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"content": "\u003cp>Since 2021, the federal and state governments have boosted spending on child care and early education by more than $5 billion to help California’s youngest kids recover from COVID-19 pandemic shutdowns.\u003c/p>\n\u003cp>However, many families have not responded with the same level of enthusiasm, according to \u003ca href=\"https://drive.google.com/file/d/1XAP_2Jm3Uv4m0zbqy4Tk59b2yxM3k3Y9/view\">an analysis of state data (PDF)\u003c/a> published Wednesday by researchers at the UC Berkeley School of Education. While enrollment in transitional kindergarten \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel30.asp\">has significantly grown\u003c/a> in the last three years as the state admits more 4-year-olds into the new grade, demand for other programs that serve this age group, such as Head Start and the California State Preschool Program, has been relatively flat, according to the new findings.\u003c/p>\n\u003cp>The data show that overall enrollment in public preschool has not returned to pre-pandemic levels, according to Bruce Fuller, who led the analysis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We just have made very little progress since 2019,” said Fuller, an education and public policy professor at UC Berkeley.\u003c/p>\n\u003cp>Early childhood education in California has long been a patchwork of government-run preschools, private and nonprofit centers, and family child care sites that are run out of providers’ homes. The state typically pays for children from the lowest-income homes. An example is vouchers that give parents the option of putting their kids in a center or at home, under the care of a provider, family member or friend.\u003c/p>\n\u003cp>When lawmakers signed off on a $2.7 billion plan to make transitional kindergarten, or TK, available to all 4-year-olds by the 2025–26 school year, experts warned it would take away students and teachers from other early childhood education programs, including private preschools because it’s free and offers teachers better pay and benefits.\u003c/p>\n\u003cp>The state responded to that concern by expanding the California State Preschool Program and widening access to that program for 3- and 4-year-olds from lower-income households. The state focuses on this population because \u003ca href=\"https://www.acf.hhs.gov/sites/default/files/documents/opre/%232023-226%20Benefits%20from%20ECE%20Highlight%20508.pdf\">research shows (PDF)\u003c/a> that kids from lower-income households gain more academic and social skills and benefit more from two years of participating in a high-quality preschool program than kids from more affluent households.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997124\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01%E2%80%AFAM-scaled-e1721844340937.jpg\" alt=\"\" width=\"1280\" height=\"1339\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-800x837.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-1020x1067.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-160x167.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>But Fuller said these policies contradict each other and add more confusion to what he calls a “crazy quilt of programs that’s hard for parents to understand.”\u003c/p>\n\u003cp>Fuller points to a 20% jump in vouchers between 2021 and 2023, indicating a growing preference for child care arrangements that offer parents more choice and flexibility but discourage them from signing up for preschool.\u003c/p>\n\u003cp>Child care advocates say the popularity of vouchers points to a greater need for child care that matches families’ individual needs, whether during irregular hours for those who work weekend or night shifts or in a setting that aligns with their cultural or linguistic preferences.\u003c/p>\n\u003cp>“Just because you build (a preschool program), people will not come,” said Linda Asato, executive director of the nonprofit California Child Care Resource & Referral Network. “It may not make sense for families. When setting that goal of universal TK, it can’t be done in a vacuum because it may not be what everyone wants.”\u003c/p>\n\u003cp>Meanwhile, a pandemic-era “hold harmless” policy, which guarantees a certain level of funding regardless of the number of children enrolled, may have had an unintended consequence for California State Preschool programs.\u003c/p>\n\u003cp>“During COVID, those programs continued to get the same budget they had in 2019,” Fuller said. “Initially, that was sensible because you didn’t want to start laying off staff and closing down preschools, but it also doesn’t create an incentive to move towards [enrolling 3-year-olds] because why not have smaller classes, and maybe bump up your salary a little bit?”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997130\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09%E2%80%AFAM-scaled-e1721844707499.jpg\" alt=\"\" width=\"1591\" height=\"1326\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499.jpg 1591w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-800x667.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1020x850.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1536x1280.jpg 1536w\" sizes=\"(max-width: 1591px) 100vw, 1591px\">\u003c/p>\n\u003cp>As a result, $713 million in unspent California State Preschool Program funding was returned to the state coffers, according to a \u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/Enacted/BudgetSummary/K-12Education.pdf\">summary of the 2024–25 state budget (PDF)\u003c/a>.\u003c/p>\n\u003cp>Al Muratsuchi, who chairs the state Assembly’s education committee, acknowledges the expansion of TK is disrupting other programs and that more work needs to be done to inform parents about their options and ensure there are enough workers and facilities to provide a high-quality early childhood education for all kids.\u003c/p>\n\u003cp>“We are in a transitional period,” said Muratsuchi, a Democrat from Torrance.\u003c/p>\n\u003cp>The analysis also identified zip codes that are populated with young kids but don’t have few, if any, public preschool programs. They include parts of the Central Valley and Central Coast, plus fast-growing working-class suburbs like Antioch and Livermore in the Bay Area. Fuller said these communities lack the “civic infrastructure,” like community-based organizations or school districts, to bid for state funding for a preschool program.\u003c/p>\n\u003cp>He hopes the analysis will compel state officials to target funding on families that have almost no preschool options in their community and simplify the child care and early education system for parents.\u003c/p>\n\u003cp>Muratsuchi thinks one possible solution is to further invest in community schools that provide a variety of social support services for students and their families on campus, and those services could include childcare and preschool programs.\u003c/p>\n\u003cp>“We need to continue to build upon this community school model and take advantage of the existing public school infrastructure,” he said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Since 2021, the federal and state governments have boosted spending on child care and early education by more than $5 billion to help California’s youngest kids recover from COVID-19 pandemic shutdowns.\u003c/p>\n\u003cp>However, many families have not responded with the same level of enthusiasm, according to \u003ca href=\"https://drive.google.com/file/d/1XAP_2Jm3Uv4m0zbqy4Tk59b2yxM3k3Y9/view\">an analysis of state data (PDF)\u003c/a> published Wednesday by researchers at the UC Berkeley School of Education. While enrollment in transitional kindergarten \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel30.asp\">has significantly grown\u003c/a> in the last three years as the state admits more 4-year-olds into the new grade, demand for other programs that serve this age group, such as Head Start and the California State Preschool Program, has been relatively flat, according to the new findings.\u003c/p>\n\u003cp>The data show that overall enrollment in public preschool has not returned to pre-pandemic levels, according to Bruce Fuller, who led the analysis.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We just have made very little progress since 2019,” said Fuller, an education and public policy professor at UC Berkeley.\u003c/p>\n\u003cp>Early childhood education in California has long been a patchwork of government-run preschools, private and nonprofit centers, and family child care sites that are run out of providers’ homes. The state typically pays for children from the lowest-income homes. An example is vouchers that give parents the option of putting their kids in a center or at home, under the care of a provider, family member or friend.\u003c/p>\n\u003cp>When lawmakers signed off on a $2.7 billion plan to make transitional kindergarten, or TK, available to all 4-year-olds by the 2025–26 school year, experts warned it would take away students and teachers from other early childhood education programs, including private preschools because it’s free and offers teachers better pay and benefits.