u003c/a> that relied less on detention and suspension and more on support from counselors. Still, when students were surveyed specifically about the policy and the biggest difference in their education since it was put into place, they said that they pay more attention in class.\u003c/p>\n\u003cfigure id=\"attachment_12000961\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000961\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">A sign that reads “no phone zone” in English teacher Jen Roberts’ class at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ron Dyste also implemented a smartphone ban and, like Ochoa, recommends them. Dyste is principal at Urban Discovery Academy, a TK–12 charter school in San Diego, which banned cellphones during the 2023–24 academic year amid an uptick in bullying, harassment and anxiety among students, staff told CalMatters. Nearly 90% of discipline cases, across Urban Discovery Academy and a school where he worked previously, could be traced to misuse of phones or social media, including students filming fights, spreading nude photos of classmates and encouraging students to kill themselves.\u003c/p>\n\u003cp>“I may never get some of those images out of my head. It’s horrible, what kids can do to each other,” Dyste said. “The damage to our kids and our communities is real.”\u003c/p>\n\u003cp>Dyste got the idea to ban phones when he and his wife went to a Dave Chapelle performance where audience members were required to secure their phones in locked pouches.\u003c/p>\n\u003cp>“My wife said, why don’t we do this in schools?” he said. “We knew we had to do something.”\u003c/p>\n\u003cp>Over last summer, the school sent out notices to families about the new policy, explaining the rationale. Some students complained, but parents were thrilled, Dyste said. And the improvements in campus climate were almost immediate.\u003c/p>\n\u003cp>Instead of “hiding away with their screens,” said Jenni Owen, the school’s chief operations officer, students spent their breaks talking, dancing, playing volleyball, and having fun. They developed empathy and a sense of community, she said.\u003c/p>\n\u003cp>At the end of the academic year, the school logged zero fights. The previous year, the school’s suspension rate was 13.5%, almost four times the state average.\u003c/p>\n\u003cp>“For schools that are wondering if they should take this on, I think the answer is, we have to,” Dyste said. “If we don’t educate kids on how and when to use this technology, we’re going to continue seeing a rise in suicide, sexual harassment, and anxiety.”\u003c/p>\n\u003cp>State legislators have recognized the importance of healthier technology use among children. California students are \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB873\">supposed to learn about\u003c/a> “appropriate, responsible, and healthy behavior … related to current technology” under a \u003ca href=\"https://calmatters.org/education/k-12-education/2023/11/fake-news-california-school/\">media literacy law passed in October\u003c/a>.\u003c/p>\n\u003ch2 id=\"h-to-pouch-or-not-to-pouch\" class=\"wp-block-heading\">To pouch or not to pouch\u003c/h2>\n\u003cp>To enforce smartphone bans, some schools rely on smartphone lockers or locked pouches like the kind Dyste saw in use at the Dave Chappelle show.\u003c/p>\n\u003cp>He tried using locked pouches from the Los Angeles-based company Yondr but encountered numerous issues. Some kids were breaking and smashing the pouches to open them, or they’d listen to music all day by connecting their earbuds to their locked-away phones using Bluetooth.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11999993,mindshift_64133,news_11977206\"]\u003c/p>\n\u003cp>“We had to return what was left of the equipment,” he said. Instead of going with Yondr, which wanted $6,000 to cover 110 kids, Dyste found clear, plastic phone lockers on Amazon that cost $50 each and put one in each classroom.\u003c/p>\n\u003cp>Yondr told CalMatters: “Our pouches are designed to withstand heavy-duty usage, and we are continuously working to improve the durability of our solution. However, there will always be students who try to push boundaries, especially when policies are initially rolled out. For this reason, it is critical that our team works directly with districts and administrators in rolling out the Yondr Program, to ensure that the most effective policies and procedures are implemented for successful school-wide adoption. Without adherence to strong policies, schools may struggle with student compliance.”\u003c/p>\n\u003cp>Soar Academy also considered purchasing Yondr phone pouches but was discouraged by the $19,000 price tag.\u003c/p>\n\u003cp>The San Mateo-Foster City School District paid $50,000 to obtain Yondr pouches for roughly 3,000 students. To use them, staff hand out pouches at school entryways each morning, then students swab the pouch over a demagnetizer to unlock the pouch at the end of the day. Kids who want an exception to the rule — for a family emergency for example — must come to the school front office and ask for permission.\u003c/p>\n\u003cp>Yondr pouches come with a hefty price tag, Ochoa said, but he thinks it’s worth it to improve student focus.\u003c/p>\n\u003cp>“Call up five random superintendents, I don’t care where they’re at and ask them, how much would you spend to have your students pay more attention? It’s worth millions,” he said.\u003c/p>\n\u003ch2 id=\"h-mixed-feelings-among-students\" class=\"wp-block-heading\">Mixed feelings among students\u003c/h2>\n\u003cp>Whether phones get locked in a clear box or a silver pouch, Oakland High School senior Leah West said she finds it punitive to require students to lock their phones away before they have broken any rules with the devices. While Oakland High School does not have a blanket smartphone ban, her former English teacher sometimes locked student phones in Yondr pouches.\u003c/p>\n\u003cp>“We should be given a chance to prove ourselves,” she said, adding that such an approach can motivate a rebellious streak in students like her who like freedom and don’t like when she isn’t trusted to make a responsible decision.\u003c/p>\n\u003cp>Louisa Perry-Picciotto, who graduated from high school in Alameda in June, said students with jobs rely on their phones for work updates and all teens use their phones to communicate with their friends.\u003c/p>\n\u003cp>Still, she’s grateful her parents didn’t get her a smartphone until she was in eighth grade.\u003c/p>\n\u003cp>“I get distracted easily, and without a phone I was a lot more connected to the world,” she said.\u003c/p>\n\u003cfigure id=\"attachment_12000964\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000964\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy.jpg\" alt=\"\" width=\"1536\" height=\"1025\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Leah West, 17, in Oakland on Aug. 16, 2024, is in 12th grade at Oakland High School. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Edamevoh Ajayi, who is a junior at Oakland Technical High School, said there’s no question some students don’t pay attention in class because they’re busy texting or playing games. Those students would definitely benefit from rules surrounding cellphone use like the kind being implemented at her school this year.\u003c/p>\n\u003cp>But she feels like she has a strong sense of self-control and a desire to learn, and doesn’t need a phone ban.\u003c/p>\n\u003cp>“When they take away my belongings, I feel like I’m being treated like a child,” she said. At her school, policies vary by classroom. In general, students are free to use their phones between classes and at lunch.\u003c/p>\n\u003cp>When students use their phones in class it can be frustrating for everyone else, said Fremont High School science teacher Chris Jackson. It puts teachers in a tough position: Either ignore that student and carry on for the sake of the students who are listening or disrupt learning for all students and confront them.\u003c/p>\n\u003cp>In the long run, Jackson said he’s worried that Black and brown students, who have historically faced \u003ca href=\"https://www.vox.com/identities/2018/4/5/17199810/school-discipline-race-racism-gao\">higher rates of punishment than other students\u003c/a>, will again bear the brunt of disciplinary actions related to smartphone bans. Rather than punishment, Jackson would prefer to see solutions that address root issues like addiction that lead students to use their devices in violation of the rules. So no matter what policy school districts adopt, he wants the focus to remain on teaching students digital literacy and how social media can be a risk to their health.\u003c/p>\n\u003ch2 id=\"h-course-corrections\" class=\"wp-block-heading\">Course corrections\u003c/h2>\n\u003cp>Some schools who helped pioneer smartphone bans have reassessed their initial approach.\u003c/p>\n\u003cp>This year, Bullard is changing its policy to allow students to access their smartphones at lunch time. Torigian said school administrators wanted to make room for important communications, for example by allowing students who pick up younger siblings to text with their parents. They also hoped the looser rules would encourage more students to comply with the ban.\u003c/p>\n\u003cp>If kids don’t comply, teachers call parents, and if they still refuse they’re sent to what the school calls the re-engagement center. Starting last month, California \u003ca href=\"https://sd09.senate.ca.gov/news/20231010-california-law-will-make-student-suspensions-willful-defiance-illegal\">began prohibiting suspensions for “willful defiance\u003c/a>.” Torigian believes that schools need an exemption from the policy in order to enforce smartphone restrictions. He wants it back because he said he needs a way to hold kids accountable.\u003c/p>\n\u003cp>“That’s why the governor’s got to give us some leeway on this willful defiance; you can’t do one [smartphone restrictions] without the other.”\u003c/p>\n\u003cp>Ochoa said if he had to do it over again in San Mateo-Foster City he would devote more time to explaining to students why they adopted such a policy before putting it into place. Getting a smartphone is a big deal for middle school students, a milestone for adolescents that represents more freedom and autonomy, and it’s counterproductive for the school environment if they feel punished or something they value is taken away with little explanation.\u003c/p>\n\u003cp>“Our teenagers told us, ‘you forgot to explain why we’re doing this,’” he said, adding that even if a small percentage of kids violate the policy it can be really harmful academically and to school culture. “Even with your conviction to implement a policy like this, spend the time developing the language around the policy and explaining it to your students.”\u003c/p>\n\u003cp>Common Sense Media CEO Jim Steyer, whose nonprofit is focused on how children use media and technology, agreed that it works best to explain to kids why a rule to limit smartphone access at school is necessary. Parents and teachers need the same explanation so that they can help enforce some restrictions in order to keep kids safe and healthy.\u003c/p>\n\u003cp>“Any even remotely engaged parent is going to want their kid to do well in school, and is going to want them to understand why phones and social media platforms get in the way of learning and can be really distracting and can affect your mental health,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Schools that banned phones a few years ago have advice for other districts as Gov. Gavin Newsom calls for a crackdown.",
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"title": "More California Schools Are Banning Smartphones, but Kids Keep Bringing Them | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Bullard High School in Fresno, it’s easy to see the benefits of banning students’ cellphones. Bullying is down and socialization is up, principal Armen Torigian said.\u003c/p>\n\u003cp>Enforcing the smartphone restrictions? That’s been harder.\u003c/p>\n\u003cp>Instead of putting their devices in magnetically locked pouches, like they’re supposed to, some kids will stick something else in there instead, like a disused old phone, a calculator, a glue bottle or just the phone case. Others attack the pouch, pulling at stitches, cutting the bottom, or defacing it so it looks closed when it’s really open. Most students comply, but those who don’t create disproportionate chaos.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You should see how bad it is,” Torigian said. “It’s great to say no phones, but I don’t think people realize the addiction of the phones and what students will go to to tell you ‘No, you’re not taking my phone.’”\u003c/p>\n\u003cp>Bullard, which began restricting phones two years ago, is a step ahead of other schools around the state that have moved recently to prohibit cellphones in classrooms. Bullard and other pioneering schools offer a preview of how such bans might play out as they become more common. Educators who have enacted the smartphone restrictions said they help bolster student participation and reduce bullying but also raise challenges, like how to effectively keep phones locked up against determined students and how to identify and treat kids truly addicted to their devices.\u003c/p>\n\u003cp>Citing Bullard as an example, Gov. Gavin Newsom last week \u003ca href=\"https://mclist.us7.list-manage.com/track/click?u=afffa58af0d1d42fee9a20e55&id=c17c816541&e=5c1534d153\">urged school districts statewide to “act now”\u003c/a> and adopt similar restrictions on smartphone use, reminding them that a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB272\">2019 law\u003c/a> gives them the authority to do so. Los Angeles Unified, the nation’s second-largest school district, recently approved plans to \u003ca href=\"https://www.latimes.com/california/story/2024-06-18/lausd-board-approved-strict-cell-phone-ban\">ban phones\u003c/a> in January. \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab3216?slug=CA_202320240AB3216\">One bill before the state Legislature\u003c/a> would impose similar limits statewide while another would \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1283?slug=CA_202320240SB1283\">ban the use of social media at school\u003c/a>. \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb976\">Another would prevent\u003c/a> social media companies from sending notifications during school hours as part of a broader set of regulations intended to disrupt social media addiction.\u003c/p>\n\u003cp>Calls to limit how students use smartphones are driven in part by concerned educators. A Pew Research Center \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/\">survey released in June\u003c/a> found that 1 in 3 middle school teachers and nearly 3 in 4 high school teachers call smartphones a major problem. During school hours in a single day, the average student receives 60 notifications and spends 43 minutes — roughly the length of a classroom period — on their phone, according to \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/2023-cs-smartphone-research-report_final-for-web.pdf\">a 2023 study (PDF)\u003c/a> by Common Sense Media.\u003c/p>\n\u003cp>There is growing pressure to protect young people from excessive screen time generally:\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>In June, U.S. Surgeon General Dr. Vivek Murthy \u003ca href=\"https://www.nytimes.com/2024/06/17/opinion/social-media-health-warning.html\">urged Congress\u003c/a> to require social media companies to place warning labels on their content in order to protect young people.\u003c/li>\n\u003cli>Attorneys general \u003ca href=\"https://www.nytimes.com/2024/06/22/technology/zuckerberg-instagram-child-safety-lawsuits.html\">from 45 U.S. states filed lawsuits\u003c/a> against Meta for failing to protect children.\u003c/li>\n\u003cli>Released in March, the popular book \u003ca href=\"https://www.anxiousgeneration.com/\">\u003cem>The Anxious Generation\u003c/em>\u003c/a> correlates declining mental health among young people with smartphone adoption and encourages parents to demand school districts ban smartphones until high school.\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_12000960\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000960\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/031524_Wellness-Center_MO_CM_03-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">College Park High School students relax in the Wellness Center, which provides a quiet environment as well as meditation, peer support and social services for students. Pleasant Hill on March 15, 2024. \u003ccite>(Manuel Orbegozo for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The moves to limit smartphone use in California put it near the forefront of an increasingly national trend. In New York, Gov. Kathy Hochul \u003ca href=\"https://nymag.com/intelligencer/article/ban-cell-phones-schools-nyc-new-york-kathy-hochul-plan.html\">has reportedly been mulling\u003c/a> a statewide school smartphone ban \u003ca href=\"https://www.chalkbeat.org/newyork/2024/05/30/kathy-hochul-considers-smartphone-ban-amid-student-mental-health-concerns/\">for several months\u003c/a> now. Florida, Ohio, and Indiana have all \u003ca href=\"https://www.usatoday.com/story/news/education/2024/06/09/cell-phone-school-laws/73975232007/\">imposed some degree of statewide restrictions on phones in schools, and several other states\u003c/a> have introduced similar legislation. Education Week in June said \u003ca href=\"https://www.edweek.org/technology/which-states-ban-or-restrict-cellphones-in-schools/2024/06\">11 states either restrict or encourage school districts to restrict\u003c/a> student phone use.\u003c/p>\n\u003ch2 id=\"h-in-san-bernardino-ban-leads-to-higher-teacher-satisfaction\" class=\"wp-block-heading\">In San Bernardino, ban leads to higher teacher satisfaction\u003c/h2>\n\u003cp>Teachers have had classroom phone policies for years; what’s new at schools like Bullard are that their bans are blanket, campus-wide restrictions. Many of the schools that moved early to adopt such bans are smaller and charter schools, like Soar Academy, a TK–8 charter school with 430 mostly low-income students in San Bernardino. Like Bullard, it also found enforcement of its ban was tough. Suspending students wasn’t an option. Neither was yanking phones from students’ hands. That left an honor system, which relied on students’ willingness to accept that smartphones and social media are harmful to their mental health and a distraction from learning.\u003c/p>\n\u003cp>“The key was that we needed 100% buy-in from teachers. There couldn’t be a weak link,” said Soar principal Trisha Lancaster. “It was scary, because we weren’t sure it was going to work. But we were determined to try.”\u003c/p>\n\u003cp>Lancaster said it also helped not to give parents or students a choice in the matter. The school simply presented the new policy, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7012622/#:~:text=Evidence%20from%20a%20variety%20of,to%20be%20greatest%20among%20girls.\">alongside ample research\u003c/a> on the harmful effects of cellphones and social media on young people, and made it clear what the punishments would be.\u003c/p>\n\u003cp>For the first violation, staff would keep a student’s phone for the day and call their parents. Punishments would escalate until the sixth offense, when a student would have to meet with the school board, whose members might suggest the student enroll elsewhere.\u003c/p>\n\u003cp>At Soar, the idea originated at the end of the 2022–23 school year, when teachers said they were fed up with distracted students and an overall dispiriting school climate. Students, Lancaster said, “had lost their social skills.”\u003c/p>\n\u003cp>So the staff decided to ban phones during class, at recess, at lunch and after school — essentially, all times except when in a special area where parents or others can pick them up from school. Students must keep phones off and in backpacks when they are not permitted.\u003c/p>\n\u003cp>The first year of the ban went smoother than expected, Lancaster said. Some students and parents protested, but most understood the policy was in students’ best interests. Test scores didn’t budge much, but at the end of the school year, a survey of teachers showed much higher job satisfaction than they recorded previously. And walking across campus, the improvements are obvious, Lancaster said.\u003c/p>\n\u003cp>“Everyone on campus is so much happier. You see kids actually socializing, problem solving, enjoying themselves,” Lancaster said, choking up as she described the school atmosphere. “It’s true, it’s one more thing to enforce. But education matters, and now kids are learning. That’s the No. 1 reason we did this.”\u003c/p>\n\u003ch2 id=\"h-bans-from-san-mateo-to-san-diego\" class=\"wp-block-heading\">Bans from San Mateo to San Diego\u003c/h2>\n\u003cp>Soar’s experience has been mirrored on a larger scale in the San Mateo-Foster City School District, which serves 10,000 students at 21 TK–8 schools south of San Francisco. After a full-time return to campus in 2022, teachers in the district found many students were “interacting intensely with cellphones in a way we didn’t see before the pandemic,” said superintendent Diego Ochoa, and so the school district adopted a smartphone ban for four middle schools in 2022.\u003c/p>\n\u003cp>Administrators were convinced to do so following a trip to a nearby high school with a smartphone ban. There, they saw students speaking to each other and looking at one another during break time instead of their phones.\u003c/p>\n\u003cp>Ochoa said the benefits of locking smartphones away is evident from improved test scores and an anonymous annual student survey that found a decline in depression, bullying, and fights in the 2023–24 school year relative to prior years. But saying the smartphone ban led to those benefits is tricky because they could have also been caused by other policy changes that happened at the same time, including a \u003ca href=\"https://www.edutopia.org/article/using-restorative-practices-high-school/\">”restorative” approach to discipline\u003c/a> that relied less on detention and suspension and more on support from counselors. Still, when students were surveyed specifically about the policy and the biggest difference in their education since it was put into place, they said that they pay more attention in class.\u003c/p>\n\u003cfigure id=\"attachment_12000961\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000961\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy.jpg\" alt=\"\" width=\"1536\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/050324_School-AI-San-Diego_AH_CM_31-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">A sign that reads “no phone zone” in English teacher Jen Roberts’ class at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ron Dyste also implemented a smartphone ban and, like Ochoa, recommends them. Dyste is principal at Urban Discovery Academy, a TK–12 charter school in San Diego, which banned cellphones during the 2023–24 academic year amid an uptick in bullying, harassment and anxiety among students, staff told CalMatters. Nearly 90% of discipline cases, across Urban Discovery Academy and a school where he worked previously, could be traced to misuse of phones or social media, including students filming fights, spreading nude photos of classmates and encouraging students to kill themselves.\u003c/p>\n\u003cp>“I may never get some of those images out of my head. It’s horrible, what kids can do to each other,” Dyste said. “The damage to our kids and our communities is real.”\u003c/p>\n\u003cp>Dyste got the idea to ban phones when he and his wife went to a Dave Chapelle performance where audience members were required to secure their phones in locked pouches.\u003c/p>\n\u003cp>“My wife said, why don’t we do this in schools?” he said. “We knew we had to do something.”