\u003c/p>\n\u003cp>The state responded to that concern by expanding the California State Preschool Program and widening access to that program for 3- and 4-year-olds from lower-income households. The state focuses on this population because \u003ca href=\"https://www.acf.hhs.gov/sites/default/files/documents/opre/%232023-226%20Benefits%20from%20ECE%20Highlight%20508.pdf\">research shows (PDF)\u003c/a> that kids from lower-income households gain more academic and social skills and benefit more from two years of participating in a high-quality preschool program than kids from more affluent households.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997124\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01%E2%80%AFAM-scaled-e1721844340937.jpg\" alt=\"\" width=\"1280\" height=\"1339\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-800x837.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-1020x1067.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.01 AM-scaled-e1721844340937-160x167.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>But Fuller said these policies contradict each other and add more confusion to what he calls a “crazy quilt of programs that’s hard for parents to understand.”\u003c/p>\n\u003cp>Fuller points to a 20% jump in vouchers between 2021 and 2023, indicating a growing preference for child care arrangements that offer parents more choice and flexibility but discourage them from signing up for preschool.\u003c/p>\n\u003cp>Child care advocates say the popularity of vouchers points to a greater need for child care that matches families’ individual needs, whether during irregular hours for those who work weekend or night shifts or in a setting that aligns with their cultural or linguistic preferences.\u003c/p>\n\u003cp>“Just because you build (a preschool program), people will not come,” said Linda Asato, executive director of the nonprofit California Child Care Resource & Referral Network. “It may not make sense for families. When setting that goal of universal TK, it can’t be done in a vacuum because it may not be what everyone wants.”\u003c/p>\n\u003cp>Meanwhile, a pandemic-era “hold harmless” policy, which guarantees a certain level of funding regardless of the number of children enrolled, may have had an unintended consequence for California State Preschool programs.\u003c/p>\n\u003cp>“During COVID, those programs continued to get the same budget they had in 2019,” Fuller said. “Initially, that was sensible because you didn’t want to start laying off staff and closing down preschools, but it also doesn’t create an incentive to move towards [enrolling 3-year-olds] because why not have smaller classes, and maybe bump up your salary a little bit?”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11997130\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09%E2%80%AFAM-scaled-e1721844707499.jpg\" alt=\"\" width=\"1591\" height=\"1326\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499.jpg 1591w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-800x667.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1020x850.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Image-7-24-24-at-11.09 AM-scaled-e1721844707499-1536x1280.jpg 1536w\" sizes=\"(max-width: 1591px) 100vw, 1591px\">\u003c/p>\n\u003cp>As a result, $713 million in unspent California State Preschool Program funding was returned to the state coffers, according to a \u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/Enacted/BudgetSummary/K-12Education.pdf\">summary of the 2024–25 state budget (PDF)\u003c/a>.\u003c/p>\n\u003cp>Al Muratsuchi, who chairs the state Assembly’s education committee, acknowledges the expansion of TK is disrupting other programs and that more work needs to be done to inform parents about their options and ensure there are enough workers and facilities to provide a high-quality early childhood education for all kids.\u003c/p>\n\u003cp>“We are in a transitional period,” said Muratsuchi, a Democrat from Torrance.\u003c/p>\n\u003cp>The analysis also identified zip codes that are populated with young kids but don’t have few, if any, public preschool programs. They include parts of the Central Valley and Central Coast, plus fast-growing working-class suburbs like Antioch and Livermore in the Bay Area. Fuller said these communities lack the “civic infrastructure,” like community-based organizations or school districts, to bid for state funding for a preschool program.\u003c/p>\n\u003cp>He hopes the analysis will compel state officials to target funding on families that have almost no preschool options in their community and simplify the child care and early education system for parents.\u003c/p>\n\u003cp>Muratsuchi thinks one possible solution is to further invest in community schools that provide a variety of social support services for students and their families on campus, and those services could include childcare and preschool programs.\u003c/p>\n\u003cp>“We need to continue to build upon this community school model and take advantage of the existing public school infrastructure,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "west-contra-costa-school-district-sued-over-poor-building-conditions-teacher-vacancies",
"title": "West Contra Costa School District Sued Over Poor Building Conditions, Teacher Vacancies",
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"content": "\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "uc-moves-to-limit-where-academic-departments-post-opinions-against-backdrop-of-gaza-war",
"title": "UC to Limit Where Academic Departments Can Post Opinions Online",
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"content": "\u003cp>\u003cem>Update: On July 18, the full board approved the webpage policy, with one “No” vote.\u003c/em>\u003c/p>\n\u003cp>After seven months and three voting delays, the University of California Board of Regents is on the verge of approving a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2.pdf\">pared-down policy (PDF)\u003c/a> outlining how academic departments should publish political and social opinions on university websites — largely embracing a set of standards that faculty themselves adopted in 2022. The journey to a consensus reenergized longstanding debates about academic freedom.\u003c/p>\n\u003cp>While entirely a faculty matter, some pro-Palestinian students condemned previous versions of the regents’ proposed policy, which they interpreted as part of a crackdown on free speech that punished protests against Israel. Student anguish over the war in Gaza — \u003ca href=\"https://calmatters.org/education/higher-education/2024/05/uc-strike/\">and their anger\u003c/a> with UC leadership for so far not calling for a cease-fire or divesting from weapons manufacturers and companies tied to Israel — helped to amplify the faculty’s alarm over the regents’ initial proposals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The university will need to clarify its rules on speech and expression further by this fall. The latest state budget is \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=Of%20the%20funds%20appropriated%20in%20this%20item%2C%20%2425%2C000%2C000%20shall%20be%20released%20only%20if%20the%20Director%20of%20Finance%20certifies\">withholding $25 million\u003c/a> from the UC until system leadership\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=The%20University%20of%20California%20Office%20of%20the%20President%20will%20develop%20a%20systemwide%20framework%20to%20provide%20for%20consistency%20with%20campus%20implementation%20and%20enforcement.\"> sends a report to the governor’s office\u003c/a> explaining its policies for public demonstrations and other free speech matters. While the two concepts — what faculty can do under academic freedom and how students can express themselves under free speech rules — are distinct issues, they’re often enmeshed publicly, especially over themes as contentious as \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/israeli-palestinian-conflict-california-college/\">Islamophobia, antisemitism and its connection to Israel\u003c/a>.\u003c/p>\n\u003cp>Most regents were vague about the impetus for the plan, but one regent, Hadi Makarechian, \u003ca href=\"https://calmatters.org/newsletter/california-homelessness-count/#:~:text=Mikhail%E2%80%99s%20story.-,Also%20from%20Mikhail%3A,-The%20undocumented%20students\">said in January\u003c/a> that the proposal emerged “because some people were making some political statements related to Hamas and Palestinians.” That meeting was occasionally testy, with another regent urging his peers to practice “decorum.”\u003c/p>\n\u003ch2>What the new policy would do\u003c/h2>\n\u003cp>The new rules, passed on Wednesday by a joint committee that will be voted on by the full board on Thursday, require that writings which depart from research, course information and other administrative announcements not be posted on the homepages of academic departments and other divisions. Instead,\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf#page=2\"> they can appear (PDF)\u003c/a> on other departmental web pages designated for opinions. Full-board approval is likely; the rules would take hold immediately.\u003c/p>\n\u003cp>Only one regent, student member Josiah Beharry, voted no on the measure on Wednesday.\u003c/p>\n\u003cp>These so-called “discretionary expressions,” which are writings “that comment on institutional, local, regional, global or national events, activities or issues,” also need to be clearly labeled as opinions that don’t necessarily reflect the position of the university or campus.\u003c/p>\n\u003cp>The policy \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf\">specifically avoids (PDF)\u003c/a> restricting academic research, course content or other “scholarly endeavors” — an undefined term — that may touch on political or social matters from appearing on the homepage. This was\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach2.pdf\"> new wording (PDF)\u003c/a> that emerged since the last \u003ca href=\"https://calmatters.org/newsletter/california-crime-expungement-victims/#:~:text=The%20University%20of%20California%20regents%20decided%20Wednesday%20to%20postpone%20a%20vote%20on%20a%20policy%20to%20restrict%20how%20academic%20departments%20at%20its%20campuses%20publish%20%E2%80%9Cpolitical%20or%20controversial%E2%80%9D%20statements%20on%20their%20websites.%C2%A0\">draft in March\u003c/a>. Nor does the policy proscribe speech on non-campus websites.\u003c/p>\n\u003cp>“We were satisfied that the current policy does not violate principles of academic freedom or free speech,” said James Steintrager, chair of the Academic Senate, in an interview with CalMatters in May, when the proposal was on the agenda but ultimately never heard. “We’re still concerned about the drive for and necessity of a policy in this area, but we think that with the input of the senate, the Board of Regents has ended up in a much better place.”\u003c/p>\n\u003cp>That sentiment is a departure from how faculty initially received the policy proposal in January, which was saddled with confusion over the scope of the measure and what it sought. One possible takeaway was that the January plan intended to bar any expression of faculty opinion on administrative websites, “a draconian policy,” Steintrager said.\u003c/p>\n\u003cp>The regents also postponed votes in January and March after discussing the matter publicly each time.\u003c/p>\n\u003cp>During Wednesday’s regents meeting, Steintrager reaffirmed his praise and critique of the rules, adding that “public comment assertions to the contrary, this is not a ban on discretionary or political statements.”\u003c/p>\n\u003cp>Richard Leib, a regent member and former chair of the board who has viewed some of the chants at student protests against the war in Gaza as antisemitic, said that “this whole topic about free speech is all BS because what we’re trying to do is show transparency.”\u003c/p>\n\u003ch2>Does it go too far or not far enough?\u003c/h2>\n\u003cp>But if it were up to senate members, including most full-time professors across the system, the regents would just adopt the policy the senate approved in 2022. Unlike the regents’ approach, the 2022 policy provided guidance — using words like “should” rather than “must” to encourage academic departments to distinguish their opinions from the positions of the university. The Academic Senate policy also recommended that departments “\u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/rh-senate-divs-recs-for-dept-statements.pdf\">solicit minority or opposition statements” as well (PDF)\u003c/a>.\u003c/p>\n\u003cp>The Academic Senate believes that “the UC community at the level of departments and other units of the sort largely governs itself appropriately, and we favor policies that enable successful self-regulation over more restrictive measures,” Steintgrater \u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/js-rl-regents-policy-discretionary-statements.pdf\">wrote to the regents May 1 (PDF)\u003c/a>.\u003c/p>\n\u003cp>The regents’ proposal stopped short of that, preferring a mandatory set of publishing guidelines in part because few academic units or campuses “have followed the June 2022 Academic Senate advisory guidance,” a board document representing the regents said.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.jfrg.org/home\">Jewish faculty\u003c/a> wanted the regents to ban all department statements and said the proposed rules don’t go far enough. “A claim that a department of a public university takes as a political position will be taken as the official stance of the university, no matter how it is delivered and no matter what qualifications are added,” said Jeffrey Young, a clinical psychologist at UCLA, during public comment on Tuesday. Several other professors voiced similar sentiments.\u003c/p>\n\u003ch2>Focus on ethnic studies departments\u003c/h2>\n\u003cp>Regent Jay Sures pushed for the policy, arguing in January that opinions on homepages “will be mistaken as the position of the institution itself.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediaite.com/wp-content/uploads/2023/10/Statement-on-bias-in-UC-statements-1.pdf\">In late October (PDF)\u003c/a>, he excoriated an Oct. 16 letter by UC ethnic studies faculty that faulted the UC for calling Hamas’ Oct. 7 attack on Israel an act of terrorism. \u003ca href=\"https://drive.google.com/file/d/1053yck657ENep688zvPTs6njfAGWBvE6/view\">The ethnic studies letter,\u003c/a> which didn’t name Hamas, said that “to hold the oppressed accountable for ‘terrorism’ reinscribes a colonial narrative that seeks to have the world believe that history began on Oct. 7, 2023.”\u003c/p>\n\u003cp>Sures wrote that the council’s members should “commit to learning more about antisemitism and all forms of hate and how it lives on our campuses where you are tasked and trusted with educating our next generation of students.”\u003c/p>\n\u003cp>The homepage for UC Santa Cruz’s critical race and ethnic studies department as of Wednesday still contains language calling on scholars and organizers to “act now to end Israel’s genocidal attack on Gaza,” a statement that’s been appearing since at least Oct. 25 of last year, according to the \u003ca href=\"https://web.archive.org/web/20231025234505/https://cres.ucsc.edu/\">web archiving tool Wayback Machine\u003c/a>.\u003c/p>\n\u003cp>The department was following Academic Senate guidance, department chairperson Felicity Amaya Schaeffer said in an interview, as the guidance wasn’t mandatory and deferred to campus departments.\u003c/p>\n\u003cp>With the regents committees’ backing of a mandatory rule, Schaeffer said key questions remain unanswered, mainly whether the department’s call to action counts as discretionary speech that needs to be moved to a different webpage.\u003c/p>\n\u003cp>She said the regents policy is an attack on academic freedom. She also believes the regents are overreaching rather than deferring to faculty expertise on their own subjects.\u003c/p>\n\u003cp>“We do have three faculty who work specifically on Palestine, who were hired by the university to do this kind of research,” she said. “So for us, this is not at all opinion, this is about the expertise of the department in which many of us write critically about state power, war, genocide.”\u003c/p>\n\u003cp>A rule like the one the regents is proposing is a poor fit for an ethnic studies department, Schaefer said, because “the lines between what gets called political or discretionary and research are completely entangled and inseparable.”\u003c/p>\n\u003cp>UC San Diego’s ethnic studies department, however, appears to have relocated its statements of support for Palestinians to a secondary page reserved for “statements and commentaries.”\u003c/p>\n\u003cp>A Dec. 4, 2023 \u003ca href=\"https://web.archive.org/web/20231204215827/https://ethnicstudies.ucsd.edu/\">snapshot of its homepage\u003c/a> shows a statement calling “for an immediate end to the war crimes and genocide taking place against the Palestinian people (50% of whom are children).” But by Dec. 14, the homepage \u003ca href=\"https://web.archive.org/web/20231214080803/https://ethnicstudies.ucsd.edu/\">underwent an overhaul\u003c/a>, with political statements moved from the homepage to the new “statements and commentaries” section beneath the “About Us” tab.\u003c/p>\n\u003cp>Academic department leaders will be responsible for implementing the rules. “The expectation then is that the unit leadership enforce the policy,” said Charlie Robinson, general counsel for the UC, at Wednesday’s regents meeting, “and if there are any concerns about it, then you go up the hierarchy to make sure that it’s being enforced properly.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Update: On July 18, the full board approved the webpage policy, with one “No” vote.\u003c/em>\u003c/p>\n\u003cp>After seven months and three voting delays, the University of California Board of Regents is on the verge of approving a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2.pdf\">pared-down policy (PDF)\u003c/a> outlining how academic departments should publish political and social opinions on university websites — largely embracing a set of standards that faculty themselves adopted in 2022. The journey to a consensus reenergized longstanding debates about academic freedom.