\u003c/p>\n\u003cp>Over last summer, the school sent out notices to families about the new policy, explaining the rationale. Some students complained, but parents were thrilled, Dyste said. And the improvements in campus climate were almost immediate.\u003c/p>\n\u003cp>Instead of “hiding away with their screens,” said Jenni Owen, the school’s chief operations officer, students spent their breaks talking, dancing, playing volleyball, and having fun. They developed empathy and a sense of community, she said.\u003c/p>\n\u003cp>At the end of the academic year, the school logged zero fights. The previous year, the school’s suspension rate was 13.5%, almost four times the state average.\u003c/p>\n\u003cp>“For schools that are wondering if they should take this on, I think the answer is, we have to,” Dyste said. “If we don’t educate kids on how and when to use this technology, we’re going to continue seeing a rise in suicide, sexual harassment, and anxiety.”\u003c/p>\n\u003cp>State legislators have recognized the importance of healthier technology use among children. California students are \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB873\">supposed to learn about\u003c/a> “appropriate, responsible, and healthy behavior … related to current technology” under a \u003ca href=\"https://calmatters.org/education/k-12-education/2023/11/fake-news-california-school/\">media literacy law passed in October\u003c/a>.\u003c/p>\n\u003ch2 id=\"h-to-pouch-or-not-to-pouch\" class=\"wp-block-heading\">To pouch or not to pouch\u003c/h2>\n\u003cp>To enforce smartphone bans, some schools rely on smartphone lockers or locked pouches like the kind Dyste saw in use at the Dave Chappelle show.\u003c/p>\n\u003cp>He tried using locked pouches from the Los Angeles-based company Yondr but encountered numerous issues. Some kids were breaking and smashing the pouches to open them, or they’d listen to music all day by connecting their earbuds to their locked-away phones using Bluetooth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We had to return what was left of the equipment,” he said. Instead of going with Yondr, which wanted $6,000 to cover 110 kids, Dyste found clear, plastic phone lockers on Amazon that cost $50 each and put one in each classroom.\u003c/p>\n\u003cp>Yondr told CalMatters: “Our pouches are designed to withstand heavy-duty usage, and we are continuously working to improve the durability of our solution. However, there will always be students who try to push boundaries, especially when policies are initially rolled out. For this reason, it is critical that our team works directly with districts and administrators in rolling out the Yondr Program, to ensure that the most effective policies and procedures are implemented for successful school-wide adoption. Without adherence to strong policies, schools may struggle with student compliance.”\u003c/p>\n\u003cp>Soar Academy also considered purchasing Yondr phone pouches but was discouraged by the $19,000 price tag.\u003c/p>\n\u003cp>The San Mateo-Foster City School District paid $50,000 to obtain Yondr pouches for roughly 3,000 students. To use them, staff hand out pouches at school entryways each morning, then students swab the pouch over a demagnetizer to unlock the pouch at the end of the day. Kids who want an exception to the rule — for a family emergency for example — must come to the school front office and ask for permission.\u003c/p>\n\u003cp>Yondr pouches come with a hefty price tag, Ochoa said, but he thinks it’s worth it to improve student focus.\u003c/p>\n\u003cp>“Call up five random superintendents, I don’t care where they’re at and ask them, how much would you spend to have your students pay more attention? It’s worth millions,” he said.\u003c/p>\n\u003ch2 id=\"h-mixed-feelings-among-students\" class=\"wp-block-heading\">Mixed feelings among students\u003c/h2>\n\u003cp>Whether phones get locked in a clear box or a silver pouch, Oakland High School senior Leah West said she finds it punitive to require students to lock their phones away before they have broken any rules with the devices. While Oakland High School does not have a blanket smartphone ban, her former English teacher sometimes locked student phones in Yondr pouches.\u003c/p>\n\u003cp>“We should be given a chance to prove ourselves,” she said, adding that such an approach can motivate a rebellious streak in students like her who like freedom and don’t like when she isn’t trusted to make a responsible decision.\u003c/p>\n\u003cp>Louisa Perry-Picciotto, who graduated from high school in Alameda in June, said students with jobs rely on their phones for work updates and all teens use their phones to communicate with their friends.\u003c/p>\n\u003cp>Still, she’s grateful her parents didn’t get her a smartphone until she was in eighth grade.\u003c/p>\n\u003cp>“I get distracted easily, and without a phone I was a lot more connected to the world,” she said.\u003c/p>\n\u003cfigure id=\"attachment_12000964\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000964\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy.jpg\" alt=\"\" width=\"1536\" height=\"1025\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/081624_CellPhoneBan_FM_CM_03-copy-160x107.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Leah West, 17, in Oakland on Aug. 16, 2024, is in 12th grade at Oakland High School. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Edamevoh Ajayi, who is a junior at Oakland Technical High School, said there’s no question some students don’t pay attention in class because they’re busy texting or playing games. Those students would definitely benefit from rules surrounding cellphone use like the kind being implemented at her school this year.\u003c/p>\n\u003cp>But she feels like she has a strong sense of self-control and a desire to learn, and doesn’t need a phone ban.\u003c/p>\n\u003cp>“When they take away my belongings, I feel like I’m being treated like a child,” she said. At her school, policies vary by classroom. In general, students are free to use their phones between classes and at lunch.\u003c/p>\n\u003cp>When students use their phones in class it can be frustrating for everyone else, said Fremont High School science teacher Chris Jackson. It puts teachers in a tough position: Either ignore that student and carry on for the sake of the students who are listening or disrupt learning for all students and confront them.\u003c/p>\n\u003cp>In the long run, Jackson said he’s worried that Black and brown students, who have historically faced \u003ca href=\"https://www.vox.com/identities/2018/4/5/17199810/school-discipline-race-racism-gao\">higher rates of punishment than other students\u003c/a>, will again bear the brunt of disciplinary actions related to smartphone bans. Rather than punishment, Jackson would prefer to see solutions that address root issues like addiction that lead students to use their devices in violation of the rules. So no matter what policy school districts adopt, he wants the focus to remain on teaching students digital literacy and how social media can be a risk to their health.\u003c/p>\n\u003ch2 id=\"h-course-corrections\" class=\"wp-block-heading\">Course corrections\u003c/h2>\n\u003cp>Some schools who helped pioneer smartphone bans have reassessed their initial approach.\u003c/p>\n\u003cp>This year, Bullard is changing its policy to allow students to access their smartphones at lunch time. Torigian said school administrators wanted to make room for important communications, for example by allowing students who pick up younger siblings to text with their parents. They also hoped the looser rules would encourage more students to comply with the ban.\u003c/p>\n\u003cp>If kids don’t comply, teachers call parents, and if they still refuse they’re sent to what the school calls the re-engagement center. Starting last month, California \u003ca href=\"https://sd09.senate.ca.gov/news/20231010-california-law-will-make-student-suspensions-willful-defiance-illegal\">began prohibiting suspensions for “willful defiance\u003c/a>.” Torigian believes that schools need an exemption from the policy in order to enforce smartphone restrictions. He wants it back because he said he needs a way to hold kids accountable.\u003c/p>\n\u003cp>“That’s why the governor’s got to give us some leeway on this willful defiance; you can’t do one [smartphone restrictions] without the other.”\u003c/p>\n\u003cp>Ochoa said if he had to do it over again in San Mateo-Foster City he would devote more time to explaining to students why they adopted such a policy before putting it into place. Getting a smartphone is a big deal for middle school students, a milestone for adolescents that represents more freedom and autonomy, and it’s counterproductive for the school environment if they feel punished or something they value is taken away with little explanation.\u003c/p>\n\u003cp>“Our teenagers told us, ‘you forgot to explain why we’re doing this,’” he said, adding that even if a small percentage of kids violate the policy it can be really harmful academically and to school culture. “Even with your conviction to implement a policy like this, spend the time developing the language around the policy and explaining it to your students.”\u003c/p>\n\u003cp>Common Sense Media CEO Jim Steyer, whose nonprofit is focused on how children use media and technology, agreed that it works best to explain to kids why a rule to limit smartphone access at school is necessary. Parents and teachers need the same explanation so that they can help enforce some restrictions in order to keep kids safe and healthy.\u003c/p>\n\u003cp>“Any even remotely engaged parent is going to want their kid to do well in school, and is going to want them to understand why phones and social media platforms get in the way of learning and can be really distracting and can affect your mental health,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "sf-teachers-students-face-uncertain-future-as-budget-crisis-threatens-closures",
"title": "SF Teachers, Students Face Uncertain Future as Budget Crisis Threatens Closures",
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"headTitle": "SF Teachers, Students Face Uncertain Future as Budget Crisis Threatens Closures | KQED",
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"content": "\u003cp>San Francisco students are heading back to school on Monday. But amid the excitement, first-day outfits and fresh school supplies, uncertainty about the future of the city’s public school district looms.\u003c/p>\n\u003cp>The academic year is set to be volatile. Superintendent Matt Wayne will likely announce a list of recommended schools for school closures as soon as next month. The district has cut hundreds of positions to alleviate a budget shortfall, and the board of education will need to make more spending reductions to balance its budget or risk a state takeover.\u003c/p>\n\u003cp>Cassondra Curiel, the president of United Educators of San Francisco, said that teachers are feeling the weight of these challenges as they return to their classrooms this week.\u003c/p>\n\u003cp>“It’s a really exciting time. It’s a really positive environment you want to set up for students. It happens, though, with the backdrop of the concerns,” she told KQED. “As adults, we are holding this knowledge that the district is going to shortly propose a list of schools that it wants to merge or close.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The exact number and locations of schools that will be closed are unknown, and the district’s website says there is no internal list of schools being considered. A proposed list is expected around mid-September. The plan will face a school board vote likely in December, according to a district spokesperson. Campuses affected will close at the end of the academic year.\u003c/p>\n\u003cp>The closures will be the first in the district in 20 years despite enrollment consistently declining since 1999, leaving more than 14,000 empty seats across campuses. More than 4,000 students have left the district since the 2017–18 school year. SFUSD could lose another 4,600 by 2032, according to the district.\u003c/p>\n\u003cp>“Ultimately, we hope that this is going to lead San Francisco into a more sustainable and well-resourced school district so that we can support all of our students across every single school in the city,” Laura Dudnick, SFUSD’s executive director of communications, told KQED.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_12000395 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/untitled-10_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>In addition to school closures, SFUSD has already cut more than 900 positions, many of which were vacant, and implemented a hiring freeze for non-classroom positions to help rightsize the budget.\u003c/p>\n\u003cp>It is planning additional expenditure reductions of more than $100 million in the 2025–26 year and will not have access to one-time federal funds it has used to cover deficit spending for years. If the school board isn’t able to balance next year’s budget, it could face a state takeover.\u003c/p>\n\u003cp>The uncertainty makes it challenging for teachers to do their jobs, Curiel said.\u003c/p>\n\u003cp>“If you were told today that your job may not be available to you in 10 months, and it’s just flying around — there’s no plan, there’s no relocation, there’s no guarantees of any kind — how would you work for the next 10 months?’ she asked.\u003c/p>\n\u003cp>Parents dropping off their children on the first day of school also said they had worries about the year to come. Nadim Hossain said that he sees the state of the district as a “leadership failure.”\u003c/p>\n\u003cp>“I guess we screwed up as voters, I think, is what I would say,” he said.\u003c/p>\n\u003cp>Discontent with the school board is not new. In 2022, \u003ca href=\"https://www.kqed.org/news/11900721/how-we-got-here-the-road-to-the-recall-election-of-3-sf-school-board-members\">three members were recalled\u003c/a> because of frustration over the district’s handling of schools during the pandemic, as well as budget concerns with declining enrollment. In November, four of the seven seats will be on the ballot.\u003c/p>\n\u003cp>In June, the city’s teachers’ union endorsed an unexpected group of four candidates — one progressive and three moderate. In the past, the union has not typically endorsed moderates running for the seats.\u003c/p>\n\u003cp>Parents at smaller, under-enrolled schools are worried about the closures. Though the algorithm being used to determine which schools will close is apparently weighing equity heavily, there is anxiety for parents who fear their children’s campus might be shuttered.\u003c/p>\n\u003cp>“It’s so unfair, and it breaks my heart,” Cece Roberts, another seventh-grade parent at Marina Middle, said.\u003c/p>\n\u003cp>Despite worries about the future, Meredith Dodson, the executive director of the San Francisco Parents Coalition, told KQED that the first day still feels joyful.\u003c/p>\n\u003cp>“When you go back to the student level, the classroom level, it’s just positive and warm, loving, caring teachers welcoming students back,” she said.\u003c/p>\n\u003cp>\u003cem>KQED’s Gilare Zada contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco students are heading back to school on Monday. But amid the excitement, first-day outfits and fresh school supplies, uncertainty about the future of the city’s public school district looms.\u003c/p>\n\u003cp>The academic year is set to be volatile. Superintendent Matt Wayne will likely announce a list of recommended schools for school closures as soon as next month. The district has cut hundreds of positions to alleviate a budget shortfall, and the board of education will need to make more spending reductions to balance its budget or risk a state takeover.\u003c/p>\n\u003cp>Cassondra Curiel, the president of United Educators of San Francisco, said that teachers are feeling the weight of these challenges as they return to their classrooms this week.\u003c/p>\n\u003cp>“It’s a really exciting time. It’s a really positive environment you want to set up for students. It happens, though, with the backdrop of the concerns,” she told KQED. “As adults, we are holding this knowledge that the district is going to shortly propose a list of schools that it wants to merge or close.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The exact number and locations of schools that will be closed are unknown, and the district’s website says there is no internal list of schools being considered. A proposed list is expected around mid-September. The plan will face a school board vote likely in December, according to a district spokesperson. Campuses affected will close at the end of the academic year.\u003c/p>\n\u003cp>The closures will be the first in the district in 20 years despite enrollment consistently declining since 1999, leaving more than 14,000 empty seats across campuses. More than 4,000 students have left the district since the 2017–18 school year. SFUSD could lose another 4,600 by 2032, according to the district.\u003c/p>\n\u003cp>“Ultimately, we hope that this is going to lead San Francisco into a more sustainable and well-resourced school district so that we can support all of our students across every single school in the city,” Laura Dudnick, SFUSD’s executive director of communications, told KQED.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>In addition to school closures, SFUSD has already cut more than 900 positions, many of which were vacant, and implemented a hiring freeze for non-classroom positions to help rightsize the budget.\u003c/p>\n\u003cp>It is planning additional expenditure reductions of more than $100 million in the 2025–26 year and will not have access to one-time federal funds it has used to cover deficit spending for years. If the school board isn’t able to balance next year’s budget, it could face a state takeover.\u003c/p>\n\u003cp>The uncertainty makes it challenging for teachers to do their jobs, Curiel said.\u003c/p>\n\u003cp>“If you were told today that your job may not be available to you in 10 months, and it’s just flying around — there’s no plan, there’s no relocation, there’s no guarantees of any kind — how would you work for the next 10 months?’ she asked.\u003c/p>\n\u003cp>Parents dropping off their children on the first day of school also said they had worries about the year to come. Nadim Hossain said that he sees the state of the district as a “leadership failure.”\u003c/p>\n\u003cp>“I guess we screwed up as voters, I think, is what I would say,” he said.\u003c/p>\n\u003cp>Discontent with the school board is not new. In 2022, \u003ca href=\"https://www.kqed.org/news/11900721/how-we-got-here-the-road-to-the-recall-election-of-3-sf-school-board-members\">three members were recalled\u003c/a> because of frustration over the district’s handling of schools during the pandemic, as well as budget concerns with declining enrollment. In November, four of the seven seats will be on the ballot.\u003c/p>\n\u003cp>In June, the city’s teachers’ union endorsed an unexpected group of four candidates — one progressive and three moderate. In the past, the union has not typically endorsed moderates running for the seats.\u003c/p>\n\u003cp>Parents at smaller, under-enrolled schools are worried about the closures. Though the algorithm being used to determine which schools will close is apparently weighing equity heavily, there is anxiety for parents who fear their children’s campus might be shuttered.\u003c/p>\n\u003cp>“It’s so unfair, and it breaks my heart,” Cece Roberts, another seventh-grade parent at Marina Middle, said.\u003c/p>\n\u003cp>Despite worries about the future, Meredith Dodson, the executive director of the San Francisco Parents Coalition, told KQED that the first day still feels joyful.\u003c/p>\n\u003cp>“When you go back to the student level, the classroom level, it’s just positive and warm, loving, caring teachers welcoming students back,” she said.\u003c/p>\n\u003cp>\u003cem>KQED’s Gilare Zada contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Updated 4 p.m. Monday\u003c/em>\u003c/p>\n\u003cp>University of California President Michael V. Drake directed campus leaders on Monday to communicate and enforce rules on protest encampments as students prepare to return to class after last spring’s demonstrations against the war in \u003ca href=\"https://www.kqed.org/news/tag/gaza\">Gaza\u003c/a>.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.documentcloud.org/documents/25051187-letter-from-president-drake-chancellors-policies-impacting-expressive-activity-003\">letter to the chancellors of the 10 UC campuses\u003c/a>, which does not specifically mention the last year’s protests or violence at some schools, Drake outlined required policies that ban putting up tents and campsites on university property, blocking access to university buildings and masking to evade being recognized.\u003c/p>\n\u003cp>“As we prepare to begin a new academic year, it is important that we reaffirm our commitment to fostering an environment that encourages free expression and debate while protecting the rights of all community members to teach, study, live, provide and receive clinical care, and work safely,” the letter reads.\u003c/p>\n\u003cp>The policies also require that people on campuses identify themselves to university officials.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Drake acknowledged that existing policies cover the requirements at most campuses but directed chancellors to develop or amend policies where they don’t.\u003c/p>\n\u003cp>A spokesperson for UC Berkeley confirmed that the school’s chancellor, Richard K. Lyons, had received the letter, which was distributed to all students, staff and faculty Monday morning.\u003c/p>\n\u003cp>Lyons, who took office last month, said in a \u003ca href=\"https://news.berkeley.edu/2024/08/19/embracing-our-principles-of-community-honoring-our-legacy-of-free-speech/\">video message\u003c/a> that the directives were consistent with the university’s existing practices and that the university will “continue to respond in a quick and concerted manner to violence, to violations of laws and to words or deeds that rise to the level of harassment and/or discrimination.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11999854 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/DSC_0201-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>“Behavior of that sort will not be tolerated,” he said.\u003c/p>\n\u003cp>In a separate letter addressed \u003ca href=\"https://www.universityofcalifornia.edu/press-room/updates-uc-campus-climate-efforts\">to the UC community\u003c/a>, Drake said that campus leaders had spent the summer reflecting on the events of the past year and that consistent policies and laws were key to achieving a balance between free speech and the need to maintain safety and university operations.\u003c/p>\n\u003cp>Amid months of nationwide student protests against the ongoing war between Hamas and Israel and universities’ investments in Israel, the last school year’s demonstrations at UC campuses led to “significant disruptions that resulted in violence, vandalism, class and research interruption, and restricted access to public spaces,” the University of California Office of the President said in a statement to KQED.\u003c/p>\n\u003cp>“While we provide many opportunities and venues for the expression of diverse viewpoints at UC campuses, activities that violate the law, University policy, or both will not be tolerated,” the statement reads.\u003c/p>\n\u003cp>The letters come as students return to California campuses for a new school year — starting this month at UC Berkeley and UC Merced and next month at the other eight campuses.\u003c/p>\n\u003cp>“I think what they’re trying to do is make more consistent their authoritarian crackdown on these protests,” said Graeme Blair, an associate professor of political science at UCLA and a member of the Faculty for Justice in Palestine, in a phone interview with KQED. “We plan to challenge these, and I think that some of the policies that they are suggesting are clearly unconstitutional and won’t stand up to legal scrutiny.”