\u003c/p>\n\u003cp>While entirely a faculty matter, some pro-Palestinian students condemned previous versions of the regents’ proposed policy, which they interpreted as part of a crackdown on free speech that punished protests against Israel. Student anguish over the war in Gaza — \u003ca href=\"https://calmatters.org/education/higher-education/2024/05/uc-strike/\">and their anger\u003c/a> with UC leadership for so far not calling for a cease-fire or divesting from weapons manufacturers and companies tied to Israel — helped to amplify the faculty’s alarm over the regents’ initial proposals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The university will need to clarify its rules on speech and expression further by this fall. The latest state budget is \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=Of%20the%20funds%20appropriated%20in%20this%20item%2C%20%2425%2C000%2C000%20shall%20be%20released%20only%20if%20the%20Director%20of%20Finance%20certifies\">withholding $25 million\u003c/a> from the UC until system leadership\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB108#:~:text=The%20University%20of%20California%20Office%20of%20the%20President%20will%20develop%20a%20systemwide%20framework%20to%20provide%20for%20consistency%20with%20campus%20implementation%20and%20enforcement.\"> sends a report to the governor’s office\u003c/a> explaining its policies for public demonstrations and other free speech matters. While the two concepts — what faculty can do under academic freedom and how students can express themselves under free speech rules — are distinct issues, they’re often enmeshed publicly, especially over themes as contentious as \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/israeli-palestinian-conflict-california-college/\">Islamophobia, antisemitism and its connection to Israel\u003c/a>.\u003c/p>\n\u003cp>Most regents were vague about the impetus for the plan, but one regent, Hadi Makarechian, \u003ca href=\"https://calmatters.org/newsletter/california-homelessness-count/#:~:text=Mikhail%E2%80%99s%20story.-,Also%20from%20Mikhail%3A,-The%20undocumented%20students\">said in January\u003c/a> that the proposal emerged “because some people were making some political statements related to Hamas and Palestinians.” That meeting was occasionally testy, with another regent urging his peers to practice “decorum.”\u003c/p>\n\u003ch2>What the new policy would do\u003c/h2>\n\u003cp>The new rules, passed on Wednesday by a joint committee that will be voted on by the full board on Thursday, require that writings which depart from research, course information and other administrative announcements not be posted on the homepages of academic departments and other divisions. Instead,\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf#page=2\"> they can appear (PDF)\u003c/a> on other departmental web pages designated for opinions. Full-board approval is likely; the rules would take hold immediately.\u003c/p>\n\u003cp>Only one regent, student member Josiah Beharry, voted no on the measure on Wednesday.\u003c/p>\n\u003cp>These so-called “discretionary expressions,” which are writings “that comment on institutional, local, regional, global or national events, activities or issues,” also need to be clearly labeled as opinions that don’t necessarily reflect the position of the university or campus.\u003c/p>\n\u003cp>The policy \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach1.pdf\">specifically avoids (PDF)\u003c/a> restricting academic research, course content or other “scholarly endeavors” — an undefined term — that may touch on political or social matters from appearing on the homepage. This was\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july24/j2attach2.pdf\"> new wording (PDF)\u003c/a> that emerged since the last \u003ca href=\"https://calmatters.org/newsletter/california-crime-expungement-victims/#:~:text=The%20University%20of%20California%20regents%20decided%20Wednesday%20to%20postpone%20a%20vote%20on%20a%20policy%20to%20restrict%20how%20academic%20departments%20at%20its%20campuses%20publish%20%E2%80%9Cpolitical%20or%20controversial%E2%80%9D%20statements%20on%20their%20websites.%C2%A0\">draft in March\u003c/a>. Nor does the policy proscribe speech on non-campus websites.\u003c/p>\n\u003cp>“We were satisfied that the current policy does not violate principles of academic freedom or free speech,” said James Steintrager, chair of the Academic Senate, in an interview with CalMatters in May, when the proposal was on the agenda but ultimately never heard. “We’re still concerned about the drive for and necessity of a policy in this area, but we think that with the input of the senate, the Board of Regents has ended up in a much better place.”\u003c/p>\n\u003cp>That sentiment is a departure from how faculty initially received the policy proposal in January, which was saddled with confusion over the scope of the measure and what it sought. One possible takeaway was that the January plan intended to bar any expression of faculty opinion on administrative websites, “a draconian policy,” Steintrager said.\u003c/p>\n\u003cp>The regents also postponed votes in January and March after discussing the matter publicly each time.\u003c/p>\n\u003cp>During Wednesday’s regents meeting, Steintrager reaffirmed his praise and critique of the rules, adding that “public comment assertions to the contrary, this is not a ban on discretionary or political statements.”\u003c/p>\n\u003cp>Richard Leib, a regent member and former chair of the board who has viewed some of the chants at student protests against the war in Gaza as antisemitic, said that “this whole topic about free speech is all BS because what we’re trying to do is show transparency.”\u003c/p>\n\u003ch2>Does it go too far or not far enough?\u003c/h2>\n\u003cp>But if it were up to senate members, including most full-time professors across the system, the regents would just adopt the policy the senate approved in 2022. Unlike the regents’ approach, the 2022 policy provided guidance — using words like “should” rather than “must” to encourage academic departments to distinguish their opinions from the positions of the university. The Academic Senate policy also recommended that departments “\u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/rh-senate-divs-recs-for-dept-statements.pdf\">solicit minority or opposition statements” as well (PDF)\u003c/a>.\u003c/p>\n\u003cp>The Academic Senate believes that “the UC community at the level of departments and other units of the sort largely governs itself appropriately, and we favor policies that enable successful self-regulation over more restrictive measures,” Steintgrater \u003ca href=\"https://senate.universityofcalifornia.edu/_files/reports/js-rl-regents-policy-discretionary-statements.pdf\">wrote to the regents May 1 (PDF)\u003c/a>.\u003c/p>\n\u003cp>The regents’ proposal stopped short of that, preferring a mandatory set of publishing guidelines in part because few academic units or campuses “have followed the June 2022 Academic Senate advisory guidance,” a board document representing the regents said.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.jfrg.org/home\">Jewish faculty\u003c/a> wanted the regents to ban all department statements and said the proposed rules don’t go far enough. “A claim that a department of a public university takes as a political position will be taken as the official stance of the university, no matter how it is delivered and no matter what qualifications are added,” said Jeffrey Young, a clinical psychologist at UCLA, during public comment on Tuesday. Several other professors voiced similar sentiments.\u003c/p>\n\u003ch2>Focus on ethnic studies departments\u003c/h2>\n\u003cp>Regent Jay Sures pushed for the policy, arguing in January that opinions on homepages “will be mistaken as the position of the institution itself.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediaite.com/wp-content/uploads/2023/10/Statement-on-bias-in-UC-statements-1.pdf\">In late October (PDF)\u003c/a>, he excoriated an Oct. 16 letter by UC ethnic studies faculty that faulted the UC for calling Hamas’ Oct. 7 attack on Israel an act of terrorism. \u003ca href=\"https://drive.google.com/file/d/1053yck657ENep688zvPTs6njfAGWBvE6/view\">The ethnic studies letter,\u003c/a> which didn’t name Hamas, said that “to hold the oppressed accountable for ‘terrorism’ reinscribes a colonial narrative that seeks to have the world believe that history began on Oct. 7, 2023.”\u003c/p>\n\u003cp>Sures wrote that the council’s members should “commit to learning more about antisemitism and all forms of hate and how it lives on our campuses where you are tasked and trusted with educating our next generation of students.”\u003c/p>\n\u003cp>The homepage for UC Santa Cruz’s critical race and ethnic studies department as of Wednesday still contains language calling on scholars and organizers to “act now to end Israel’s genocidal attack on Gaza,” a statement that’s been appearing since at least Oct. 25 of last year, according to the \u003ca href=\"https://web.archive.org/web/20231025234505/https://cres.ucsc.edu/\">web archiving tool Wayback Machine\u003c/a>.\u003c/p>\n\u003cp>The department was following Academic Senate guidance, department chairperson Felicity Amaya Schaeffer said in an interview, as the guidance wasn’t mandatory and deferred to campus departments.\u003c/p>\n\u003cp>With the regents committees’ backing of a mandatory rule, Schaeffer said key questions remain unanswered, mainly whether the department’s call to action counts as discretionary speech that needs to be moved to a different webpage.\u003c/p>\n\u003cp>She said the regents policy is an attack on academic freedom. She also believes the regents are overreaching rather than deferring to faculty expertise on their own subjects.\u003c/p>\n\u003cp>“We do have three faculty who work specifically on Palestine, who were hired by the university to do this kind of research,” she said. “So for us, this is not at all opinion, this is about the expertise of the department in which many of us write critically about state power, war, genocide.”\u003c/p>\n\u003cp>A rule like the one the regents is proposing is a poor fit for an ethnic studies department, Schaefer said, because “the lines between what gets called political or discretionary and research are completely entangled and inseparable.”\u003c/p>\n\u003cp>UC San Diego’s ethnic studies department, however, appears to have relocated its statements of support for Palestinians to a secondary page reserved for “statements and commentaries.”\u003c/p>\n\u003cp>A Dec. 4, 2023 \u003ca href=\"https://web.archive.org/web/20231204215827/https://ethnicstudies.ucsd.edu/\">snapshot of its homepage\u003c/a> shows a statement calling “for an immediate end to the war crimes and genocide taking place against the Palestinian people (50% of whom are children).” But by Dec. 14, the homepage \u003ca href=\"https://web.archive.org/web/20231214080803/https://ethnicstudies.ucsd.edu/\">underwent an overhaul\u003c/a>, with political statements moved from the homepage to the new “statements and commentaries” section beneath the “About Us” tab.\u003c/p>\n\u003cp>Academic department leaders will be responsible for implementing the rules. “The expectation then is that the unit leadership enforce the policy,” said Charlie Robinson, general counsel for the UC, at Wednesday’s regents meeting, “and if there are any concerns about it, then you go up the hierarchy to make sure that it’s being enforced properly.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Gender Law Praised by LGBTQ Groups, but Conservatives Claim It Violates Parents' Rights",
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"content": "\u003cp>LGBTQ+ advocacy groups lauded a new state law barring school districts from requiring that parents be notified of their child’s gender identification change, while opponents said the ban makes it harder for schools to be transparent with parents.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed the \u003ca href=\"https://apnews.com/article/gender-identity-schools-california-law-af387bef5c25c14f51d1cf05a7e422eb\">first-in-the-nation law\u003c/a> on Monday, which bans districts from requiring school staff to disclose a student’s gender identity or sexual orientation to any other person without the child’s permission, with some exceptions. It also requires the state Department of Education to develop resources for families of LGBTQ+ students in grades 7 through high school. The law will take effect in January.\u003c/p>\n\u003cp>Proponents of the ban say it will help protect transgender and gender-nonconforming students who live in unwelcoming households.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This critical legislation strengthens protections for LGBTQ+ youth against forced outing policies, provides resources for parents and families of LGBTQ+ students to support them as they have conversations on their terms, and creates critical safeguards to prevent retaliation against teachers and school staff who foster a safe and supportive school environment for all students,” Tony Hoang, executive director of LGBTQ+ advocacy group Equality California, said in a statement.\u003c/p>\n\u003cp>However, some conservative groups, including the California Family Council, said the new law violates parents’ rights.\u003c/p>\n\u003cp>“This bill undermines their fundamental role and places boys and girls in potential jeopardy,” Jonathan Keller, the council’s president, said in a statement. “Moms and dads have both a constitutional and divine mandate to guide and protect their kids, and AB 1955 egregiously violates this sacred trust.”\u003c/p>\n\u003cp>The new law comes after several California school districts passed policies requiring parents to be notified if a child requests to change their gender identification. That led to \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">pushback by Democratic state officials\u003c/a>, who say students have a right to privacy. Nationwide, lawmakers, families and advocates have been debating the rights of local school districts, parents and LGBTQ+ students.\u003c/p>\n\u003cp>At least six states have \u003ca href=\"https://apnews.com/article/transgender-students-pronouns-names-ec0b2c5de329d82c563ffb95262935f3\">requirements that schools notify parents\u003c/a> when minors disclose that they are transgender or ask to be referred to with a different pronoun, according to Associated Press reporting: Alabama, Arkansas, Indiana, North Carolina, South Carolina and Tennessee. Virginia asked school boards to adopt similar policies, but it has no law.\u003c/p>\n\u003cp>Arizona and Idaho also require schools to provide certain information to parents but do not specify gender expression or sexual orientation.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='transgender']In New Jersey, Attorney General Matt Platkin sued four school districts last year, claiming their policies violate an anti-discrimination law that allows gender-expression information to be shared with a student’s family only with their permission or if there’s a risk to the student’s health and safety.\u003c/p>\n\u003cp>Conservative groups, including the Pacific Justice Institute, the Goldwater Institute and the Family Policy Alliance, have attempted to intervene in the lawsuit.\u003c/p>\n\u003cp>States have also weighed in on lawsuits over how local school districts have handled transgender students. Last year, for instance, 23 Republican state attorneys general filed a brief to support a Chico, California, mother who claimed that school officials allowed her child to socially transition without her permission. Sixteen Democratic attorneys general filed a brief on the other side.\u003c/p>\n\u003cp>Newsom spokesperson Brandon Richards said the new California law will “keep children safe while protecting the critical role of parents.”\u003c/p>\n\u003cp>“It protects the child-parent relationship by preventing politicians and school staff from inappropriately intervening in family matters and attempting to control if, when, and how families have deeply personal conversations,” Richards said in a statement.\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative. Associated Press writer Geoff Mulvihill contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>LGBTQ+ advocacy groups lauded a new state law barring school districts from requiring that parents be notified of their child’s gender identification change, while opponents said the ban makes it harder for schools to be transparent with parents.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed the \u003ca href=\"https://apnews.com/article/gender-identity-schools-california-law-af387bef5c25c14f51d1cf05a7e422eb\">first-in-the-nation law\u003c/a> on Monday, which bans districts from requiring school staff to disclose a student’s gender identity or sexual orientation to any other person without the child’s permission, with some exceptions. It also requires the state Department of Education to develop resources for families of LGBTQ+ students in grades 7 through high school. The law will take effect in January.\u003c/p>\n\u003cp>Proponents of the ban say it will help protect transgender and gender-nonconforming students who live in unwelcoming households.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This critical legislation strengthens protections for LGBTQ+ youth against forced outing policies, provides resources for parents and families of LGBTQ+ students to support them as they have conversations on their terms, and creates critical safeguards to prevent retaliation against teachers and school staff who foster a safe and supportive school environment for all students,” Tony Hoang, executive director of LGBTQ+ advocacy group Equality California, said in a statement.\u003c/p>\n\u003cp>However, some conservative groups, including the California Family Council, said the new law violates parents’ rights.\u003c/p>\n\u003cp>“This bill undermines their fundamental role and places boys and girls in potential jeopardy,” Jonathan Keller, the council’s president, said in a statement. “Moms and dads have both a constitutional and divine mandate to guide and protect their kids, and AB 1955 egregiously violates this sacred trust.”\u003c/p>\n\u003cp>The new law comes after several California school districts passed policies requiring parents to be notified if a child requests to change their gender identification. That led to \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">pushback by Democratic state officials\u003c/a>, who say students have a right to privacy. Nationwide, lawmakers, families and advocates have been debating the rights of local school districts, parents and LGBTQ+ students.\u003c/p>\n\u003cp>At least six states have \u003ca href=\"https://apnews.com/article/transgender-students-pronouns-names-ec0b2c5de329d82c563ffb95262935f3\">requirements that schools notify parents\u003c/a> when minors disclose that they are transgender or ask to be referred to with a different pronoun, according to Associated Press reporting: Alabama, Arkansas, Indiana, North Carolina, South Carolina and Tennessee. Virginia asked school boards to adopt similar policies, but it has no law.