\u003c/p>\n\u003cp>Jamie Hindery, a UCLA graduate student and former negotiator for the UC Santa Cruz encampment, criticized the policy on masking.\u003c/p>\n\u003cp>“To receive an email signed by a medical doctor that outlines a potential ban on masking was extremely unsettling and disconcerting,” Hindery said, pointing to an increase in COVID-19 cases. “Banning masks, whether to conceal identity or to protect from illness, is a violation of our First Amendment rights and any enforcement of that policy would surely result in lawsuits against the university.”\u003c/p>\n\u003cp>When asked how campuses would distinguish between prohibited masks and those used to protect from COVID-19, a spokesperson for the UC Office of the President said officials will evaluate the intent behind their use.\u003c/p>\n\u003cp>“If a mask is worn in a context where the wearer is violating policies or laws, officials may determine that the mask is being used to evade identification,” the spokesperson said. “Individuals or groups believed to be engaging in prohibited conduct will be informed about the violation[s], asked to, and then directed to take corrective actions and modify their behavior.”\u003c/p>\n\u003cp>In an emailed statement, the Bay Area Chapter of the Palestinian Youth Movement said the UC system’s response to the protests “exposes their priorities in repressing and silencing students and campus community members across California, and ultimately ignoring the core popular demands to divest from entities that fuel Israel’s ongoing genocide in Gaza — a genocide that has led to massacring of well over 40,000 Palestinians.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 4 p.m. Monday\u003c/em>\u003c/p>\n\u003cp>University of California President Michael V. Drake directed campus leaders on Monday to communicate and enforce rules on protest encampments as students prepare to return to class after last spring’s demonstrations against the war in \u003ca href=\"https://www.kqed.org/news/tag/gaza\">Gaza\u003c/a>.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.documentcloud.org/documents/25051187-letter-from-president-drake-chancellors-policies-impacting-expressive-activity-003\">letter to the chancellors of the 10 UC campuses\u003c/a>, which does not specifically mention the last year’s protests or violence at some schools, Drake outlined required policies that ban putting up tents and campsites on university property, blocking access to university buildings and masking to evade being recognized.\u003c/p>\n\u003cp>“As we prepare to begin a new academic year, it is important that we reaffirm our commitment to fostering an environment that encourages free expression and debate while protecting the rights of all community members to teach, study, live, provide and receive clinical care, and work safely,” the letter reads.\u003c/p>\n\u003cp>The policies also require that people on campuses identify themselves to university officials.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>“Behavior of that sort will not be tolerated,” he said.\u003c/p>\n\u003cp>In a separate letter addressed \u003ca href=\"https://www.universityofcalifornia.edu/press-room/updates-uc-campus-climate-efforts\">to the UC community\u003c/a>, Drake said that campus leaders had spent the summer reflecting on the events of the past year and that consistent policies and laws were key to achieving a balance between free speech and the need to maintain safety and university operations.\u003c/p>\n\u003cp>Amid months of nationwide student protests against the ongoing war between Hamas and Israel and universities’ investments in Israel, the last school year’s demonstrations at UC campuses led to “significant disruptions that resulted in violence, vandalism, class and research interruption, and restricted access to public spaces,” the University of California Office of the President said in a statement to KQED.\u003c/p>\n\u003cp>“While we provide many opportunities and venues for the expression of diverse viewpoints at UC campuses, activities that violate the law, University policy, or both will not be tolerated,” the statement reads.\u003c/p>\n\u003cp>The letters come as students return to California campuses for a new school year — starting this month at UC Berkeley and UC Merced and next month at the other eight campuses.\u003c/p>\n\u003cp>“I think what they’re trying to do is make more consistent their authoritarian crackdown on these protests,” said Graeme Blair, an associate professor of political science at UCLA and a member of the Faculty for Justice in Palestine, in a phone interview with KQED. “We plan to challenge these, and I think that some of the policies that they are suggesting are clearly unconstitutional and won’t stand up to legal scrutiny.”\u003c/p>\n\u003cp>Jamie Hindery, a UCLA graduate student and former negotiator for the UC Santa Cruz encampment, criticized the policy on masking.\u003c/p>\n\u003cp>“To receive an email signed by a medical doctor that outlines a potential ban on masking was extremely unsettling and disconcerting,” Hindery said, pointing to an increase in COVID-19 cases. “Banning masks, whether to conceal identity or to protect from illness, is a violation of our First Amendment rights and any enforcement of that policy would surely result in lawsuits against the university.”\u003c/p>\n\u003cp>When asked how campuses would distinguish between prohibited masks and those used to protect from COVID-19, a spokesperson for the UC Office of the President said officials will evaluate the intent behind their use.\u003c/p>\n\u003cp>“If a mask is worn in a context where the wearer is violating policies or laws, officials may determine that the mask is being used to evade identification,” the spokesperson said. “Individuals or groups believed to be engaging in prohibited conduct will be informed about the violation[s], asked to, and then directed to take corrective actions and modify their behavior.”\u003c/p>\n\u003cp>In an emailed statement, the Bay Area Chapter of the Palestinian Youth Movement said the UC system’s response to the protests “exposes their priorities in repressing and silencing students and campus community members across California, and ultimately ignoring the core popular demands to divest from entities that fuel Israel’s ongoing genocide in Gaza — a genocide that has led to massacring of well over 40,000 Palestinians.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>After a years-long fight, 16 and 17-year-olds in Berkeley and Oakland will be able to vote in school board \u003ca href=\"https://www.kqed.org/voterguide/alameda/school\">elections\u003c/a> this fall, the first two districts in the state to give young people a say in who governs their public schools.\u003c/p>\n\u003cp>Earlier this month, the Alameda County Registrar of Voters announced technology for printing and counting youth ballots is ready for the November election. Berkeley passed Measure Y1, giving young people the right to vote in school board elections in 2016. Oakland followed suit with Measure QQ four years later.\u003c/p>\n\u003cp>Ixchel Arista, an Oakland High School graduate, joined the campaign for the Oakland measure as a high school freshman.\u003c/p>\n\u003cp>“We are the main constituents and recipients of the decisions made at the school board level, and it only makes sense in my mind that 16-17 year-olds are able to decide who they feel is going to best represent their interests,” Arista says, adding that the challenge now is making sure young people have the information they need to cast their vote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And there is a lot to learn. Chances are, if you are 16 or 17, you have never voted in an election before. If that’s the case, don’t worry; this is new to everyone. Even the county registrar has had a hard time figuring it out and spent months designing and building a new voting system for young people. Below, you’ll find information about how to register, how to learn about candidates, and where to vote.\u003c/p>\n\u003cp>\u003cem>Did we miss something? If you have other questions about how to vote, please send us your questions by \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe2Acbz9vp9kYjW_zXntoPd3AGmn4q3A57lVKLQ-oInhMdzXg/viewform\">filling out this form\u003c/a>. If you’d like to email me directly, \u003ca href=\"mailto:afinney@kqed.org\">click here.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_12000542\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">This November, 16- and 17-year-olds in Oakland will have four school board seats to consider on the ballot, while those in Berkeley will have two. \u003ccite>(Aaron Mendelson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How do I register to vote?\u003c/h2>\n\u003cp>To cast a ballot, people who are 16 or 17 need to register with the Secretary of State using a process called “pre-registration.” You can pre-register \u003ca href=\"https://registertovote.ca.gov/\">online\u003c/a> or in person at the Alameda County Registrar’s office in the Rene C. Davidson Courthouse near Lake Merritt in Oakland at 1225 Fallon St., room G1. Paper forms are also available at some public libraries and DMV locations.\u003c/p>\n\u003cp>If you register online, make sure you select the “pre-register” option on the Secretary of State’s website. If you are using a paper form, check the box at the top of the page that says you are 16 or 17.\u003c/p>\n\u003cp>To pre-register to vote in Berkeley or Oakland school board elections, you’ll need to meet all of the state’s regular voting requirements, other than being 18, and be a Berkeley or Oakland resident.\u003c/p>\n\u003cp>The online application will ask you for the following information, so it’s good to have it ready when you go online to fill out the form:\u003c/p>\n\u003cul>\n\u003cli>Your home address\u003c/li>\n\u003cli>The last four digits of your social security number or a state driver’s license or ID card number. If you don’t have a state ID, the registrar will need a copy of your signature to have on file. The registrar will compare that signature with the signature on your ballot to make sure it came from you. If you register on paper, the registrar will ask you to sign a legal document called an affidavit. If you register online, you will have to print a form, sign it and mail it to the registrar’s office.\u003c/li>\n\u003c/ul>\n\u003cp>After you register, you can check to make sure it was received using the Secretary of State’s \u003ca href=\"https://voterstatus.sos.ca.gov/\">registration voter status page\u003c/a>. The Alameda County Registrar is encouraging young people to register before Oct. 21.\u003c/p>\n\u003ch2>How can I learn about what I’ll be voting on?\u003c/h2>\n\u003cp>Eligible voters who are 16 and 17 are only allowed to vote in their school board elections. In Oakland, there are four school board seats on the ballot in November, two in Berkeley.\u003c/p>\n\u003cp>In Oakland, only eligible youth voters living in school board Districts 1, 3, 5 and 7 will vote this year. In 2026, Districts 2, 4 and 6, will be up for election. You can look up which Oakland school board district you live in using this \u003ca href=\"https://gisapps1.mapoakland.com/ousd/\">Oakland Unified School District District map\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_12000525 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>In Berkeley, school board members serve the entire city, so all eligible youth voters will be able to vote regardless of where they live in the city.\u003c/p>\n\u003cp>School boards are a group of people elected to make decisions about how local public schools operate. They vote on what schools teach, how schools are kept safe and how to spend money set aside by the state for schools. There is a lot to say about what school boards do. For more check out \u003ca href=\"https://oaklandside.org/2020/09/17/what-do-oakland-school-board-members-do-exactly/?gad_source=1&gclid=Cj0KCQjwiOy1BhDCARIsADGvQnCmKEjAinyYWO727WdG7ixHUEAarQxP6O4ATBxpFpKrnRgV6P8YPVMaAiy1EALw_wcB\">this 2020 article\u003c/a> from \u003cem>The Oaklandside\u003c/em>.\u003c/p>\n\u003cp>School board directors in Oakland and Berkeley are up for election every four years. Leading up to elections, people interested in becoming school board members file official paperwork, start raising money, make campaign websites, print advertisements like lawn signs (if you keep an eye out, you’ll probably see some around your city) and host campaign events.\u003c/p>\n\u003cp>To find out what candidates support, you can search online for their campaign websites, go to local campaign events or candidate forums, read local reporting about how candidates have voted in the past and research candidates in voter information guides. You can look up who is giving money to each candidate on \u003ca href=\"https://public.netfile.com/pub2/Default.aspx?aid=COAK\">Oakland’s campaign finance website\u003c/a> or \u003ca href=\"https://public.netfile.com/pub2/?aid=BRK\">Berkeley’s campaign finance website\u003c/a>.\u003c/p>\n\u003cp>KQED has a voter guide that will give you basic information about Oakland’s school board candidates for Districts \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-1\">1\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-3\">3\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-5\">5\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-7\">7\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#berkeley-school-director\">Berkeley’s school board candidates\u003c/a>.\u003c/p>\n\u003ch2>How do I vote?\u003c/h2>\n\u003cp>If you pre-register with the Secretary of State, you’ll get a ballot sent to the address on your registration. You have to fill out the ballot, sign the envelope and send it in on or before Election Day on Nov. 5.\u003c/p>\n\u003cp>If you don’t receive a mail-in ballot, lose it or would just like to get help filling it out, there will be one location for in-person youth voting on Nov. 5: The Alameda County Registrar’s office at the Rene Davidson Courthouse.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a years-long fight, 16 and 17-year-olds in Berkeley and Oakland will be able to vote in school board \u003ca href=\"https://www.kqed.org/voterguide/alameda/school\">elections\u003c/a> this fall, the first two districts in the state to give young people a say in who governs their public schools.\u003c/p>\n\u003cp>Earlier this month, the Alameda County Registrar of Voters announced technology for printing and counting youth ballots is ready for the November election. Berkeley passed Measure Y1, giving young people the right to vote in school board elections in 2016. Oakland followed suit with Measure QQ four years later.\u003c/p>\n\u003cp>Ixchel Arista, an Oakland High School graduate, joined the campaign for the Oakland measure as a high school freshman.\u003c/p>\n\u003cp>“We are the main constituents and recipients of the decisions made at the school board level, and it only makes sense in my mind that 16-17 year-olds are able to decide who they feel is going to best represent their interests,” Arista says, adding that the challenge now is making sure young people have the information they need to cast their vote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And there is a lot to learn. Chances are, if you are 16 or 17, you have never voted in an election before. If that’s the case, don’t worry; this is new to everyone. Even the county registrar has had a hard time figuring it out and spent months designing and building a new voting system for young people. Below, you’ll find information about how to register, how to learn about candidates, and where to vote.\u003c/p>\n\u003cp>\u003cem>Did we miss something? If you have other questions about how to vote, please send us your questions by \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe2Acbz9vp9kYjW_zXntoPd3AGmn4q3A57lVKLQ-oInhMdzXg/viewform\">filling out this form\u003c/a>. If you’d like to email me directly, \u003ca href=\"mailto:afinney@kqed.org\">click here.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_12000542\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">This November, 16- and 17-year-olds in Oakland will have four school board seats to consider on the ballot, while those in Berkeley will have two. \u003ccite>(Aaron Mendelson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How do I register to vote?\u003c/h2>\n\u003cp>To cast a ballot, people who are 16 or 17 need to register with the Secretary of State using a process called “pre-registration.” You can pre-register \u003ca href=\"https://registertovote.ca.gov/\">online\u003c/a> or in person at the Alameda County Registrar’s office in the Rene C. Davidson Courthouse near Lake Merritt in Oakland at 1225 Fallon St., room G1. Paper forms are also available at some public libraries and DMV locations.\u003c/p>\n\u003cp>If you register online, make sure you select the “pre-register” option on the Secretary of State’s website. If you are using a paper form, check the box at the top of the page that says you are 16 or 17.\u003c/p>\n\u003cp>To pre-register to vote in Berkeley or Oakland school board elections, you’ll need to meet all of the state’s regular voting requirements, other than being 18, and be a Berkeley or Oakland resident.\u003c/p>\n\u003cp>The online application will ask you for the following information, so it’s good to have it ready when you go online to fill out the form:\u003c/p>\n\u003cul>\n\u003cli>Your home address\u003c/li>\n\u003cli>The last four digits of your social security number or a state driver’s license or ID card number. If you don’t have a state ID, the registrar will need a copy of your signature to have on file. The registrar will compare that signature with the signature on your ballot to make sure it came from you. If you register on paper, the registrar will ask you to sign a legal document called an affidavit. If you register online, you will have to print a form, sign it and mail it to the registrar’s office.\u003c/li>\n\u003c/ul>\n\u003cp>After you register, you can check to make sure it was received using the Secretary of State’s \u003ca href=\"https://voterstatus.sos.ca.gov/\">registration voter status page\u003c/a>. The Alameda County Registrar is encouraging young people to register before Oct. 21.\u003c/p>\n\u003ch2>How can I learn about what I’ll be voting on?\u003c/h2>\n\u003cp>Eligible voters who are 16 and 17 are only allowed to vote in their school board elections. In Oakland, there are four school board seats on the ballot in November, two in Berkeley.\u003c/p>\n\u003cp>In Oakland, only eligible youth voters living in school board Districts 1, 3, 5 and 7 will vote this year. In 2026, Districts 2, 4 and 6, will be up for election. You can look up which Oakland school board district you live in using this \u003ca href=\"https://gisapps1.mapoakland.com/ousd/\">Oakland Unified School District District map\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>In Berkeley, school board members serve the entire city, so all eligible youth voters will be able to vote regardless of where they live in the city.\u003c/p>\n\u003cp>School boards are a group of people elected to make decisions about how local public schools operate. They vote on what schools teach, how schools are kept safe and how to spend money set aside by the state for schools. There is a lot to say about what school boards do. For more check out \u003ca href=\"https://oaklandside.org/2020/09/17/what-do-oakland-school-board-members-do-exactly/?gad_source=1&gclid=Cj0KCQjwiOy1BhDCARIsADGvQnCmKEjAinyYWO727WdG7ixHUEAarQxP6O4ATBxpFpKrnRgV6P8YPVMaAiy1EALw_wcB\">this 2020 article\u003c/a> from \u003cem>The Oaklandside\u003c/em>.\u003c/p>\n\u003cp>School board directors in Oakland and Berkeley are up for election every four years. Leading up to elections, people interested in becoming school board members file official paperwork, start raising money, make campaign websites, print advertisements like lawn signs (if you keep an eye out, you’ll probably see some around your city) and host campaign events.\u003c/p>\n\u003cp>To find out what candidates support, you can search online for their campaign websites, go to local campaign events or candidate forums, read local reporting about how candidates have voted in the past and research candidates in voter information guides. You can look up who is giving money to each candidate on \u003ca href=\"https://public.netfile.com/pub2/Default.aspx?aid=COAK\">Oakland’s campaign finance website\u003c/a> or \u003ca href=\"https://public.netfile.com/pub2/?aid=BRK\">Berkeley’s campaign finance website\u003c/a>.\u003c/p>\n\u003cp>KQED has a voter guide that will give you basic information about Oakland’s school board candidates for Districts \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-1\">1\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-3\">3\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-5\">5\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-7\">7\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#berkeley-school-director\">Berkeley’s school board candidates\u003c/a>.\u003c/p>\n\u003ch2>How do I vote?\u003c/h2>\n\u003cp>If you pre-register with the Secretary of State, you’ll get a ballot sent to the address on your registration. You have to fill out the ballot, sign the envelope and send it in on or before Election Day on Nov. 5.\u003c/p>\n\u003cp>If you don’t receive a mail-in ballot, lose it or would just like to get help filling it out, there will be one location for in-person youth voting on Nov. 5: The Alameda County Registrar’s office at the Rene Davidson Courthouse.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "bay-area-study-finds-early-childhood-trauma-therapy-can-prevent-serious-disease",
"title": "Bay Area Study Finds Early Childhood Trauma Therapy Can Prevent Serious Disease",
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"headTitle": "Bay Area Study Finds Early Childhood Trauma Therapy Can Prevent Serious Disease | KQED",