\u003c/p>\n\u003cp>Arizona and Idaho also require schools to provide certain information to parents but do not specify gender expression or sexual orientation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In New Jersey, Attorney General Matt Platkin sued four school districts last year, claiming their policies violate an anti-discrimination law that allows gender-expression information to be shared with a student’s family only with their permission or if there’s a risk to the student’s health and safety.\u003c/p>\n\u003cp>Conservative groups, including the Pacific Justice Institute, the Goldwater Institute and the Family Policy Alliance, have attempted to intervene in the lawsuit.\u003c/p>\n\u003cp>States have also weighed in on lawsuits over how local school districts have handled transgender students. Last year, for instance, 23 Republican state attorneys general filed a brief to support a Chico, California, mother who claimed that school officials allowed her child to socially transition without her permission. Sixteen Democratic attorneys general filed a brief on the other side.\u003c/p>\n\u003cp>Newsom spokesperson Brandon Richards said the new California law will “keep children safe while protecting the critical role of parents.”\u003c/p>\n\u003cp>“It protects the child-parent relationship by preventing politicians and school staff from inappropriately intervening in family matters and attempting to control if, when, and how families have deeply personal conversations,” Richards said in a statement.\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative. Associated Press writer Geoff Mulvihill contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "State Legislators Struggle With How to Approve Ethnic Studies Course Materials",
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"content": "\u003cp>Legislation authored by members of the Jewish Legislation Caucus to prevent antisemitism and prejudice from seeping into ethnic studies courses passed its first legislative hurdle on Wednesday.\u003c/p>\n\u003cp>However, Assembly Bill 2918 faces a hot summer of intense negotiations to persuade legislators who agree with its intent but question whether the bill’s restrictions and lack of clarity could lead to avoidable conflicts.\u003c/p>\n\u003cp>Assembly Members Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay), the bill’s chief authors, told the Senate Education Committee they and key education groups are willing to put in the time to fix it.\u003c/p>\n\u003cp>“While we actually have issues now that are affecting the climate in schools for Jewish students, this affects all communities that are subject to bias and discrimination,” Zbur said. “We have to get this right for everyone, no matter what your background is.”\u003c/p>\n\u003cp>But what supporters see as transparency, opponents see as interference.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The bill’s requirements “will expose districts to increased harassment and litigation. The lack of clarity in defining what curriculum and instruction materials are will leave our teachers vulnerable to unwarranted scrutiny,” said Teresa Montaño, a former Los Angeles Unified teacher who now teaches Chicano studies at CSU Northridge.\u003c/p>\n\u003cp>The bill would strengthen disclosure requirements for approving ethnic studies courses and materials. The 2021 law establishing an ethnic studies mandate — that all high schools offer a course in 2025–26 and make it a graduation requirement in 2030–31 — requires districts to hold two hearings before adopting an ethnic studies course. The law also includes a broad warning that the instruction must be free of “any bias, bigotry or discrimination.”\u003c/p>\n\u003cp>But those provisions have proven ineffective, Zbur and others said. Parents have complained they had no idea what their children were being taught; school board members said they were unaware of what was in a course they approved, sometimes on a consent calendar with no discussion.\u003c/p>\n\u003cp>The bill, which has the support of State Superintendent of Instruction Tony Thurmond, would require:\u003c/p>\n\u003cul>\n\u003cli>A committee, including classroom teachers, as a majority and parents, would formally review instructional materials and a locally developed ethnic studies course.\u003c/li>\n\u003cli>The governing board of a district or charter school would determine that the course doesn’t promote any bias, bigotry or discrimination and explain why they declined to adopt a course based on the ethnic studies model curriculum that the state board adopted in 2018;\u003c/li>\n\u003cli>Parents would be sent a written notice before a course is presented for approval.\u003c/li>\n\u003c/ul>\n\u003cp>At the suggestion of staff, Zbur and Addis agreed not to apply the bill to already approved courses and not to require school board members to certify with the State Department of Education that the course is factually and historically accurate.\u003c/p>\n\u003cp>Tensions over the content of ethnic studies courses have simmered since a protracted process by the State Board from 2018 to 2021 to adopt a voluntary ethnic studies course framework. Gov. Gavin Newsom, State Board President Linda Darling-Hammond and Thurmond criticized the first draft of the framework, written primarily by ethnic studies experts and faculty members, as ideological and biased.\u003c/p>\n\u003cp>After the state board adopted a substantially changed framework in 2021, the authors of the first draft disavowed the final version and formed the \u003ca href=\"https://ethnicstudies-coalition.org/\">Coalition for Liberated Ethnic Studies\u003c/a>. Its member organizations have contracted with districts to buy their versions of ethnic studies, which stress the challenges of white supremacy and an oppressive capitalist system and solidarity with Palestine’s battle for liberation.\u003c/p>\n\u003cp>As Montaño said during a webinar on ethnic studies last year, “I have no choice but to challenge settler colonialism everywhere and to acknowledge that from the very beginning, our disciplines of ethnic studies were aligned to the global struggles in Africa, Palestine and Latin America.”\u003c/p>\n\u003cp>In the past year, without mentioning the Liberated Ethnic Studies coalition by name, both Attorney General Rob Bonta and the Newsom administration have reminded school districts to adhere to the law’s prohibition of discrimination.\u003c/p>\n\u003cp>“Vendors have begun promoting curriculum for (districts) to use for ethnic studies courses. We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the requirement (against bias and bigotry), an important guardrail highlighted when the bill was signed,” Brooks Allen, a Newsom adviser and executive director of the state board, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">wrote in August 2023 (PDF)\u003c/a>.\u003c/p>\n\u003cp>Conflicts have flared up in the past year. Jewish parents in Palo Alto have complained they’ve been left in the dark about the development of an ethnic studies curriculum that will be piloted this fall. Opponents are protesting the board of Pajaro Valley Unified’s second thoughts about renewing a contract with a liberated ethnic studies contractor.\u003c/p>\n\u003cp>Tension has further escalated in reaction to the massacre of 1,200 Israelis by Hamas in October and the subsequent invasion and occupation of Gaza by Israelis, causing tens of thousands of Palestinian deaths. \u003ca href=\"https://edsource.org/2024/berkeley-superintendent-faces-house-hearing-over-parent-charges-of-escalating-antisemitism/711410\">The Office of Civil Rights in the U.S. Department of Education\u003c/a> is investigating charges that Berkeley Unified failed to respond properly to rising incidents of antisemitism in its schools.\u003c/p>\n\u003cp>[aside tag=\"ethnic-studies\" label=\"More Related Stories\"]Sen. Steve Glazer (D-Orinda) said his concerns about bias when the ethnic studies law was adopted have come true. “Now we see in practice, particularly for those of us in the Jewish community, how, in my view, bad actors have hijacked the process to promote a curriculum that does the opposite of what the goals that we had established,” he said during the discussion on the bill.\u003c/p>\n\u003cp>However, more than a dozen ethnic studies teachers and parents, including several Jewish parents opposed to the Israeli military’s invasion of Gaza, disagreed, saying at that hearing that they opposed the bill.\u003c/p>\n\u003cp>Sen. Dave Cortese (D-San José) said he was troubled by ambiguities in the bill and the possibility that the strength of ethnic studies could be weakened. “Everything in my core being is telling me that as it’s currently put together, (the bill) is actually going to have the unintended consequence of exacerbating the intensity of disputes at the local level,” he said.\u003c/p>\n\u003cp>Sen. Josh Newman (D-Fullerton), the committee chair, said he shared Cortese’s concern that ethnic studies could “get unproductively caught up in controversies over whose version of history should be taught in our schools.”\u003c/p>\n\u003cp>“It’s fair to worry about the consequences, absent clarity in the bill, of organizations and individuals without teaching experience involved in developing high school courses,” he said.\u003c/p>\n\u003cp>“I think it’s important that the bill move forward. It’s an important discussion,” he added. Encouraging Zbur and Addis to work through unresolved issues with the Latino Caucus and others, he joined the majority in passing the bill, with Cortese dissenting.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/legislators-struggle-with-how-to-rein-in-but-not-repress-ethnic-studies/715321\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Legislation authored by members of the Jewish Legislation Caucus to prevent antisemitism and prejudice from seeping into ethnic studies courses passed its first legislative hurdle on Wednesday.\u003c/p>\n\u003cp>However, Assembly Bill 2918 faces a hot summer of intense negotiations to persuade legislators who agree with its intent but question whether the bill’s restrictions and lack of clarity could lead to avoidable conflicts.\u003c/p>\n\u003cp>Assembly Members Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay), the bill’s chief authors, told the Senate Education Committee they and key education groups are willing to put in the time to fix it.\u003c/p>\n\u003cp>“While we actually have issues now that are affecting the climate in schools for Jewish students, this affects all communities that are subject to bias and discrimination,” Zbur said. “We have to get this right for everyone, no matter what your background is.”\u003c/p>\n\u003cp>But what supporters see as transparency, opponents see as interference.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The bill’s requirements “will expose districts to increased harassment and litigation. The lack of clarity in defining what curriculum and instruction materials are will leave our teachers vulnerable to unwarranted scrutiny,” said Teresa Montaño, a former Los Angeles Unified teacher who now teaches Chicano studies at CSU Northridge.\u003c/p>\n\u003cp>The bill would strengthen disclosure requirements for approving ethnic studies courses and materials. The 2021 law establishing an ethnic studies mandate — that all high schools offer a course in 2025–26 and make it a graduation requirement in 2030–31 — requires districts to hold two hearings before adopting an ethnic studies course. The law also includes a broad warning that the instruction must be free of “any bias, bigotry or discrimination.”\u003c/p>\n\u003cp>But those provisions have proven ineffective, Zbur and others said. Parents have complained they had no idea what their children were being taught; school board members said they were unaware of what was in a course they approved, sometimes on a consent calendar with no discussion.\u003c/p>\n\u003cp>The bill, which has the support of State Superintendent of Instruction Tony Thurmond, would require:\u003c/p>\n\u003cul>\n\u003cli>A committee, including classroom teachers, as a majority and parents, would formally review instructional materials and a locally developed ethnic studies course.\u003c/li>\n\u003cli>The governing board of a district or charter school would determine that the course doesn’t promote any bias, bigotry or discrimination and explain why they declined to adopt a course based on the ethnic studies model curriculum that the state board adopted in 2018;\u003c/li>\n\u003cli>Parents would be sent a written notice before a course is presented for approval.\u003c/li>\n\u003c/ul>\n\u003cp>At the suggestion of staff, Zbur and Addis agreed not to apply the bill to already approved courses and not to require school board members to certify with the State Department of Education that the course is factually and historically accurate.\u003c/p>\n\u003cp>Tensions over the content of ethnic studies courses have simmered since a protracted process by the State Board from 2018 to 2021 to adopt a voluntary ethnic studies course framework. Gov. Gavin Newsom, State Board President Linda Darling-Hammond and Thurmond criticized the first draft of the framework, written primarily by ethnic studies experts and faculty members, as ideological and biased.\u003c/p>\n\u003cp>After the state board adopted a substantially changed framework in 2021, the authors of the first draft disavowed the final version and formed the \u003ca href=\"https://ethnicstudies-coalition.org/\">Coalition for Liberated Ethnic Studies\u003c/a>. Its member organizations have contracted with districts to buy their versions of ethnic studies, which stress the challenges of white supremacy and an oppressive capitalist system and solidarity with Palestine’s battle for liberation.\u003c/p>\n\u003cp>As Montaño said during a webinar on ethnic studies last year, “I have no choice but to challenge settler colonialism everywhere and to acknowledge that from the very beginning, our disciplines of ethnic studies were aligned to the global struggles in Africa, Palestine and Latin America.”\u003c/p>\n\u003cp>In the past year, without mentioning the Liberated Ethnic Studies coalition by name, both Attorney General Rob Bonta and the Newsom administration have reminded school districts to adhere to the law’s prohibition of discrimination.\u003c/p>\n\u003cp>“Vendors have begun promoting curriculum for (districts) to use for ethnic studies courses. We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the requirement (against bias and bigotry), an important guardrail highlighted when the bill was signed,” Brooks Allen, a Newsom adviser and executive director of the state board, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">wrote in August 2023 (PDF)\u003c/a>.\u003c/p>\n\u003cp>Conflicts have flared up in the past year. Jewish parents in Palo Alto have complained they’ve been left in the dark about the development of an ethnic studies curriculum that will be piloted this fall. Opponents are protesting the board of Pajaro Valley Unified’s second thoughts about renewing a contract with a liberated ethnic studies contractor.\u003c/p>\n\u003cp>Tension has further escalated in reaction to the massacre of 1,200 Israelis by Hamas in October and the subsequent invasion and occupation of Gaza by Israelis, causing tens of thousands of Palestinian deaths. \u003ca href=\"https://edsource.org/2024/berkeley-superintendent-faces-house-hearing-over-parent-charges-of-escalating-antisemitism/711410\">The Office of Civil Rights in the U.S. Department of Education\u003c/a> is investigating charges that Berkeley Unified failed to respond properly to rising incidents of antisemitism in its schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Sen. Steve Glazer (D-Orinda) said his concerns about bias when the ethnic studies law was adopted have come true. “Now we see in practice, particularly for those of us in the Jewish community, how, in my view, bad actors have hijacked the process to promote a curriculum that does the opposite of what the goals that we had established,” he said during the discussion on the bill.\u003c/p>\n\u003cp>However, more than a dozen ethnic studies teachers and parents, including several Jewish parents opposed to the Israeli military’s invasion of Gaza, disagreed, saying at that hearing that they opposed the bill.\u003c/p>\n\u003cp>Sen. Dave Cortese (D-San José) said he was troubled by ambiguities in the bill and the possibility that the strength of ethnic studies could be weakened. “Everything in my core being is telling me that as it’s currently put together, (the bill) is actually going to have the unintended consequence of exacerbating the intensity of disputes at the local level,” he said.\u003c/p>\n\u003cp>Sen. Josh Newman (D-Fullerton), the committee chair, said he shared Cortese’s concern that ethnic studies could “get unproductively caught up in controversies over whose version of history should be taught in our schools.”\u003c/p>\n\u003cp>“It’s fair to worry about the consequences, absent clarity in the bill, of organizations and individuals without teaching experience involved in developing high school courses,” he said.\u003c/p>\n\u003cp>“I think it’s important that the bill move forward. It’s an important discussion,” he added. Encouraging Zbur and Addis to work through unresolved issues with the Latino Caucus and others, he joined the majority in passing the bill, with Cortese dissenting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Mired in a stream of multibillion dollar budget deficits, the California Legislature on Wednesday turned to voters for help.\u003c/p>\n\u003cp>Lawmakers voted to place a pair of $10 billion bonds on the November ballot. If approved, the money would pay for the building of new schools and help communities prepare for the impacts of climate change.\u003c/p>\n\u003cp>California was swimming in money \u003ca href=\"https://apnews.com/article/immigration-california-gavin-newsom-5aa5ab19800a5e91c209ff1268ac40bc\">just a few years ago\u003c/a> as budget surpluses totaled well over $100 billion through the pandemic. But the state \u003ca href=\"https://apnews.com/article/california-legislature-budget-deficit-229cca6cef2165c15ab1841db9f75fe0\">had to slash spending\u003c/a> to cover deficits totaling more than $78 billion over the past two years as revenues declined amid rising inflation and an economic slowdown in the state’s pivotal technology industry.