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"content": "\u003cp>A form of psychotherapy to address early childhood trauma has the potential to prevent serious disease later in life by slowing down the rapid aging of the body’s cells, according to \u003ca href=\"https://journals.sagepub.com/doi/10.1177/09567976241260247\">a study published Wednesday\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>.\u003c/p>\n\u003cp>The study, which focuses on a group of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> youngsters who received child-parent psychotherapy, shows that the treatment not only has psychological benefits but is making a difference on a biological level, according to a team of researchers at UCSF.\u003c/p>\n\u003cp>“We know that stress is associated with all sorts of health and disease outcomes later in life, and we’ve learned that stress gets under the skin to affect our physiology as early as early childhood,” said Nicki Bush, a psychiatry and pediatrics professor at UCSF.\u003c/p>\n\u003cp>The study’s findings are “just one more bit of strong evidence that shows intervening on trauma early in life can have a really positive impact on children and their families,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Child-parent psychotherapy, also known as CPP, helps young children overcome trauma related to abuse, violence or grief by helping parents respond to their children’s distress in appropriate ways. During sessions, therapists incorporate toys to help children process their traumatic experiences and help parents understand how their children’s behavior is linked to their own exposure to trauma.\u003c/p>\n\u003cp>The goal is to heal the relationship between adult and child and help prevent what psychiatrists call the intergenerational transmission of trauma during a sensitive period of the child’s development.\u003c/p>\n\u003cp>“The brain grows fastest in the first five years of life, and so it’s most malleable [then],” said Alicia Lieberman, who pioneered this form of therapy at UCSF three decades ago. “That’s why it’s so important to make sure that the neural connections that happen [during this time] are associated with protection, with safety, with trust, with growth, with pleasure, with exploration.”\u003c/p>\n\u003cfigure id=\"attachment_12000191\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000191\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Children play during recess in Berkeley on Nov. 16, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Previous studies have shown that exposure to a greater number of adverse childhood experiences, including physical, emotional and sexual abuse, neglect and domestic violence, may \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9924940/\">accelerate aging in older adults\u003c/a> and that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5566406/\">exposure to violence speeds up children’s epigenetic clock\u003c/a>.\u003c/p>\n\u003cp>The concept of an epigenetic clock was developed about a decade ago by Steve Horvath, a principal investigator at the Bay Area biotech company Altos Labs, to estimate a person’s biological age by looking at a chemical tag in their DNA called methyl groups.\u003c/p>\n\u003cp>Because child-parent psychotherapy\u003ca href=\"https://childparentpsychotherapy.com/about/research/\"> has been shown\u003c/a> to lower traumatic stress symptoms and behavior problems in children, researchers wanted to see whether the treatment has any effect on the rate at which their bodies are aging.\u003c/p>\n\u003cp>They swabbed the cheeks of a group of children between 2 and 6 years old who received up to 20 weekly child-parent psychotherapy sessions and compared the DNA samples from their saliva to those of another group of children who experienced trauma but didn’t receive the treatment. The study was conducted in San Francisco and Oakland between 2013 and 2015.\u003c/p>\n\u003cp>All the children had epigenetic clocks that ran on average at the same speed when the study began. But after two years, the kids who didn’t receive the therapy had a faster-ticking epigenetic clock than those who received therapy.\u003c/p>\n\u003cp>Researchers say the level of trauma was higher for the children who received the therapy than the kids in the comparison group, which makes the findings even more noteworthy. The majority of participants from both groups were mixed-race or Latin American and from low-income households.\u003c/p>\n\u003cp>“It makes sense that when children are exposed to stress [they’re] working really hard to cope with these environments, but that adaptation can come at a cost because their bodies are working harder,” said the study’s co-author, Allie Sullivan. “That’s when we can potentially see associations with future health problems like chronic disease.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11992142 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/image-1020x684.png']\u003c/span>\u003c/p>\n\u003cp>Bush said she hopes evidence that the therapy can slow cellular aging takes away the stigma oftentimes associated with seeking mental and behavioral health support.\u003c/p>\n\u003cp>The study is one of several underway that shows the impact of toxic stress or traumatic stress on the developing body and the impact of “really good interventions” that can reverse or slow down the biological toll of these kinds of stress, said Dr. Rahil Briggs, a child psychologist and national director of \u003ca href=\"https://www.healthysteps.org/\">Healthy Steps\u003c/a>, a program that provides early childhood development support to low-income families.\u003c/p>\n\u003cp>She \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2759759#google_vignette\">cited a study\u003c/a> that found babies whose mothers experienced psychological distress had lower electrical activity in the brain.\u003c/p>\n\u003cp>“We have long known that there’s no health without mental health,” Briggs, who was not involved in the UCSF research, said. “But now we see the link between stress and anxiety and something like severe maternal depression and the actual, physical well-being of the infant or toddler.”\u003c/p>\n\u003cp>She hopes the findings make a convincing case for funding dyadic care as part of a child’s pediatric checkups. Dyadic care is based on the idea that a parent’s or caregiver’s well-being is important for a child’s healthy development.\u003c/p>\n\u003cp>Last year, California \u003ca href=\"https://mcweb.apps.prd.cammis.medi-cal.ca.gov/news/31905\">began covering dyadic services for Medi-Cal patients\u003c/a>. That means doctors can get reimbursed for screening the child and parent for mental and behavioral health problems and referring them to appropriate follow-up care. Children up to 20 years old and their parents qualify for the benefit.\u003c/p>\n\u003cp>Child-parent psychotherapy is also covered under the state’s $4.7 billion Children and Youth Behavioral Health Initiative. A diagnosis is required before treatment can begin.\u003c/p>\n\u003cp>“If you can show that trauma affects biology in a manner we can’t control consciously and that therapy can reverse that biological harm, it gets people to think, ‘Gosh, I may not be concerned about mental health, but I’m compelled to invest in and support policies that would pay for this type of intervention because it’s going to prevent asthma, it’s going to prevent obesity or heart disease down the line,’” Bush said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A form of psychotherapy to address early childhood trauma has the potential to prevent serious disease later in life by slowing down the rapid aging of the body’s cells, according to \u003ca href=\"https://journals.sagepub.com/doi/10.1177/09567976241260247\">a study published Wednesday\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>.\u003c/p>\n\u003cp>The study, which focuses on a group of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> youngsters who received child-parent psychotherapy, shows that the treatment not only has psychological benefits but is making a difference on a biological level, according to a team of researchers at UCSF.\u003c/p>\n\u003cp>“We know that stress is associated with all sorts of health and disease outcomes later in life, and we’ve learned that stress gets under the skin to affect our physiology as early as early childhood,” said Nicki Bush, a psychiatry and pediatrics professor at UCSF.\u003c/p>\n\u003cp>The study’s findings are “just one more bit of strong evidence that shows intervening on trauma early in life can have a really positive impact on children and their families,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Child-parent psychotherapy, also known as CPP, helps young children overcome trauma related to abuse, violence or grief by helping parents respond to their children’s distress in appropriate ways. During sessions, therapists incorporate toys to help children process their traumatic experiences and help parents understand how their children’s behavior is linked to their own exposure to trauma.\u003c/p>\n\u003cp>The goal is to heal the relationship between adult and child and help prevent what psychiatrists call the intergenerational transmission of trauma during a sensitive period of the child’s development.\u003c/p>\n\u003cp>“The brain grows fastest in the first five years of life, and so it’s most malleable [then],” said Alicia Lieberman, who pioneered this form of therapy at UCSF three decades ago. “That’s why it’s so important to make sure that the neural connections that happen [during this time] are associated with protection, with safety, with trust, with growth, with pleasure, with exploration.”\u003c/p>\n\u003cfigure id=\"attachment_12000191\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000191\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/019_KQED_BerkeleyYMCAEricaDavis_11162022_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Children play during recess in Berkeley on Nov. 16, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Previous studies have shown that exposure to a greater number of adverse childhood experiences, including physical, emotional and sexual abuse, neglect and domestic violence, may \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9924940/\">accelerate aging in older adults\u003c/a> and that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5566406/\">exposure to violence speeds up children’s epigenetic clock\u003c/a>.\u003c/p>\n\u003cp>The concept of an epigenetic clock was developed about a decade ago by Steve Horvath, a principal investigator at the Bay Area biotech company Altos Labs, to estimate a person’s biological age by looking at a chemical tag in their DNA called methyl groups.\u003c/p>\n\u003cp>Because child-parent psychotherapy\u003ca href=\"https://childparentpsychotherapy.com/about/research/\"> has been shown\u003c/a> to lower traumatic stress symptoms and behavior problems in children, researchers wanted to see whether the treatment has any effect on the rate at which their bodies are aging.\u003c/p>\n\u003cp>They swabbed the cheeks of a group of children between 2 and 6 years old who received up to 20 weekly child-parent psychotherapy sessions and compared the DNA samples from their saliva to those of another group of children who experienced trauma but didn’t receive the treatment. The study was conducted in San Francisco and Oakland between 2013 and 2015.\u003c/p>\n\u003cp>All the children had epigenetic clocks that ran on average at the same speed when the study began. But after two years, the kids who didn’t receive the therapy had a faster-ticking epigenetic clock than those who received therapy.\u003c/p>\n\u003cp>Researchers say the level of trauma was higher for the children who received the therapy than the kids in the comparison group, which makes the findings even more noteworthy. The majority of participants from both groups were mixed-race or Latin American and from low-income households.\u003c/p>\n\u003cp>“It makes sense that when children are exposed to stress [they’re] working really hard to cope with these environments, but that adaptation can come at a cost because their bodies are working harder,” said the study’s co-author, Allie Sullivan. “That’s when we can potentially see associations with future health problems like chronic disease.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>Bush said she hopes evidence that the therapy can slow cellular aging takes away the stigma oftentimes associated with seeking mental and behavioral health support.\u003c/p>\n\u003cp>The study is one of several underway that shows the impact of toxic stress or traumatic stress on the developing body and the impact of “really good interventions” that can reverse or slow down the biological toll of these kinds of stress, said Dr. Rahil Briggs, a child psychologist and national director of \u003ca href=\"https://www.healthysteps.org/\">Healthy Steps\u003c/a>, a program that provides early childhood development support to low-income families.\u003c/p>\n\u003cp>She \u003ca href=\"https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2759759#google_vignette\">cited a study\u003c/a> that found babies whose mothers experienced psychological distress had lower electrical activity in the brain.\u003c/p>\n\u003cp>“We have long known that there’s no health without mental health,” Briggs, who was not involved in the UCSF research, said. “But now we see the link between stress and anxiety and something like severe maternal depression and the actual, physical well-being of the infant or toddler.”\u003c/p>\n\u003cp>She hopes the findings make a convincing case for funding dyadic care as part of a child’s pediatric checkups. Dyadic care is based on the idea that a parent’s or caregiver’s well-being is important for a child’s healthy development.\u003c/p>\n\u003cp>Last year, California \u003ca href=\"https://mcweb.apps.prd.cammis.medi-cal.ca.gov/news/31905\">began covering dyadic services for Medi-Cal patients\u003c/a>. That means doctors can get reimbursed for screening the child and parent for mental and behavioral health problems and referring them to appropriate follow-up care. Children up to 20 years old and their parents qualify for the benefit.\u003c/p>\n\u003cp>Child-parent psychotherapy is also covered under the state’s $4.7 billion Children and Youth Behavioral Health Initiative. A diagnosis is required before treatment can begin.\u003c/p>\n\u003cp>“If you can show that trauma affects biology in a manner we can’t control consciously and that therapy can reverse that biological harm, it gets people to think, ‘Gosh, I may not be concerned about mental health, but I’m compelled to invest in and support policies that would pay for this type of intervention because it’s going to prevent asthma, it’s going to prevent obesity or heart disease down the line,’” Bush said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "bay-area-schools-face-sea-level-rise-threat",
"title": "Bay Area Schools Face Sea Level Rise Threat",
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"content": "\u003cp class=\"p1\">\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">52 Bay Area public schools are already at risk of being inundated with ocean and groundwater, according to a new analysis by KQED and Climate Central. KQED’s Ezra David Romero tells us how the threat of sea level rise has already ignited a debate over rebuilding a middle school in Marin County.\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1063445518&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003c/div>\n\u003cp>\u003cb>Links:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/science/1993783/schools-in-deep-water-bay-area-faces-uphill-battle-against-climate-change\">\u003cspan style=\"font-weight: 400\">Schools in Deep Water: Bay Area Faces Uphill Battle Against Climate Change\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong> I’m Ericka Cruz Guevarra and welcome to the Bay. Local news to keep you rooted. A new analysis from KQED and Climate Central found that more than 50 public schools around the Bay Area are already at risk of sea level rise thanks to human caused climate change. And that includes a middle school in Marin County, where rising water is already at the school’s doorstep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>When we drive here or the kids ride their bikes on the bike path here, it is pretty often flooded.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The high tide line in the San Francisco Bay has risen by eight inches over the last century, and much of the bay shoreline has more flooding in its future. Today we go to one school in Mill Valley that’s already feeling the impact of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I went to Mill Valley in Marin County. It’s this town at the end of Richardson Bay. You know, there’s San Francisco Bay and then there’s Richardson Bay. And this is the very end of it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra David Romero is a climate reporter for KQED.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s a more affluent community, just like Marin County is. And it’s a beautiful place. It’s like kind of this like little mountain valley next to the bay. It’s quite cute. And they have a cute downtown.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>And I know you went to a public school there. Can you tell me what what school you went to exactly, And what did it look like when you arrived?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, I went to Mill Valley Middle School. It’s this school literally, like ten, 15, 20ft away from the bay itself. It’s quite beautiful, right? There’s Mt. Tam in the distance. There’s the bay right there. There’s a cute little park in front of the school. It kind of looks just like a regular school to me, right? But just in this serene location right next to the bay.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Is it? And I think. Yeah. Miranda, Pleasure for having.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Me. I met up with Juliette Hart and Miranda O’Connell. They both have sixth graders going to the school and both had kids who left the school recently.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So this is in addition to kind of the bike path and the safe routes to school, the community center.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We met up at the school because they are quite concerned about this school district wanting to rebuild that school right in the same place.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>You went to this school because of your sort of broader reporting on sea level rise. But what exactly is happening at Mill Valley Middle School when it comes to sea level rise and how is it affecting people there? Now, what did Miranda and Juliet tell you about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Well, this is a place that floods, you know, when we have high tides or extremely high tides because it’s so close to the bay. So basically, the school has a creek that runs on one side. There’s a little marsh, and then there’s like some human made channels. So when there’s a high tide, that water comes up and like floods the road that the one road in and out of campus.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Yeah. So the main drop off area is in one of the spots that routinely gets flooded.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Miranda showed me the outside of Mill Valley Middle School where it floods. There’s basically one road in and out of campus that ends kind of in this cul de sac. She basically said that, like this area floods multiple times a year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>And so it just causes a huge safety mass because there’s you can’t drop off the kids there. And so they end up kind of jumping out at random spots on a very busy road.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>You know, it creates this like traffic chaos and a quite difficult way to just start your day when you just want to drop off your kids and get to work. And so they’re worried that the school, because the school wants to rebuild there, that they’re just going to put kids in danger in the future and then they’re not actually fixing the problem. There’s been this long debate over whether the school should be rebuilt.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>So, I mean, it sounds like the threat of sea level rise is very present for parents and families at Mill Valley Middle. But how does this problem go beyond Mill Valley, this problem of sea level rise affecting schools in the Bay Area specifically?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So this school is like a case example of all the schools around the Bay Area where this could happen. We have 400 plus miles of shoreline. There’s many, many schools in that area. We’ve only had about like eight inches of sea level rise since the industrial revolution. And that’s supposed to speed up as human caused climate change exacerbates and seas rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We found that 52 schools around the Bay Area already are at risk of flooding from sea level rise. Whether that’s like groundwater being pushed up or like water actually coming over the shores like we see here at Mill Valley. And that just gets worse as it goes into the future. I linked up with this group called Climate Central. They’re a non advocacy news group.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>They have a data journalist named Katie Worth, and we worked on this together. We looked at USGS data around where groundwater is and how it’s going to rise in different places. And then we basically superimposed all that information onto a map. And then we saw all the schools that were at risk. And so what we found, though, is that there’s 52 schools already at risk of groundwater floods linked to sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And seven of them also carry the risk of coastal floods, compounding the likelihood that they could be inundated. And by 2050, 16 will have both risks. And the bulk of these schools are pretty much in San Mateo, Alameda and Marin counties, you know, all low lying places, places where there’s like fill. That’s where we like filled in part of the bay. And some of it’s like actually below sea level or just right above it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Yeah. And so and you’re talking not just about the threat of the bay sort of rising, but also groundwater rising as well. Right. Can you talk about that and kind of explain what experts say about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when we think about sea level rise, we’re often thinking about like, say, the Marshall Islands or somewhere out in the water where the actual ocean. Right. Is like covering land, Right. But groundwater is a phenomenon that scientists are talking about right now.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>For the past like five, ten years, that could happen before we see so much water coming over the shore. When you think of the ocean or the bay, you know that water is above ground. Right. But it also saturates the ground underneath the land. So what happens is the seas rise. That water also rises in that ground, that saturated soil.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And we also have groundwater in there, right? Like natural groundwater, shallow groundwater. And so the idea is as seas rise, it can push that groundwater up, become more saturated and eventually become emergent or right flooding inland.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I know you also talked with some experts for this story. What do experts say about how they see the threat of sea level rise potentially impacting schools?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Schools haven’t dealt with this issue before.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I talked to Kevin Befus a lot about this. You know, he’s an assistant professor at the University of Arkansas Department of Geosciences, and he studied the hydrology of the Bay Area lot, specifically for USGS, creating the maps that we used for our story.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Do you get a storm, a 20 year storm, So it has a 5% chance of happening in any given year. A 5% chance storm in a year could make the school an island almost.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>When I talked to Kevin about how schools are going to be impacted by this, he thought about like high water days, kind of like foggy day schedules or snow days.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Those sort of events, I think will become more and more common for these schools along the coast. The administrators will have to be keeping track of tides, the king tides and the size of storms coming through and be ready to to have a high water day.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>He sees this as an imminent threat to schools, to businesses, to highways all around the Bay Area, because as seas rise. Right, it’s going to affect everything around that lap of the bay. For example, at Mill Valley, they want to raise the school five feet above the 100 year storm level where it can be put in flood really bad. But he is saying like the school can raise it. But what about everything around it, like the roads, the community?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>I think the cost will be astronomical no matter what. A lot of this happens so slowly that I think that’s why people don’t necessarily think of that right away. It’s not on the front of their mind until it’s their house. It’s their car. It’s their school.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Coming up, the plan to rebuild Mill Valley Middle School. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I want to come back, Ezra, to where we started in this story. Mill Valley. You already described the threat of sea level rise being imminent for parents and the students at that school. So what exactly is being done to address that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, well, the community in Mill Valley voted on a bond measure called Measure G back in 2022, and it was for like $194 million to modernize and beautify schools in Mill Valley. So the school district decided they wanted to use a portion of that money. $130 million would go to rebuilding Mill Valley Middle School.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>It’s very, very expensive, too. So we are taking it very seriously. We are a medical share.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I met up with Sharon Nakatania. She’s the board president for the Mill Valley School District.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>And this is our, you know, it’s a really large library, actually, for a middle school.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We are we toured the campus and, you know, she showed me the area that floods. We thought we had like the cool library they have. And she talked about their plans.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>Now we have deemed the school is has reached its age and it will be demolished and rebuilt in the same spot.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>What they want to do is they want to raise that school about five feet above the 100 year storm. That’s basically like a historic big storm, you know, that could flood the area. So they believe that they’re raising the school out of the risk from future sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>I think there’s a plan to for what we can demolish from this building. We will use this film to to raise the site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Sharon told me that, like, you know, there are other sites, but there’s like an existing school there. So they’d have to like, figure out what to do with this elementary school. And then there could be uproar from parents about like, you’re moving our kids. And so they felt like this site is still the best site even with future sea level rise because point blank, they just didn’t feel like they had the land and or the money to like go buy some new land and also have the money to rebuild this school.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>To do a new middle school in Mill Valley. Again, 10 to 12 acres. So there’s no available flat land. That’s 10 to 12 acres. There might be hills that are really accessible. But when you look at the larger picture of Mill Valley, this school is really right in the middle, which is why.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when I asked her about, you know, what about the road that that currently floods or, you know, the community around it. Her answer was like, it’s not in the school’s purview.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>The sea level rise is everyone’s issue, frankly, and it’s up to us to do what we can for our school and our students. And it’s also up to the city to do what we can for the residents and for the county Marin to do and say to California, etc., etc..\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>But I know it’s very contentious among parents. Right. What do you what do they say about the decision to build on this same spot? And what are the parents you spoke with want to see instead?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, the parents I spoke to, you know, Juliet and Miranda, they were quite angry that this school district still wants to build on this site.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>These are long lived assets that we built. So why are we building something that we know in 20 years will be vulnerable, will be have standing water surrounding it? Why aren’t we thinking about places that don’t have that risk?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So a few months ago when I interviewed Miranda, you know, she had an eighth grader at the school and she was just quite tired of seeing the flooding happening. Right. She was living through it multiple times a year. And so she was really worried about the future. Right. She has another sixth grader coming into the campus this year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So I have one that’s leaving and then I have one that’s starting this coming school year for the three year period and another one starting in two years for an additional three year period. Yeah, you’re.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Going to deal with this for a while.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>For the next six years. Yeah.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>She was worried about like the kids having to be at the school as they rebuild this site and into the future as as. CS Right. So she had like concerns about right now and into the future. And when I interviewed Juliet Harte the same day, you know, she has a sixth grader coming into the school. Her concern was really about sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>I look at this site and think sea level rise because that’s what I do. But it’s not surprising to me that people haven’t thought of that. What’s surprising to me is that now that they know they’re still moving forward.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Professionally, she’s actually like an oceanographer, so she knows how much sea level rise is going to impact the school. She knows how many feet and by what year and what time. So she was just really worried about the future because, you know, when you think about climate change all day and what’s it going to do to the Bay Area, then your kids go to a school right next to the bay. I mean, I think those two things coincide.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Right? And her her sixth grader who’s starting there this year is going to have a couple more years at that school. So, I mean, it sounds like these parents basically want the district to find somewhere else to rebuild.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, they want the school district or build the school somewhere else. But the school district, when I talked to Sharon Nakatani, she basically said it’s a done deal. Like this is where we’re rebuilding the school. We’ve look, we’ve exhausted all of our other options. We’ve been in many meetings about this, but I think the last thing that’s might determine what happens there is in this environmental review.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So, you know, every building project, you know, in in the state has to go through environmental review when you know, when it’s in the process and that they look at everything from like sea level rise to flooding to storms to what’s a site like? What’s the hydrology there? One also caveat about this site. It’s on an old city dump site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So like under the school, it’s a bunch of dump material, trash and stuff like that. The school measures how much methane is coming off of that site every day. So they’re paying attention to that. So there’s a lot of concerns at this site. I’m not sure where it’ll go from here.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I could see and I think the parents are really hoping that, you know, this environmental review that like state regulators will really think about this site, especially when it comes to the dump. There’s a lot of factors here that are going on. And I think it’ll just we’ll see what’s going to happen in the next couple of months or maybe a year or so.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>When we’re talking about these schools, right. That are built to last 50 years, what should be done in order to really address and and adapt to. The threat of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>A lot of my reporting, we look at like an individual cases like this in Mill Valley. But really solutions for sea level rise are regional, right? Or citywide, Right. Like in San Francisco, we’re thinking about a whole waterfront sea level rise plan for seven and a half miles of the of the bay. And then there’s other plans for other areas, Right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s like this huge thing. So something for Mill Valley or another part of the bay. They need to think about this regionally. Well, when it comes to schools, they can do whatever is in their purview, like how much money they have and they can raise the school. But, you know, not all schools have that luxury, right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It costs a lot of money to build a school or in this case, they’re going to spend $130 million to rebuild this school, which is a lot of money. Right. For especially for community that doesn’t have that kind of funds or maybe isn’t in an affluent area where they can pass a bond measure to do that. And Kevin Befus from the University of Arkansas talked about that.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>It ends up being for those who can afford to protect themselves well, and those who can’t, you know, end up with the extra water.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I mean, I think what our reporting does right, we’re like we lay out what schools are at risk. Right? We found these 52 schools. There’s of each has a varying level of risk. But when you think of a school, they’re really like a community center, right. If this school is in danger from sea features, sea level rise or current sea level rise or current flooding, then the entire community or large portions of it might be. In some way. Our analysis is like a red flag for these communities to pay attention about what’s to come.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra, thank you so much.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Hey, thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>That was Ezra David Romero, a climate reporter for KQED. We’re going to leave you a link to Ezra’s story in our shownotes, which includes graphics of where schools will be impacted by sea level rise. This 30 minute conversation with Ezra was cut down and edited by senior editor Alan Montecillo. It was produced and scored by me. Music Courtesy of Audio Network.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The Bay is a production of listener supported KQED Public Media. If you liked this episode or you learn something new, consider sharing it with a friend. Word of mouth is one of the best ways that you can support our show. I’m Ericka Cruz Guevarra. Thank you so much for listening. Talk to you next time.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">52 Bay Area public schools are already at risk of being inundated with ocean and groundwater, according to a new analysis by KQED and Climate Central. KQED’s Ezra David Romero tells us how the threat of sea level rise has already ignited a debate over rebuilding a middle school in Marin County.\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC1063445518&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003c/div>\n\u003cp>\u003cb>Links:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/science/1993783/schools-in-deep-water-bay-area-faces-uphill-battle-against-climate-change\">\u003cspan style=\"font-weight: 400\">Schools in Deep Water: Bay Area Faces Uphill Battle Against Climate Change\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong> I’m Ericka Cruz Guevarra and welcome to the Bay. Local news to keep you rooted. A new analysis from KQED and Climate Central found that more than 50 public schools around the Bay Area are already at risk of sea level rise thanks to human caused climate change. And that includes a middle school in Marin County, where rising water is already at the school’s doorstep.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>When we drive here or the kids ride their bikes on the bike path here, it is pretty often flooded.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The high tide line in the San Francisco Bay has risen by eight inches over the last century, and much of the bay shoreline has more flooding in its future. Today we go to one school in Mill Valley that’s already feeling the impact of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I went to Mill Valley in Marin County. It’s this town at the end of Richardson Bay. You know, there’s San Francisco Bay and then there’s Richardson Bay. And this is the very end of it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra David Romero is a climate reporter for KQED.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s a more affluent community, just like Marin County is. And it’s a beautiful place. It’s like kind of this like little mountain valley next to the bay. It’s quite cute. And they have a cute downtown.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>And I know you went to a public school there. Can you tell me what what school you went to exactly, And what did it look like when you arrived?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, I went to Mill Valley Middle School. It’s this school literally, like ten, 15, 20ft away from the bay itself. It’s quite beautiful, right? There’s Mt. Tam in the distance. There’s the bay right there. There’s a cute little park in front of the school. It kind of looks just like a regular school to me, right? But just in this serene location right next to the bay.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Is it? And I think. Yeah. Miranda, Pleasure for having.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Me. I met up with Juliette Hart and Miranda O’Connell. They both have sixth graders going to the school and both had kids who left the school recently.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So this is in addition to kind of the bike path and the safe routes to school, the community center.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We met up at the school because they are quite concerned about this school district wanting to rebuild that school right in the same place.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>You went to this school because of your sort of broader reporting on sea level rise. But what exactly is happening at Mill Valley Middle School when it comes to sea level rise and how is it affecting people there? Now, what did Miranda and Juliet tell you about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Well, this is a place that floods, you know, when we have high tides or extremely high tides because it’s so close to the bay. So basically, the school has a creek that runs on one side. There’s a little marsh, and then there’s like some human made channels. So when there’s a high tide, that water comes up and like floods the road that the one road in and out of campus.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>Yeah. So the main drop off area is in one of the spots that routinely gets flooded.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Miranda showed me the outside of Mill Valley Middle School where it floods. There’s basically one road in and out of campus that ends kind of in this cul de sac. She basically said that, like this area floods multiple times a year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>And so it just causes a huge safety mass because there’s you can’t drop off the kids there. And so they end up kind of jumping out at random spots on a very busy road.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>You know, it creates this like traffic chaos and a quite difficult way to just start your day when you just want to drop off your kids and get to work. And so they’re worried that the school, because the school wants to rebuild there, that they’re just going to put kids in danger in the future and then they’re not actually fixing the problem. There’s been this long debate over whether the school should be rebuilt.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>So, I mean, it sounds like the threat of sea level rise is very present for parents and families at Mill Valley Middle. But how does this problem go beyond Mill Valley, this problem of sea level rise affecting schools in the Bay Area specifically?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So this school is like a case example of all the schools around the Bay Area where this could happen. We have 400 plus miles of shoreline. There’s many, many schools in that area. We’ve only had about like eight inches of sea level rise since the industrial revolution. And that’s supposed to speed up as human caused climate change exacerbates and seas rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We found that 52 schools around the Bay Area already are at risk of flooding from sea level rise. Whether that’s like groundwater being pushed up or like water actually coming over the shores like we see here at Mill Valley. And that just gets worse as it goes into the future. I linked up with this group called Climate Central. They’re a non advocacy news group.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>They have a data journalist named Katie Worth, and we worked on this together. We looked at USGS data around where groundwater is and how it’s going to rise in different places. And then we basically superimposed all that information onto a map. And then we saw all the schools that were at risk. And so what we found, though, is that there’s 52 schools already at risk of groundwater floods linked to sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And seven of them also carry the risk of coastal floods, compounding the likelihood that they could be inundated. And by 2050, 16 will have both risks. And the bulk of these schools are pretty much in San Mateo, Alameda and Marin counties, you know, all low lying places, places where there’s like fill. That’s where we like filled in part of the bay. And some of it’s like actually below sea level or just right above it.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Yeah. And so and you’re talking not just about the threat of the bay sort of rising, but also groundwater rising as well. Right. Can you talk about that and kind of explain what experts say about that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when we think about sea level rise, we’re often thinking about like, say, the Marshall Islands or somewhere out in the water where the actual ocean. Right. Is like covering land, Right. But groundwater is a phenomenon that scientists are talking about right now.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>For the past like five, ten years, that could happen before we see so much water coming over the shore. When you think of the ocean or the bay, you know that water is above ground. Right. But it also saturates the ground underneath the land. So what happens is the seas rise. That water also rises in that ground, that saturated soil.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>And we also have groundwater in there, right? Like natural groundwater, shallow groundwater. And so the idea is as seas rise, it can push that groundwater up, become more saturated and eventually become emergent or right flooding inland.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I know you also talked with some experts for this story. What do experts say about how they see the threat of sea level rise potentially impacting schools?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Schools haven’t dealt with this issue before.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I talked to Kevin Befus a lot about this. You know, he’s an assistant professor at the University of Arkansas Department of Geosciences, and he studied the hydrology of the Bay Area lot, specifically for USGS, creating the maps that we used for our story.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Do you get a storm, a 20 year storm, So it has a 5% chance of happening in any given year. A 5% chance storm in a year could make the school an island almost.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>When I talked to Kevin about how schools are going to be impacted by this, he thought about like high water days, kind of like foggy day schedules or snow days.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>Those sort of events, I think will become more and more common for these schools along the coast. The administrators will have to be keeping track of tides, the king tides and the size of storms coming through and be ready to to have a high water day.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>He sees this as an imminent threat to schools, to businesses, to highways all around the Bay Area, because as seas rise. Right, it’s going to affect everything around that lap of the bay. For example, at Mill Valley, they want to raise the school five feet above the 100 year storm level where it can be put in flood really bad. But he is saying like the school can raise it. But what about everything around it, like the roads, the community?\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>I think the cost will be astronomical no matter what. A lot of this happens so slowly that I think that’s why people don’t necessarily think of that right away. It’s not on the front of their mind until it’s their house. It’s their car. It’s their school.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Coming up, the plan to rebuild Mill Valley Middle School. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>I want to come back, Ezra, to where we started in this story. Mill Valley. You already described the threat of sea level rise being imminent for parents and the students at that school. So what exactly is being done to address that?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, well, the community in Mill Valley voted on a bond measure called Measure G back in 2022, and it was for like $194 million to modernize and beautify schools in Mill Valley. So the school district decided they wanted to use a portion of that money. $130 million would go to rebuilding Mill Valley Middle School.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>It’s very, very expensive, too. So we are taking it very seriously. We are a medical share.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I met up with Sharon Nakatania. She’s the board president for the Mill Valley School District.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>And this is our, you know, it’s a really large library, actually, for a middle school.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>We are we toured the campus and, you know, she showed me the area that floods. We thought we had like the cool library they have. And she talked about their plans.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>Now we have deemed the school is has reached its age and it will be demolished and rebuilt in the same spot.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>What they want to do is they want to raise that school about five feet above the 100 year storm. That’s basically like a historic big storm, you know, that could flood the area. So they believe that they’re raising the school out of the risk from future sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>I think there’s a plan to for what we can demolish from this building. We will use this film to to raise the site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Sharon told me that, like, you know, there are other sites, but there’s like an existing school there. So they’d have to like, figure out what to do with this elementary school. And then there could be uproar from parents about like, you’re moving our kids. And so they felt like this site is still the best site even with future sea level rise because point blank, they just didn’t feel like they had the land and or the money to like go buy some new land and also have the money to rebuild this school.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>To do a new middle school in Mill Valley. Again, 10 to 12 acres. So there’s no available flat land. That’s 10 to 12 acres. There might be hills that are really accessible. But when you look at the larger picture of Mill Valley, this school is really right in the middle, which is why.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So when I asked her about, you know, what about the road that that currently floods or, you know, the community around it. Her answer was like, it’s not in the school’s purview.\u003c/p>\n\u003cp>\u003cstrong>Sharon Nakatani: \u003c/strong>The sea level rise is everyone’s issue, frankly, and it’s up to us to do what we can for our school and our students. And it’s also up to the city to do what we can for the residents and for the county Marin to do and say to California, etc., etc..\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>But I know it’s very contentious among parents. Right. What do you what do they say about the decision to build on this same spot? And what are the parents you spoke with want to see instead?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, the parents I spoke to, you know, Juliet and Miranda, they were quite angry that this school district still wants to build on this site.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>These are long lived assets that we built. So why are we building something that we know in 20 years will be vulnerable, will be have standing water surrounding it? Why aren’t we thinking about places that don’t have that risk?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So a few months ago when I interviewed Miranda, you know, she had an eighth grader at the school and she was just quite tired of seeing the flooding happening. Right. She was living through it multiple times a year. And so she was really worried about the future. Right. She has another sixth grader coming into the campus this year.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>So I have one that’s leaving and then I have one that’s starting this coming school year for the three year period and another one starting in two years for an additional three year period. Yeah, you’re.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Going to deal with this for a while.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>For the next six years. Yeah.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>She was worried about like the kids having to be at the school as they rebuild this site and into the future as as. CS Right. So she had like concerns about right now and into the future. And when I interviewed Juliet Harte the same day, you know, she has a sixth grader coming into the school. Her concern was really about sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Miranda O’Connell: \u003c/strong>I look at this site and think sea level rise because that’s what I do. But it’s not surprising to me that people haven’t thought of that. What’s surprising to me is that now that they know they’re still moving forward.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Professionally, she’s actually like an oceanographer, so she knows how much sea level rise is going to impact the school. She knows how many feet and by what year and what time. So she was just really worried about the future because, you know, when you think about climate change all day and what’s it going to do to the Bay Area, then your kids go to a school right next to the bay. I mean, I think those two things coincide.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Right? And her her sixth grader who’s starting there this year is going to have a couple more years at that school. So, I mean, it sounds like these parents basically want the district to find somewhere else to rebuild.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Yeah, they want the school district or build the school somewhere else. But the school district, when I talked to Sharon Nakatani, she basically said it’s a done deal. Like this is where we’re rebuilding the school. We’ve look, we’ve exhausted all of our other options. We’ve been in many meetings about this, but I think the last thing that’s might determine what happens there is in this environmental review.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So, you know, every building project, you know, in in the state has to go through environmental review when you know, when it’s in the process and that they look at everything from like sea level rise to flooding to storms to what’s a site like? What’s the hydrology there? One also caveat about this site. It’s on an old city dump site.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>So like under the school, it’s a bunch of dump material, trash and stuff like that. The school measures how much methane is coming off of that site every day. So they’re paying attention to that. So there’s a lot of concerns at this site. I’m not sure where it’ll go from here.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I could see and I think the parents are really hoping that, you know, this environmental review that like state regulators will really think about this site, especially when it comes to the dump. There’s a lot of factors here that are going on. And I think it’ll just we’ll see what’s going to happen in the next couple of months or maybe a year or so.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>When we’re talking about these schools, right. That are built to last 50 years, what should be done in order to really address and and adapt to. The threat of sea level rise.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>A lot of my reporting, we look at like an individual cases like this in Mill Valley. But really solutions for sea level rise are regional, right? Or citywide, Right. Like in San Francisco, we’re thinking about a whole waterfront sea level rise plan for seven and a half miles of the of the bay. And then there’s other plans for other areas, Right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It’s like this huge thing. So something for Mill Valley or another part of the bay. They need to think about this regionally. Well, when it comes to schools, they can do whatever is in their purview, like how much money they have and they can raise the school. But, you know, not all schools have that luxury, right?\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>It costs a lot of money to build a school or in this case, they’re going to spend $130 million to rebuild this school, which is a lot of money. Right. For especially for community that doesn’t have that kind of funds or maybe isn’t in an affluent area where they can pass a bond measure to do that. And Kevin Befus from the University of Arkansas talked about that.\u003c/p>\n\u003cp>\u003cstrong>Kevin Befus: \u003c/strong>It ends up being for those who can afford to protect themselves well, and those who can’t, you know, end up with the extra water.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>I mean, I think what our reporting does right, we’re like we lay out what schools are at risk. Right? We found these 52 schools. There’s of each has a varying level of risk. But when you think of a school, they’re really like a community center, right. If this school is in danger from sea features, sea level rise or current sea level rise or current flooding, then the entire community or large portions of it might be. In some way. Our analysis is like a red flag for these communities to pay attention about what’s to come.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>Ezra, thank you so much.\u003c/p>\n\u003cp>\u003cstrong>Ezra David Romero: \u003c/strong>Hey, thanks for having me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>That was Ezra David Romero, a climate reporter for KQED. We’re going to leave you a link to Ezra’s story in our shownotes, which includes graphics of where schools will be impacted by sea level rise. This 30 minute conversation with Ezra was cut down and edited by senior editor Alan Montecillo. It was produced and scored by me. Music Courtesy of Audio Network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra: \u003c/strong>The Bay is a production of listener supported KQED Public Media. If you liked this episode or you learn something new, consider sharing it with a friend. Word of mouth is one of the best ways that you can support our show. I’m Ericka Cruz Guevarra. Thank you so much for listening. Talk to you next time.\u003c/p>\n\n\u003c/div>"
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"slug": "newsom-urges-schools-to-restrict-phones-in-class-many-bay-area-campuses-already-do",
"title": "Newsom Urges Schools to Restrict Phones in Class. Many Bay Area Campuses Already Do",
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"headTitle": "Newsom Urges Schools to Restrict Phones in Class. Many Bay Area Campuses Already Do | KQED",
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"content": "\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11999471 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2018/03/RS8759_ucberkeley20140213-1180x786.jpg']\u003c/span>\u003c/p>\n\u003cp>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11997949 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240730-serramontedelrey-1-RETAIL-CROPPED-KQED-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "While multiple bills are considered in the California Legislature, Newsom said there is “no reason for schools to wait” to limit smartphone use in class.",
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"title": "Newsom Urges Schools to Restrict Phones in Class. Many Bay Area Campuses Already Do | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "effort-to-eliminate-teacher-assessment-ends-with-new-proposal-calling-for-experts-to-recommend-changes",
"title": "Effort to Eliminate Teacher Assessment Ends With New Proposal Calling for Experts to Recommend Changes",
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"headTitle": "Effort to Eliminate Teacher Assessment Ends With New Proposal Calling for Experts to Recommend Changes | KQED",
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"content": "\u003cp>A \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">controversial bill\u003c/a> that would have eliminated teaching performance assessments — the last licensure test California teacher candidates are required to take — has been dramatically revised under pressure from education advocacy groups.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\" target=\"_blank\" rel=\"noopener\">Senate Bill 1263\u003c/a>\u003cstrong>, \u003c/strong>sponsored by the California Teachers Association (CTA), would have ended the requirement that teacher candidates take video clips of classroom instruction, submit lesson plans, student work and written reflections on their practice to prove they are prepared to become teachers.\u003c/p>\n\u003cp>In mid-June, the bill was amended to retain the teaching performance assessments, with a provision that the California Commission on Teacher Credentialing convene a working group of teachers, college education faculty and performance assessment experts to review the assessments and recommend changes.\u003c/p>\n\u003cp>The revised bill, if passed, would require the commission to approve recommendations from the work group by July 1, 2025, and to implement them within three years from that date. The commission also would be required to make annual reports to the Legislature.\u003c/p>\n\u003cp>Leslie Littman, CTA vice president, said that the amendments retaining the test were “disappointing” but that the creation of the work group is a positive step toward addressing the concerns that union members have had with the assessment.\u003c/p>\n\u003cp>“I think that the way it was going to go, possibly the bill might not have made it out of the Legislature,” Littman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Many teachers say the test is a waste of time\u003c/h2>\n\u003cp>Senate Bill 1263 was originally introduced by Sen. Josh Newman, D-Fullerton, chair of the Senate Education Committee, who said in April that eliminating the assessment would encourage more people to enter the teaching profession. He also said that it duplicates other requirements teachers must fulfill to earn a credential.\u003c/p>\n\u003cp>K-12 teachers who commented on \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">EdSource stories \u003c/a>about the legislation were overwhelmingly critical of the assessment, stating that it is too time-consuming, caused anxiety and does not help prepare teachers for the classroom.\u003c/p>\n\u003cp>California teacher candidates must pass either the California Teaching Performance Assessment (CalTPA), the Educative Teaching Performance Assessment (edTPA) or the Fresno Assessment of Student Teachers (FAST) before they can earn a preliminary teaching credential. The tests cost $300 total, or $150 per cycle, according to Littman.\u003c/p>\n\u003ch2>Education advocates call the test a valuable tool\u003c/h2>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education\"]\u003cbr>\nProponents of the teacher performance assessments, however, say that eliminating them would have removed a valuable tool for evaluating teacher preparation programs and new teachers.\u003c/p>\n\u003cp>“We know when parents drop kids off at school, the most important thing in front of those kids is that teacher, and they want to make sure … that teacher is prepared to teach effectively, and that’s what the TPAs help do,” said Marshall Tuck, CEO of EdVoice, an education advocacy organization.\u003c/p>\n\u003cp>Criticism of the bill to eliminate the assessment grew when its authors amended it in late spring to remove the requirement that candidates for a preliminary, multiple-subject or education specialist credential pass a test that evaluates their ability to teach reading.\u003c/p>\n\u003cp>The move came less than three years after legislators passed \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">Senate Bill 488\u003c/a>, which next July will replace the unpopular written Reading Instruction Competence Assessment (RICA) with a literacy teaching performance assessment. The Commission on Teacher Credentialing spent more than a year developing the assessment with the help of a working group of literacy experts.\u003c/p>\n\u003ch2>Resistance against legislation built\u003c/h2>\n\u003cp>“Unsurprisingly, we got a little pushback from the Commission on Teaching Credentialing and some other folks who are stakeholders in this, including EdTrust-West and, not unimportantly, PTA groups,” Newman told EdSource on Wednesday.\u003c/p>\n\u003cp>After the legislation moved to the Assembly in late May, Education Committee Chair Al Muratsuchi, D-Torrance, began meeting with stakeholders, including the California Teachers Association, to discuss possible changes to the legislation. Representatives from the Commission on Teacher Credentialing also made their case for retaining the assessment to legislators.\u003c/p>\n\u003cp>Education advocates showed up at a public hearing and also reached out to legislators and their staff, Tuck said. In early June, 13 education advocacy organizations, including EdVoice, signed a letter in opposition to the legislation.\u003c/p>\n\u003cp>By June 17, the legislation had changed considerably.\u003c/p>\n\u003ch2>Legislation charges commission with more oversight \u003c/h2>\n\u003cp>Along with retaining the teaching performance assessments, the proposed legislation would require the commission to report the number of teaching preparation programs with low passing rates on the assessment. The commission would be charged with helping these programs learn how to better prepare teacher candidates.[aside label=\"Related Stories\" tag=\"teaching\"]\u003c/p>\n\u003cp>The commission also would be required to maintain a secondary passing standard for the assessment that takes into consideration other evidence of a teacher candidate’s performance.\u003c/p>\n\u003cp>“ETW is hopeful that SB 1263 will now help to streamline and improve the administration and scoring of TPAs to ensure they are an additive, constructive experience for candidates, and that they do not have a disparate impact for candidates of color,” said Brian Rivas, senior director of policy and government relations for EdTrust-West (ETW), an education advocacy organization, in a letter to Assembly Appropriations Committee Chair Buffy Wicks, D-Oakland. “Doing so is critical for both addressing the state’s shortage of teachers of color and providing all students with teachers who are fully prepared to teach. For these reasons, we are pleased to support SB 1263.”\u003c/p>\n\u003cp>The legislation has an annual price tag of $598,000, with $145,000 in start-up costs, according to a state analysis. It is currently being considered by the Assembly Appropriations Committee.\u003c/p>\n\u003ch2>Revised bill a good compromise\u003c/h2>\n\u003cp>Tuck says the revised bill is an example of policy creation working correctly.\u003c/p>\n\u003cp>“I think that strong pushback from advocacy organizations, as well as from the CTC (Commission on Teacher Credentialing), really helped to shift the direction of the bill,” he said.\u003c/p>\n\u003cp>Rivas said Newman likely “read the tea leaves” and realized he might have a fight on his hands if he got the bill to the governor’s desk.\u003c/p>\n\u003cp>Newman sees the compromise as a good outcome.\u003c/p>\n\u003cp>“Legislation, sort of by definition, is a negotiation,” Newman said. “It was a commitment by the CTC to take a good, hard look and to reassess … the teacher performance assessment, so that it is not only less onerous but that it takes into account the existing demands on teaching candidates and also made sure that the assessment was fully relevant to the kind of skills and requirements that we are seeking from them.”\u003c/p>\n\u003cp>The amendments are enough for the Commission on Teacher Credentialing, EdTrust-West and other advocacy groups, to change course and support it.\u003c/p>\n\u003cp>“The commission welcomes the opportunity to engage with educators, teacher education faculty and the larger communities of interest to review and strengthen this important part of California’s teacher preparation system,” said Marquita Grenot-Scheyer, chair, and Mary Vixie Sandy, executive director of the Commission on Teacher Credentialing, in a joint letter to Muratsuchi in late June. “As amended, SB 1263 (Newman) aligns with the commission’s commitment to the process of continuous improvement, and the commission enthusiastically supports its passage.”\u003c/p>\n\u003cp>But this doesn’t mean the issue won’t return.\u003c/p>\n\u003cp>“It doesn’t preclude us from watching and seeing what happens in this work group,” CTA’s Littman said. “Then it doesn’t stop us down the road from bringing legislation back.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/pressure-from-education-advocates-ends-effort-to-eliminate-teacher-assessment/717238\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">controversial bill\u003c/a> that would have eliminated teaching performance assessments — the last licensure test California teacher candidates are required to take — has been dramatically revised under pressure from education advocacy groups.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\" target=\"_blank\" rel=\"noopener\">Senate Bill 1263\u003c/a>\u003cstrong>, \u003c/strong>sponsored by the California Teachers Association (CTA), would have ended the requirement that teacher candidates take video clips of classroom instruction, submit lesson plans, student work and written reflections on their practice to prove they are prepared to become teachers.\u003c/p>\n\u003cp>In mid-June, the bill was amended to retain the teaching performance assessments, with a provision that the California Commission on Teacher Credentialing convene a working group of teachers, college education faculty and performance assessment experts to review the assessments and recommend changes.\u003c/p>\n\u003cp>The revised bill, if passed, would require the commission to approve recommendations from the work group by July 1, 2025, and to implement them within three years from that date. The commission also would be required to make annual reports to the Legislature.\u003c/p>\n\u003cp>Leslie Littman, CTA vice president, said that the amendments retaining the test were “disappointing” but that the creation of the work group is a positive step toward addressing the concerns that union members have had with the assessment.\u003c/p>\n\u003cp>“I think that the way it was going to go, possibly the bill might not have made it out of the Legislature,” Littman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Many teachers say the test is a waste of time\u003c/h2>\n\u003cp>Senate Bill 1263 was originally introduced by Sen. Josh Newman, D-Fullerton, chair of the Senate Education Committee, who said in April that eliminating the assessment would encourage more people to enter the teaching profession. He also said that it duplicates other requirements teachers must fulfill to earn a credential.\u003c/p>\n\u003cp>K-12 teachers who commented on \u003ca href=\"https://edsource.org/2024/california-moves-a-step-closer-to-eliminating-one-of-the-states-last-teacher-assessments/710227\">EdSource stories \u003c/a>about the legislation were overwhelmingly critical of the assessment, stating that it is too time-consuming, caused anxiety and does not help prepare teachers for the classroom.\u003c/p>\n\u003cp>California teacher candidates must pass either the California Teaching Performance Assessment (CalTPA), the Educative Teaching Performance Assessment (edTPA) or the Fresno Assessment of Student Teachers (FAST) before they can earn a preliminary teaching credential. The tests cost $300 total, or $150 per cycle, according to Littman.\u003c/p>\n\u003ch2>Education advocates call the test a valuable tool\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nProponents of the teacher performance assessments, however, say that eliminating them would have removed a valuable tool for evaluating teacher preparation programs and new teachers.\u003c/p>\n\u003cp>“We know when parents drop kids off at school, the most important thing in front of those kids is that teacher, and they want to make sure … that teacher is prepared to teach effectively, and that’s what the TPAs help do,” said Marshall Tuck, CEO of EdVoice, an education advocacy organization.\u003c/p>\n\u003cp>Criticism of the bill to eliminate the assessment grew when its authors amended it in late spring to remove the requirement that candidates for a preliminary, multiple-subject or education specialist credential pass a test that evaluates their ability to teach reading.\u003c/p>\n\u003cp>The move came less than three years after legislators passed \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">Senate Bill 488\u003c/a>, which next July will replace the unpopular written Reading Instruction Competence Assessment (RICA) with a literacy teaching performance assessment. The Commission on Teacher Credentialing spent more than a year developing the assessment with the help of a working group of literacy experts.\u003c/p>\n\u003ch2>Resistance against legislation built\u003c/h2>\n\u003cp>“Unsurprisingly, we got a little pushback from the Commission on Teaching Credentialing and some other folks who are stakeholders in this, including EdTrust-West and, not unimportantly, PTA groups,” Newman told EdSource on Wednesday.\u003c/p>\n\u003cp>After the legislation moved to the Assembly in late May, Education Committee Chair Al Muratsuchi, D-Torrance, began meeting with stakeholders, including the California Teachers Association, to discuss possible changes to the legislation. Representatives from the Commission on Teacher Credentialing also made their case for retaining the assessment to legislators.\u003c/p>\n\u003cp>Education advocates showed up at a public hearing and also reached out to legislators and their staff, Tuck said. In early June, 13 education advocacy organizations, including EdVoice, signed a letter in opposition to the legislation.\u003c/p>\n\u003cp>By June 17, the legislation had changed considerably.\u003c/p>\n\u003ch2>Legislation charges commission with more oversight \u003c/h2>\n\u003cp>Along with retaining the teaching performance assessments, the proposed legislation would require the commission to report the number of teaching preparation programs with low passing rates on the assessment. The commission would be charged with helping these programs learn how to better prepare teacher candidates.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The commission also would be required to maintain a secondary passing standard for the assessment that takes into consideration other evidence of a teacher candidate’s performance.\u003c/p>\n\u003cp>“ETW is hopeful that SB 1263 will now help to streamline and improve the administration and scoring of TPAs to ensure they are an additive, constructive experience for candidates, and that they do not have a disparate impact for candidates of color,” said Brian Rivas, senior director of policy and government relations for EdTrust-West (ETW), an education advocacy organization, in a letter to Assembly Appropriations Committee Chair Buffy Wicks, D-Oakland. “Doing so is critical for both addressing the state’s shortage of teachers of color and providing all students with teachers who are fully prepared to teach. For these reasons, we are pleased to support SB 1263.”\u003c/p>\n\u003cp>The legislation has an annual price tag of $598,000, with $145,000 in start-up costs, according to a state analysis. It is currently being considered by the Assembly Appropriations Committee.\u003c/p>\n\u003ch2>Revised bill a good compromise\u003c/h2>\n\u003cp>Tuck says the revised bill is an example of policy creation working correctly.\u003c/p>\n\u003cp>“I think that strong pushback from advocacy organizations, as well as from the CTC (Commission on Teacher Credentialing), really helped to shift the direction of the bill,” he said.\u003c/p>\n\u003cp>Rivas said Newman likely “read the tea leaves” and realized he might have a fight on his hands if he got the bill to the governor’s desk.\u003c/p>\n\u003cp>Newman sees the compromise as a good outcome.\u003c/p>\n\u003cp>“Legislation, sort of by definition, is a negotiation,” Newman said. “It was a commitment by the CTC to take a good, hard look and to reassess … the teacher performance assessment, so that it is not only less onerous but that it takes into account the existing demands on teaching candidates and also made sure that the assessment was fully relevant to the kind of skills and requirements that we are seeking from them.”\u003c/p>\n\u003cp>The amendments are enough for the Commission on Teacher Credentialing, EdTrust-West and other advocacy groups, to change course and support it.\u003c/p>\n\u003cp>“The commission welcomes the opportunity to engage with educators, teacher education faculty and the larger communities of interest to review and strengthen this important part of California’s teacher preparation system,” said Marquita Grenot-Scheyer, chair, and Mary Vixie Sandy, executive director of the Commission on Teacher Credentialing, in a joint letter to Muratsuchi in late June. “As amended, SB 1263 (Newman) aligns with the commission’s commitment to the process of continuous improvement, and the commission enthusiastically supports its passage.”\u003c/p>\n\u003cp>But this doesn’t mean the issue won’t return.\u003c/p>\n\u003cp>“It doesn’t preclude us from watching and seeing what happens in this work group,” CTA’s Littman said. “Then it doesn’t stop us down the road from bringing legislation back.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/pressure-from-education-advocates-ends-effort-to-eliminate-teacher-assessment/717238\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California teachers unions see one of their own in \u003ca href=\"https://www.kqed.org/news/11998972/harris-vp-pick-of-tim-walz-is-a-heartland-of-america-democrat-pelosi-says\">Gov. Tim Walz of Minnesota\u003c/a>, a former high school teacher and assistant football coach who is now Democrats’ vice presidential candidate, potentially giving them a solid ally as public districts in the state grapple with budget shortfalls and fears of layoffs.\u003c/p>\n\u003cp>After Vice President Kamala Harris named Walz as her running mate on Tuesday, several labor leaders pointed to his experience as an educator, his support for unions and his record of passing legislation that bolstered students and working families as governor.\u003c/p>\n\u003cp>“He very much understands what we do because he did it,” said Jeff Freitas, president of the California Teachers Federation, which represents more than 120,000 educational employees.\u003cbr>\n“This is a great opportunity for education.”\u003c/p>\n\u003cp>The two-term Minnesota governor has enacted an ambitious Democratic agenda so far, including sending billions of additional dollars to K–12 schools, offering free breakfast and lunch for all students, and requiring employers to provide paid sick leave benefits.\u003c/p>\n\u003cp>A Harris-Walz administration would support increasing federal funding for public schools and bolster the case for raising educators’ salaries in California, where entry-level teachers can earn $58,000 per year — not enough for many to afford to live in the state, Freitas said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In San Francisco, where district officials are considering \u003ca href=\"https://www.kqed.org/news/11978035/sfusd-considers-school-closures-and-mergers-amid-declining-enrollment\">closing schools\u003c/a> and \u003ca href=\"https://www.sfchronicle.com/sf/article/sfusd-s-upcoming-budget-pushes-painful-cuts-19529351.php\">cutting hundreds of positions\u003c/a> to balance the budget, Harris’ choice of Walz was “uplifting,” said Cassondra Curiel, president of the United Educators of San Francisco.\u003c/p>\n\u003cp>“It signals that our nation’s highest office could reflect the actual values from the classroom, which is to ensure that our students have the most opportunities to learn no matter where they live, no matter their zip code,” said Curiel, whose union represents about 6,000 teachers, counselors, nurses and other certificated school workers. “Classrooms need to be fully funded.”\u003c/p>\n\u003cp>Walz, 60, represented a conservative-leaning rural district in Congress for a dozen years. Before public office, Walz taught social studies and helped coach the Mankato West High School football team. His wife, Gwen, also worked as a teacher and school administrator. He was a member of the National Education Association and the American Federation of Teachers, according to the unions.\u003c/p>\n\u003cp>[aside postID=news_11998991 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/TimWalzAP-1020x680.jpg']Republican vice presidential candidate J.D. Vance and supporters have sought to brand Walz as a “\u003ca href=\"https://www.nytimes.com/2024/08/06/us/politics/jd-vance-tim-walz.html\">San Francisco-style liberal\u003c/a>” with economic policies that are too radical for the country. Critics also attacked Walz as too slow to stop the looting, arson and violence that left at least two people dead and heavily damaged \u003ca href=\"https://www.vox.com/2024-elections/365535/tim-walz-minneapolis-burning-riot-george-floyd-minnesota-2020-protest\">hundreds of businesses\u003c/a> in Minneapolis and St. Paul during the George Floyd protests of 2020. Democratic allies have defended Walz, who served in the Army National Guard for 24 years, as having a strong record on public safety.\u003c/p>\n\u003cp>Walz’s working-class background is set to energize more voters who are not fully sold on former President Donald Trump, said Ken Jacobs, who chairs the UC Berkeley Center for Labor Research and Education, which studies unions and the workforce.\u003c/p>\n\u003cp>And with Trump-era corporate tax cuts set to end in 2025, the nation’s next leaders will likely issue high-stakes decisions such as how much to invest in working people and students versus benefits for corporations and wealthy Americans, Jacobs said.\u003c/p>\n\u003cp>Freitas, also a vice president at the American Federation of Teachers, believes that if elected to the White House, Trump and Vance would be much less supportive of public schools than Harris and Walz.\u003c/p>\n\u003cp>“The gap is like the Grand Canyon,” he said, comparing the two presidential campaigns. “It is just the opposite in terms of their beliefs.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Kamala Harris’ newly named running mate, a former high school teacher and strong union supporter, represents “a great opportunity for education,” one labor leader said.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California teachers unions see one of their own in \u003ca href=\"https://www.kqed.org/news/11998972/harris-vp-pick-of-tim-walz-is-a-heartland-of-america-democrat-pelosi-says\">Gov. Tim Walz of Minnesota\u003c/a>, a former high school teacher and assistant football coach who is now Democrats’ vice presidential candidate, potentially giving them a solid ally as public districts in the state grapple with budget shortfalls and fears of layoffs.\u003c/p>\n\u003cp>After Vice President Kamala Harris named Walz as her running mate on Tuesday, several labor leaders pointed to his experience as an educator, his support for unions and his record of passing legislation that bolstered students and working families as governor.\u003c/p>\n\u003cp>“He very much understands what we do because he did it,” said Jeff Freitas, president of the California Teachers Federation, which represents more than 120,000 educational employees.\u003cbr>\n“This is a great opportunity for education.”\u003c/p>\n\u003cp>The two-term Minnesota governor has enacted an ambitious Democratic agenda so far, including sending billions of additional dollars to K–12 schools, offering free breakfast and lunch for all students, and requiring employers to provide paid sick leave benefits.\u003c/p>\n\u003cp>A Harris-Walz administration would support increasing federal funding for public schools and bolster the case for raising educators’ salaries in California, where entry-level teachers can earn $58,000 per year — not enough for many to afford to live in the state, Freitas said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In San Francisco, where district officials are considering \u003ca href=\"https://www.kqed.org/news/11978035/sfusd-considers-school-closures-and-mergers-amid-declining-enrollment\">closing schools\u003c/a> and \u003ca href=\"https://www.sfchronicle.com/sf/article/sfusd-s-upcoming-budget-pushes-painful-cuts-19529351.php\">cutting hundreds of positions\u003c/a> to balance the budget, Harris’ choice of Walz was “uplifting,” said Cassondra Curiel, president of the United Educators of San Francisco.\u003c/p>\n\u003cp>“It signals that our nation’s highest office could reflect the actual values from the classroom, which is to ensure that our students have the most opportunities to learn no matter where they live, no matter their zip code,” said Curiel, whose union represents about 6,000 teachers, counselors, nurses and other certificated school workers. “Classrooms need to be fully funded.”\u003c/p>\n\u003cp>Walz, 60, represented a conservative-leaning rural district in Congress for a dozen years. Before public office, Walz taught social studies and helped coach the Mankato West High School football team. His wife, Gwen, also worked as a teacher and school administrator. He was a member of the National Education Association and the American Federation of Teachers, according to the unions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Republican vice presidential candidate J.D. Vance and supporters have sought to brand Walz as a “\u003ca href=\"https://www.nytimes.com/2024/08/06/us/politics/jd-vance-tim-walz.html\">San Francisco-style liberal\u003c/a>” with economic policies that are too radical for the country. Critics also attacked Walz as too slow to stop the looting, arson and violence that left at least two people dead and heavily damaged \u003ca href=\"https://www.vox.com/2024-elections/365535/tim-walz-minneapolis-burning-riot-george-floyd-minnesota-2020-protest\">hundreds of businesses\u003c/a> in Minneapolis and St. Paul during the George Floyd protests of 2020. Democratic allies have defended Walz, who served in the Army National Guard for 24 years, as having a strong record on public safety.\u003c/p>\n\u003cp>Walz’s working-class background is set to energize more voters who are not fully sold on former President Donald Trump, said Ken Jacobs, who chairs the UC Berkeley Center for Labor Research and Education, which studies unions and the workforce.\u003c/p>\n\u003cp>And with Trump-era corporate tax cuts set to end in 2025, the nation’s next leaders will likely issue high-stakes decisions such as how much to invest in working people and students versus benefits for corporations and wealthy Americans, Jacobs said.\u003c/p>\n\u003cp>Freitas, also a vice president at the American Federation of Teachers, believes that if elected to the White House, Trump and Vance would be much less supportive of public schools than Harris and Walz.\u003c/p>\n\u003cp>“The gap is like the Grand Canyon,” he said, comparing the two presidential campaigns. “It is just the opposite in terms of their beliefs.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "california-state-university-stares-down-a-1-billion-budget-gap-as-campuses-cut-costs",
"title": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs",
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"headTitle": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs | KQED",
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"content": "\u003cp>California State University is taking the forecast of a snowballing budget gap so seriously, even a recent message touting a new hire came with the equivalent of a financial weather advisory.\u003c/p>\n\u003cp>The nation’s largest university system \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\">welcomed Emily F. Cutrer as the new interim president of\u003c/a>\u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\"> Sonoma State University\u003c/a> last week with the stern reminder that she must address “enormous financial pressures” facing the university, where fall 2023 enrollment was down more than 36% over the last decade.\u003c/p>\n\u003cp>That sobering message was repeated to the system’s 23 campuses at the last board of trustees meeting before the fall term — a moment of truth when campus leaders aiming to reverse declines in student enrollment will find out if their bids to attract and retain students worked. Even if efforts to boost enrollment succeed, cutting costs could prove a necessity on many campuses, CSU officials warned. Board Chair Jack B. Clarke Jr., addressing school presidents directly, said they ultimately will determine how to manage limited resources.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Presidents, we understand that you’re going to have to make some hard decisions and, within your campus communities and your general communities, you’re going to be criticized,” he said. “Understand that we’re behind you in terms of making the hard decisions.”\u003c/p>\n\u003cp>CSU could be staring down a $1 billion budget gap in the 2025–26 school year as the result of dwindling state support for higher education and rising costs, staff said at the July board of trustees meeting.\u003c/p>\n\u003cp>CSU has also unveiled a plan to reshuffle dollars from campuses that fall short of enrollment goals. In April, the system \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/fy-budget-coded-memos/B_2024-01_Preliminary_Budget_Allocations_Memo.pdf\">released a preliminary budget document (PDF)\u003c/a> sketching how the system could reallocate $32 million in enrollment funding from 12 campuses that didn’t meet resident enrollment targets or target increases and shift it into nine campuses where 2024–25 resident enrollment targets have been increased. A CSU spokesperson said the system is finalizing those plans over the coming weeks.\u003c/p>\n\u003cp>The system expects more budgetary trade-offs going forward, CSU Chief Financial Officer Steve Relyea said to trustees at their July meeting. Major expenses include a backlog of facilities and infrastructure projects, employee compensation costs and obligations the schools must meet under legal mandates such as Title IX, the federal law barring sex-based discrimination in schools.\u003c/p>\n\u003cp>“We anticipate negative impacts on academic offerings and student support services,” Relyea said. “The funding that we’re receiving, while it’s more, is still not sufficient to cover the increased cost on our current operations, and at this point universities will likely have to redirect significant dollars from existing university budgets to cover employee compensation commitments.”\u003c/p>\n\u003ch2>Enrollment drops lead to cuts\u003c/h2>\n\u003cp>CSU earlier this year \u003ca href=\"https://edsource.org/updates/cal-state-faculty-approve-new-salary-agreement\">agreed to a 10% raise\u003c/a> for faculty represented by the California Faculty Association following a \u003ca href=\"https://www.latimes.com/california/story/2024-01-22/csu-and-faculty-reach-surprise-tentative-agreement-ending-strike\">one-day strike\u003c/a>. Trustees last week voted to approve salary increases for four campus leaders over the objections of some speakers during public comment.\u003c/p>\n\u003cp>The grim forecast underscores the challenges facing CSU at a time of \u003ca href=\"https://www.insidehighered.com/news/students/retention/2024/03/13/doubts-about-value-are-deterring-college-enrollment\">flagging student enrollment\u003c/a> across higher education amid \u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">declining public trust\u003c/a> in the value of a college degree. Systemwide, fall 2023 enrollment stood \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment\">more than 30,000 students shy\u003c/a> of its 2020 peak.\u003c/p>\n\u003cp>Campus efforts to entice students back to campus include \u003ca href=\"https://edsource.org/2024/cal-states-new-online-transfer-planner-aims-to-ease-burden-on-community-college-students/707467\">easing transfers\u003c/a> into the system, \u003ca href=\"https://edsource.org/2021/california-state-university-adopts-new-approach-to-entice-students-back/663928\">reengaging students\u003c/a> who started but did not finish a degree and more support for \u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">students of color\u003c/a>. And CSU leaders say they remain focused on long-term goals like boosting graduation rates for historically underrepresented students and rebuilding trust in Title IX and other anti-discrimination programs.\u003c/p>\n\u003cp>Funding those priorities will require hard choices. Officials anticipate they can partially plug holes in the budget with reserve funds, but they said school presidents and the system itself must tighten their belts to cover the rest — cuts they acknowledged could prove painful and unpopular. The university system also will have to contend with pressure from faculty, who argue they should have a greater say in university decision-making.\u003c/p>\n\u003cp>Cuts are nothing new at some CSU campuses. In recent years, as enrollment fell more than 15% from pre-pandemic levels at schools including \u003ca href=\"https://www.csuci.edu/apb/documents/2023-staffingplan-justificationform.pdf\">Cal State Channel Islands (PDF)\u003c/a>, \u003ca href=\"https://edsource.org/2024/anticipating-less-state-aid-csu-campuses-start-making-cuts/705092\">San Francisco State\u003c/a> and \u003ca href=\"https://www.sonoma.edu/updates/2023/2023-24-campus-budget-plan%C2%A0\">Sonoma State\u003c/a>, campus leaders have held off on filling some open positions or launched voluntary separation programs to reduce staffing costs. \u003ca href=\"https://www.montereyherald.com/2024/05/23/csu-monterey-bay-announces-layoffs/\">Cal State Monterey Bay\u003c/a> in May announced 16 layoffs and an additional 86 departures under an early retirement program. At \u003ca href=\"https://www.csueastbay.edu/administration/sandeen-messages/staff-reduction-faq.html\">Cal State East Bay\u003c/a>, another campus that has seen a dip in enrollment, campus leaders in May \u003ca href=\"https://eastbaypioneers.com/news/2024/5/8/water-polo-cal-state-east-bay-announces-discontinuation-of-womens-water-polo-sponsorship.aspx\">announced\u003c/a> that the school would no longer sponsor its women’s water polo to save money.\u003c/p>\n\u003cp>“Upending 19 student-athletes’ East Bay careers is without precedent,” said Jeff Newcomb, a lecturer and president of the California Faculty Association’s East Bay executive board, at the July meeting. “Going forward, authentic shared governance — it’s hard— but it’s crucial if we are to emerge from austerity measures with trust and strategic vitality.”\u003c/p>\n\u003cp>Take Sonoma State as another example.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18938489/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The school has weathered enrollment declines with serious cost-cutting. To manage a budget shortfall, spokesperson Jeffery Keating said in a statement, Sonoma State has trimmed $21.4 million from its base budget since 2020–21 and plans an additional $7.5 million cut in 2024–25.\u003c/p>\n\u003cp>Some of those savings have come from reducing the number of faculty and staff, including through attrition and early retirement programs. Keating said faculty and staff headcount fell 22% between 2019 and 2023.\u003c/p>\n\u003cp>The aim has been “to protect student services and academic programs,” according to the statement, and the school doesn’t plan to scale back areas like financial aid, health services or career counseling.\u003c/p>\n\u003cp>He said the school sees some positive signs on the horizon: It projects that net student headcount will rise in 2024–25.\u003c/p>\n\u003cp>Across the system, CSU anticipates a $218 million shortfall this school year, according to a budget presentation. Making up the difference in funds likely will require tapping into reserves and “aggressively pursuing new students and working to retain current students,” said Ryan Storm, the system’s assistant vice chancellor for budget.\u003c/p>\n\u003cp>The budget presentation was not the first time Cal State has flashed financial warning signs.\u003c/p>\n\u003cp>The cost of educating CSU students far outstrips the money the system actually has to educate them, a \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2023/Documents/FIN-May-21-24-2023.pdf\">2023 report by CSU leaders found (PDF)\u003c/a>. Trustee Diego Arambula reminded colleagues last week that the gap between what the system estimated it \u003cem>should\u003c/em> spend to meet student needs and what it \u003cem>does\u003c/em> spend was $1.5 billion, and could grow as campuses trim their budgets.\u003c/p>\n\u003ch2>The search for savings\u003c/h2>\n\u003cp>The search for cost savings starts with the central office, Chancellor Mildred García said.\u003c/p>\n\u003cp>The Chancellor’s Office is reviewing each of its divisions in pursuit of “not efficiency for its own sake or purely for cost savings, but for mission-driven efficiency,” she said in a report to the trustees. In that vein, the office will split the division of academic and student affairs into two, a reorganization García said was estimated to save at least $500,000.\u003c/p>\n\u003cp>The July meeting also highlighted CSU’s smallest university — Cal Maritime — as both a cautionary tale and a possible inspiration for how the system’s campuses might share costs and academic programs in the future.\u003c/p>\n\u003cp>The board considered a proposal to merge the maritime academy into Cal Poly San Luis Obispo in a bid to save the Vallejo-based maritime school following a steep drop in enrollment and rising overhead costs. The board will resume those discussions in September and make a final decision in November.\u003c/p>\n\u003cp>Cal Maritime interim President Michael J. Dumont \u003ca href=\"https://edsource.org/2024/cal-state-trustees-weigh-bid-to-merge-cal-maritime-cal-poly-san-luis-obispo/715959\">told the board\u003c/a> the school has “taken a chainsaw to every expense on our campus” in pursuit of financial sustainability. Trustees praised the proposal to integrate the maritime academy into Cal Poly San Luis Obispo as an “elegant solution” that would save costs as the campuses consolidate administrative services and other operations.\u003c/p>\n\u003cp>CSU officials have left the door open for future campus mergers but say no additional integrations are immediately planned.\u003c/p>\n\u003cp>A document \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/July-22-24-2024-Full-Binder.pdf\">announcing the integration proposal (PDF)\u003c/a> said it’s in keeping with CSU’s goal to look for cost savings “from consolidation of certain administrative functions and from inter-campus cooperation and collaboration in the offering of programs and services.”\u003c/p>\n\u003cp>In response to questions about whether future campus mergers are likely, a CSU spokesperson cited a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/cal-poly-maritime-integration.aspx\">document\u003c/a> that says CSU “must remain open to considering all options in the future to ensure the financial health of the system and its universities.”\u003c/p>\n\u003cp>That includes \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/Full-BoT-Agenda-Mar-24-27-2024.pdf\">ongoing initiatives to save money (PDF)\u003c/a> short of full mergers, such as negotiating systemwide contracts with vendors and purchasing electricity for multiple campuses on the wholesale energy market.\u003c/p>\n\u003cp>“There are a lot of tools in the toolkit in addition to an integration like this,” CFO Relyea told trustees last week.\u003c/p>\n\u003cp>And Relyea noted that the $1 billion budget gap forecast for the 2025–26 school year is an estimate based on assumptions that could prove flawed. A shortfall could be avoided by making permanent cuts this school year, pausing new investments, bridging the gap with reserves and successfully lobbying the state for additional money, he added.\u003c/p>\n\u003cp>Some campuses might try to streamline their budgets in ways students won’t notice.\u003c/p>\n\u003cp>That’s the goal at Cal State Northridge, where administrators said that measures like cutting nonessential staff travel or delaying plans to replace older technology and equipment were among the ways they hope to save money.\u003c/p>\n\u003cp>“Everything that’s related to student success, we’re trying to shield that as much as we can,” said Edith Winterhalter, who leads the university’s budget department. “It’s really on the administrative side that we’re doing a lot of strategies to reduce our costs as much as we can.”\u003c/p>\n\u003ch2>‘A painful year’\u003c/h2>\n\u003cp>A wild card in CSU’s finances is its reliance on the California Legislature, which has funded \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/csu-funding\">roughly 60% of the school system’s operating costs\u003c/a> in recent years. That can expose the university system to swings in state revenue.\u003c/p>\n\u003cp>CSU dodged the worst in this year’s budget. \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">Early budget drafts\u003c/a> proposed pushing a 5% funding hike that had been promised for 2024–25 into the following year. The \u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">final budget\u003c/a> landed on a compromise: a one-time cut of $75 million, offset by an ongoing increase of $240 million. Staff attributed the improvement to an energetic lobbying campaign on behalf of the universities.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11986301,news_11961149,news_11990668\"]\u003c/p>\n\u003cp>The budget outlook going forward is less rosy. Anticipating more lean years ahead, state legislators envision an 8% cut to CSU’s ongoing state funding in 2025–26, according to a CSU budget presentation. On top of that, state legislators have proposed that CSU front $252 million in the 2025–26 school year, which the state would subsequently reimburse in 2026–27. A similar spend-and-reimburse maneuver would occur in the 2026–27 school year.\u003c/p>\n\u003cp>Such an arrangement could prove risky for Cal State, Storm observed.\u003c/p>\n\u003cp>“If we spend, in advance, hundreds of millions of dollars and the state does not reimburse us, it would significantly deplete our one-time balances and reserves, and we could be left with new ongoing commitments and no new funding to support them,” \u003ca href=\"https://youtu.be/nm9x5Umylek?feature=shared&t=3267\">he said\u003c/a>.\u003c/p>\n\u003cp>That reality has compelled Cal State to look to grow other funding sources, including what students pay to attend its universities. Trustee Christopher Steinhauser defended the board’s previous decision to \u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358\">increase tuition by 6% annually\u003c/a> starting this fall, saying the additional revenue will allow the system to save hundreds of jobs.\u003c/p>\n\u003cp>“We heard earlier in the spring we have to do less with less,” Steinhauser said. “This is going to be a painful year. … If we didn’t pass that tuition, we would be in a whole big mess, much bigger than we’re in now.”\u003c/p>\n\u003cp>CSU leaders have also pointed to \u003ca href=\"https://senate.humboldt.edu/sites/default/files/senate/8-24-5%20Draft%20Report%20of%20the%20CSU%20Sustainable%20Financial%20Model%20Task%20Force.pdf\">other possible sources of funding (PDF)\u003c/a>, including operating campuses year round and pursuing more public-private partnerships. Trustee Larry L. Adamson urged university presidents to think creatively about raising money from philanthropic sources as one additional revenue stream.\u003c/p>\n\u003cp>“How many endowed chairs do we do every year in the CSU? And I think the answer is few to none,” he said during last week’s meeting. “We have to start doing more and more of that kind of thinking, as the UCs and privates do constantly. And instead of trying to just raise money for buildings, which we do a lot of, let’s start trying to raise money that offsets our actual ongoing expenses.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/cal-state-board-anticipates-a-painful-year-as-campuses-cut-costs/716849\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The nation's biggest university system could be staring down a $1 billion budget gap in the 2025–26 school year due to dwindling state support for higher education and rising costs, staff said at a July board of trustees meeting.",
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"title": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs | KQED",
"description": "The nation's biggest university system could be staring down a $1 billion budget gap in the 2025–26 school year due to dwindling state support for higher education and rising costs, staff said at a July board of trustees meeting.",
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"headline": "California State University Faces a $1 Billion Budget Gap as Campuses Cut Costs",
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"nprByline": "\u003ca href=\"https://edsource.org/author/adipierro\">Amy DiPierro\u003c/a>, EdSource",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California State University is taking the forecast of a snowballing budget gap so seriously, even a recent message touting a new hire came with the equivalent of a financial weather advisory.\u003c/p>\n\u003cp>The nation’s largest university system \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\">welcomed Emily F. Cutrer as the new interim president of\u003c/a>\u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/sonoma-state-interim-president-appointed-2024.aspx\"> Sonoma State University\u003c/a> last week with the stern reminder that she must address “enormous financial pressures” facing the university, where fall 2023 enrollment was down more than 36% over the last decade.\u003c/p>\n\u003cp>That sobering message was repeated to the system’s 23 campuses at the last board of trustees meeting before the fall term — a moment of truth when campus leaders aiming to reverse declines in student enrollment will find out if their bids to attract and retain students worked. Even if efforts to boost enrollment succeed, cutting costs could prove a necessity on many campuses, CSU officials warned. Board Chair Jack B. Clarke Jr., addressing school presidents directly, said they ultimately will determine how to manage limited resources.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Presidents, we understand that you’re going to have to make some hard decisions and, within your campus communities and your general communities, you’re going to be criticized,” he said. “Understand that we’re behind you in terms of making the hard decisions.”\u003c/p>\n\u003cp>CSU could be staring down a $1 billion budget gap in the 2025–26 school year as the result of dwindling state support for higher education and rising costs, staff said at the July board of trustees meeting.\u003c/p>\n\u003cp>CSU has also unveiled a plan to reshuffle dollars from campuses that fall short of enrollment goals. In April, the system \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/budget/Documents/fy-budget-coded-memos/B_2024-01_Preliminary_Budget_Allocations_Memo.pdf\">released a preliminary budget document (PDF)\u003c/a> sketching how the system could reallocate $32 million in enrollment funding from 12 campuses that didn’t meet resident enrollment targets or target increases and shift it into nine campuses where 2024–25 resident enrollment targets have been increased. A CSU spokesperson said the system is finalizing those plans over the coming weeks.\u003c/p>\n\u003cp>The system expects more budgetary trade-offs going forward, CSU Chief Financial Officer Steve Relyea said to trustees at their July meeting. Major expenses include a backlog of facilities and infrastructure projects, employee compensation costs and obligations the schools must meet under legal mandates such as Title IX, the federal law barring sex-based discrimination in schools.\u003c/p>\n\u003cp>“We anticipate negative impacts on academic offerings and student support services,” Relyea said. “The funding that we’re receiving, while it’s more, is still not sufficient to cover the increased cost on our current operations, and at this point universities will likely have to redirect significant dollars from existing university budgets to cover employee compensation commitments.”\u003c/p>\n\u003ch2>Enrollment drops lead to cuts\u003c/h2>\n\u003cp>CSU earlier this year \u003ca href=\"https://edsource.org/updates/cal-state-faculty-approve-new-salary-agreement\">agreed to a 10% raise\u003c/a> for faculty represented by the California Faculty Association following a \u003ca href=\"https://www.latimes.com/california/story/2024-01-22/csu-and-faculty-reach-surprise-tentative-agreement-ending-strike\">one-day strike\u003c/a>. Trustees last week voted to approve salary increases for four campus leaders over the objections of some speakers during public comment.\u003c/p>\n\u003cp>The grim forecast underscores the challenges facing CSU at a time of \u003ca href=\"https://www.insidehighered.com/news/students/retention/2024/03/13/doubts-about-value-are-deterring-college-enrollment\">flagging student enrollment\u003c/a> across higher education amid \u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">declining public trust\u003c/a> in the value of a college degree. Systemwide, fall 2023 enrollment stood \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment\">more than 30,000 students shy\u003c/a> of its 2020 peak.\u003c/p>\n\u003cp>Campus efforts to entice students back to campus include \u003ca href=\"https://edsource.org/2024/cal-states-new-online-transfer-planner-aims-to-ease-burden-on-community-college-students/707467\">easing transfers\u003c/a> into the system, \u003ca href=\"https://edsource.org/2021/california-state-university-adopts-new-approach-to-entice-students-back/663928\">reengaging students\u003c/a> who started but did not finish a degree and more support for \u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">students of color\u003c/a>. And CSU leaders say they remain focused on long-term goals like boosting graduation rates for historically underrepresented students and rebuilding trust in Title IX and other anti-discrimination programs.\u003c/p>\n\u003cp>Funding those priorities will require hard choices. Officials anticipate they can partially plug holes in the budget with reserve funds, but they said school presidents and the system itself must tighten their belts to cover the rest — cuts they acknowledged could prove painful and unpopular. The university system also will have to contend with pressure from faculty, who argue they should have a greater say in university decision-making.\u003c/p>\n\u003cp>Cuts are nothing new at some CSU campuses. In recent years, as enrollment fell more than 15% from pre-pandemic levels at schools including \u003ca href=\"https://www.csuci.edu/apb/documents/2023-staffingplan-justificationform.pdf\">Cal State Channel Islands (PDF)\u003c/a>, \u003ca href=\"https://edsource.org/2024/anticipating-less-state-aid-csu-campuses-start-making-cuts/705092\">San Francisco State\u003c/a> and \u003ca href=\"https://www.sonoma.edu/updates/2023/2023-24-campus-budget-plan%C2%A0\">Sonoma State\u003c/a>, campus leaders have held off on filling some open positions or launched voluntary separation programs to reduce staffing costs. \u003ca href=\"https://www.montereyherald.com/2024/05/23/csu-monterey-bay-announces-layoffs/\">Cal State Monterey Bay\u003c/a> in May announced 16 layoffs and an additional 86 departures under an early retirement program. At \u003ca href=\"https://www.csueastbay.edu/administration/sandeen-messages/staff-reduction-faq.html\">Cal State East Bay\u003c/a>, another campus that has seen a dip in enrollment, campus leaders in May \u003ca href=\"https://eastbaypioneers.com/news/2024/5/8/water-polo-cal-state-east-bay-announces-discontinuation-of-womens-water-polo-sponsorship.aspx\">announced\u003c/a> that the school would no longer sponsor its women’s water polo to save money.\u003c/p>\n\u003cp>“Upending 19 student-athletes’ East Bay careers is without precedent,” said Jeff Newcomb, a lecturer and president of the California Faculty Association’s East Bay executive board, at the July meeting. “Going forward, authentic shared governance — it’s hard— but it’s crucial if we are to emerge from austerity measures with trust and strategic vitality.”\u003c/p>\n\u003cp>Take Sonoma State as another example.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18938489/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The school has weathered enrollment declines with serious cost-cutting. To manage a budget shortfall, spokesperson Jeffery Keating said in a statement, Sonoma State has trimmed $21.4 million from its base budget since 2020–21 and plans an additional $7.5 million cut in 2024–25.\u003c/p>\n\u003cp>Some of those savings have come from reducing the number of faculty and staff, including through attrition and early retirement programs. Keating said faculty and staff headcount fell 22% between 2019 and 2023.\u003c/p>\n\u003cp>The aim has been “to protect student services and academic programs,” according to the statement, and the school doesn’t plan to scale back areas like financial aid, health services or career counseling.\u003c/p>\n\u003cp>He said the school sees some positive signs on the horizon: It projects that net student headcount will rise in 2024–25.\u003c/p>\n\u003cp>Across the system, CSU anticipates a $218 million shortfall this school year, according to a budget presentation. Making up the difference in funds likely will require tapping into reserves and “aggressively pursuing new students and working to retain current students,” said Ryan Storm, the system’s assistant vice chancellor for budget.\u003c/p>\n\u003cp>The budget presentation was not the first time Cal State has flashed financial warning signs.\u003c/p>\n\u003cp>The cost of educating CSU students far outstrips the money the system actually has to educate them, a \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2023/Documents/FIN-May-21-24-2023.pdf\">2023 report by CSU leaders found (PDF)\u003c/a>. Trustee Diego Arambula reminded colleagues last week that the gap between what the system estimated it \u003cem>should\u003c/em> spend to meet student needs and what it \u003cem>does\u003c/em> spend was $1.5 billion, and could grow as campuses trim their budgets.\u003c/p>\n\u003ch2>The search for savings\u003c/h2>\n\u003cp>The search for cost savings starts with the central office, Chancellor Mildred García said.\u003c/p>\n\u003cp>The Chancellor’s Office is reviewing each of its divisions in pursuit of “not efficiency for its own sake or purely for cost savings, but for mission-driven efficiency,” she said in a report to the trustees. In that vein, the office will split the division of academic and student affairs into two, a reorganization García said was estimated to save at least $500,000.\u003c/p>\n\u003cp>The July meeting also highlighted CSU’s smallest university — Cal Maritime — as both a cautionary tale and a possible inspiration for how the system’s campuses might share costs and academic programs in the future.\u003c/p>\n\u003cp>The board considered a proposal to merge the maritime academy into Cal Poly San Luis Obispo in a bid to save the Vallejo-based maritime school following a steep drop in enrollment and rising overhead costs. The board will resume those discussions in September and make a final decision in November.\u003c/p>\n\u003cp>Cal Maritime interim President Michael J. Dumont \u003ca href=\"https://edsource.org/2024/cal-state-trustees-weigh-bid-to-merge-cal-maritime-cal-poly-san-luis-obispo/715959\">told the board\u003c/a> the school has “taken a chainsaw to every expense on our campus” in pursuit of financial sustainability. Trustees praised the proposal to integrate the maritime academy into Cal Poly San Luis Obispo as an “elegant solution” that would save costs as the campuses consolidate administrative services and other operations.\u003c/p>\n\u003cp>CSU officials have left the door open for future campus mergers but say no additional integrations are immediately planned.\u003c/p>\n\u003cp>A document \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/July-22-24-2024-Full-Binder.pdf\">announcing the integration proposal (PDF)\u003c/a> said it’s in keeping with CSU’s goal to look for cost savings “from consolidation of certain administrative functions and from inter-campus cooperation and collaboration in the offering of programs and services.”\u003c/p>\n\u003cp>In response to questions about whether future campus mergers are likely, a CSU spokesperson cited a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/cal-poly-maritime-integration.aspx\">document\u003c/a> that says CSU “must remain open to considering all options in the future to ensure the financial health of the system and its universities.”\u003c/p>\n\u003cp>That includes \u003ca href=\"https://www.calstate.edu/csu-system/board-of-trustees/past-meetings/2024/Documents/Full-BoT-Agenda-Mar-24-27-2024.pdf\">ongoing initiatives to save money (PDF)\u003c/a> short of full mergers, such as negotiating systemwide contracts with vendors and purchasing electricity for multiple campuses on the wholesale energy market.\u003c/p>\n\u003cp>“There are a lot of tools in the toolkit in addition to an integration like this,” CFO Relyea told trustees last week.\u003c/p>\n\u003cp>And Relyea noted that the $1 billion budget gap forecast for the 2025–26 school year is an estimate based on assumptions that could prove flawed. A shortfall could be avoided by making permanent cuts this school year, pausing new investments, bridging the gap with reserves and successfully lobbying the state for additional money, he added.\u003c/p>\n\u003cp>Some campuses might try to streamline their budgets in ways students won’t notice.\u003c/p>\n\u003cp>That’s the goal at Cal State Northridge, where administrators said that measures like cutting nonessential staff travel or delaying plans to replace older technology and equipment were among the ways they hope to save money.\u003c/p>\n\u003cp>“Everything that’s related to student success, we’re trying to shield that as much as we can,” said Edith Winterhalter, who leads the university’s budget department. “It’s really on the administrative side that we’re doing a lot of strategies to reduce our costs as much as we can.”\u003c/p>\n\u003ch2>‘A painful year’\u003c/h2>\n\u003cp>A wild card in CSU’s finances is its reliance on the California Legislature, which has funded \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/csu-funding\">roughly 60% of the school system’s operating costs\u003c/a> in recent years. That can expose the university system to swings in state revenue.\u003c/p>\n\u003cp>CSU dodged the worst in this year’s budget. \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">Early budget drafts\u003c/a> proposed pushing a 5% funding hike that had been promised for 2024–25 into the following year. The \u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">final budget\u003c/a> landed on a compromise: a one-time cut of $75 million, offset by an ongoing increase of $240 million. Staff attributed the improvement to an energetic lobbying campaign on behalf of the universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The budget outlook going forward is less rosy. Anticipating more lean years ahead, state legislators envision an 8% cut to CSU’s ongoing state funding in 2025–26, according to a CSU budget presentation. On top of that, state legislators have proposed that CSU front $252 million in the 2025–26 school year, which the state would subsequently reimburse in 2026–27. A similar spend-and-reimburse maneuver would occur in the 2026–27 school year.\u003c/p>\n\u003cp>Such an arrangement could prove risky for Cal State, Storm observed.\u003c/p>\n\u003cp>“If we spend, in advance, hundreds of millions of dollars and the state does not reimburse us, it would significantly deplete our one-time balances and reserves, and we could be left with new ongoing commitments and no new funding to support them,” \u003ca href=\"https://youtu.be/nm9x5Umylek?feature=shared&t=3267\">he said\u003c/a>.\u003c/p>\n\u003cp>That reality has compelled Cal State to look to grow other funding sources, including what students pay to attend its universities. Trustee Christopher Steinhauser defended the board’s previous decision to \u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358\">increase tuition by 6% annually\u003c/a> starting this fall, saying the additional revenue will allow the system to save hundreds of jobs.\u003c/p>\n\u003cp>“We heard earlier in the spring we have to do less with less,” Steinhauser said. “This is going to be a painful year. … If we didn’t pass that tuition, we would be in a whole big mess, much bigger than we’re in now.”\u003c/p>\n\u003cp>CSU leaders have also pointed to \u003ca href=\"https://senate.humboldt.edu/sites/default/files/senate/8-24-5%20Draft%20Report%20of%20the%20CSU%20Sustainable%20Financial%20Model%20Task%20Force.pdf\">other possible sources of funding (PDF)\u003c/a>, including operating campuses year round and pursuing more public-private partnerships. Trustee Larry L. Adamson urged university presidents to think creatively about raising money from philanthropic sources as one additional revenue stream.\u003c/p>\n\u003cp>“How many endowed chairs do we do every year in the CSU? And I think the answer is few to none,” he said during last week’s meeting. “We have to start doing more and more of that kind of thinking, as the UCs and privates do constantly. And instead of trying to just raise money for buildings, which we do a lot of, let’s start trying to raise money that offsets our actual ongoing expenses.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/cal-state-board-anticipates-a-painful-year-as-campuses-cut-costs/716849\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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