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Money from the bonds would backfill some of those cuts, plus pay for a slew of priority projects up and down the state for years to come.\u003c/p>\n\u003cp>But the money isn’t free. The climate bond alone will cost taxpayers more than $19 billion to pay off, with annual payments of $650 million per year, putting more pressure on the state’s finances.\u003c/p>\n\u003cp>With Gov. Gavin Newsom meeting with President Joe Biden and fellow Democratic governors in Washington, Senate President Pro Tempore Mike McGuire signed the bills into law as acting governor, capping a raucous evening session of the Legislature that was disrupted multiple times by Israel-Hamas war protesters.\u003c/p>\n\u003cp>Asking voters for permission to borrow large sums of money is always risky, particularly when doing it multiple times in the same election.\u003c/p>\n\u003cp>In addition to the two statewide ballots, voters will likely be asked to approve hundreds of local borrowing proposals — including a \u003ca href=\"https://apnews.com/us-news/california-general-news-bce8b8f7064347cfd9c056c0b73971fb\">massive $20 billion housing bond\u003c/a> for the nine counties that surround the San Francisco Bay.\u003c/p>\n\u003cp>Recent history suggests voters are tiring of these bonds.\u003c/p>\n\u003cp>In 2020, despite a history of approving statewide school bonds, voters \u003ca href=\"https://newsroom.ap.org/c2392907a555d4f39bd7a82\">rejected a $15 billion education borrowing proposal\u003c/a> — what would have been the largest in state history. And earlier this year, voters only \u003ca href=\"https://apnews.com/article/california-homelessness-mental-health-ballot-measure-f0ca6d6b22a92d04108e951e139d8077\">narrowly approved Proposition 1\u003c/a> authorizing the state to borrow more than $6 billion to help house the homeless — a result widely seen as a warning for lawmakers who were considering taking on more debt.\u003c/p>\n\u003cp>“I would have thought that the razor-thin margin on Proposition 1 would be a wake-up call on these ill-defined bonds,” said Jon Coupal, president of the Howard Jarvis Taxpayers Association. “Whether it comes to education homelessness or climate, California citizens perceive that they are not getting value for their dollar.”\u003c/p>\n\u003cp>Supporters say voters are savvy enough to recognize the great need that will be filled — most school facilities are built with a combination of state and local money. But demand for state dollars is so great that there’s a waiting list of projects worth more than $3 billion, according to Democratic Assemblymember Al Muratsuchi, who sits on the committee that approves the funding.\u003c/p>\n\u003cp>“Why do you go to the voter? You go to the voters to do investments that move us ahead that single allocations from the budget can’t afford,” Democratic state Sen. John Laird said.\u003c/p>\n\u003cp>Much of the climate bond would go to improve water supply and help prepare for wildfires. Statewide, nearly 400 water systems \u003ca href=\"https://apnews.com/us-news/utilities-california-san-diego-general-news-d710731195a80859fed1a39129b8906c\">don’t meet state safety standards\u003c/a>. Meanwhile, 15 of the 20 most destructive wildfires in state history have occurred in the past decade. \u003ca href=\"https://apnews.com/article/heat-wave-california-kansas-missouri-gulf-coast-78d043f305799deb83860b09e65096ef\">Heat waves\u003c/a> are getting longer and more severe, placing public safety at risk, and intense winter storms have caused damaging floods in recent years.\u003c/p>\n\u003cp>“It’s something that’s more tangible for people here and more real because they’ve seen it so much,” said Melissa Romero, deputy legislative director for California Environmental Voters, an advocacy group that supports the bond.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"science_1993540,news_11992853,news_11992997\"]Negotiations over the education bond have been ongoing for nearly two years, and the final result did not please everyone. Money from the bond would only apply to public schools and community colleges, excluding the University of California and the California State University systems.\u003c/p>\n\u003cp>Plus, some advocacy groups say the bond would benefit wealthier school districts at the expense of poorer districts — something they say has been a persistent problem with the state’s program of funding school facility construction.\u003c/p>\n\u003cp>“It would continue the status quo, with some nominal equity adjustments that really won’t address the underlying issue,” said Nicole Gon Ochi, deputy managing attorney for Public Advocates, a nonprofit law firm and advocacy group.\u003c/p>\n\u003cp>Muratsuchi said the bond would make it easier for districts to qualify for the state’s financial hardship program and would help districts with fewer resources navigate the complex process of applying for state grants.\u003c/p>\n\u003cp>Concerns about the climate bond center on whether $10 billion is enough to make a difference and whether the money will be distributed fairly across the state. Democratic Assemblymember Jasmeet Bains was one of the few lawmakers to oppose the bond for that reason.\u003c/p>\n\u003cp>Democratic Assemblymember Eduardo Garcia noted that “difficult decisions needed to be made” given the competing priorities for limited funding.\u003c/p>\n\u003cp>“We also had to consider the dynamics of what voters and members of this House would support,” he said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "State legislators have voted to place a pair of $10 billion bonds on the ballot this November that would pay to build and repair school buildings and help communities prepare for the impacts of climate change.",
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"title": "Lawmakers Vote to Ask Californians Permission to Borrow $20 Billion for Climate, Schools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mired in a stream of multibillion dollar budget deficits, the California Legislature on Wednesday turned to voters for help.\u003c/p>\n\u003cp>Lawmakers voted to place a pair of $10 billion bonds on the November ballot. If approved, the money would pay for the building of new schools and help communities prepare for the impacts of climate change.\u003c/p>\n\u003cp>California was swimming in money \u003ca href=\"https://apnews.com/article/immigration-california-gavin-newsom-5aa5ab19800a5e91c209ff1268ac40bc\">just a few years ago\u003c/a> as budget surpluses totaled well over $100 billion through the pandemic. But the state \u003ca href=\"https://apnews.com/article/california-legislature-budget-deficit-229cca6cef2165c15ab1841db9f75fe0\">had to slash spending\u003c/a> to cover deficits totaling more than $78 billion over the past two years as revenues declined amid rising inflation and an economic slowdown in the state’s pivotal technology industry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Money from the bonds would backfill some of those cuts, plus pay for a slew of priority projects up and down the state for years to come.\u003c/p>\n\u003cp>But the money isn’t free. The climate bond alone will cost taxpayers more than $19 billion to pay off, with annual payments of $650 million per year, putting more pressure on the state’s finances.\u003c/p>\n\u003cp>With Gov. Gavin Newsom meeting with President Joe Biden and fellow Democratic governors in Washington, Senate President Pro Tempore Mike McGuire signed the bills into law as acting governor, capping a raucous evening session of the Legislature that was disrupted multiple times by Israel-Hamas war protesters.\u003c/p>\n\u003cp>Asking voters for permission to borrow large sums of money is always risky, particularly when doing it multiple times in the same election.\u003c/p>\n\u003cp>In addition to the two statewide ballots, voters will likely be asked to approve hundreds of local borrowing proposals — including a \u003ca href=\"https://apnews.com/us-news/california-general-news-bce8b8f7064347cfd9c056c0b73971fb\">massive $20 billion housing bond\u003c/a> for the nine counties that surround the San Francisco Bay.\u003c/p>\n\u003cp>Recent history suggests voters are tiring of these bonds.\u003c/p>\n\u003cp>In 2020, despite a history of approving statewide school bonds, voters \u003ca href=\"https://newsroom.ap.org/c2392907a555d4f39bd7a82\">rejected a $15 billion education borrowing proposal\u003c/a> — what would have been the largest in state history. And earlier this year, voters only \u003ca href=\"https://apnews.com/article/california-homelessness-mental-health-ballot-measure-f0ca6d6b22a92d04108e951e139d8077\">narrowly approved Proposition 1\u003c/a> authorizing the state to borrow more than $6 billion to help house the homeless — a result widely seen as a warning for lawmakers who were considering taking on more debt.\u003c/p>\n\u003cp>“I would have thought that the razor-thin margin on Proposition 1 would be a wake-up call on these ill-defined bonds,” said Jon Coupal, president of the Howard Jarvis Taxpayers Association. “Whether it comes to education homelessness or climate, California citizens perceive that they are not getting value for their dollar.”\u003c/p>\n\u003cp>Supporters say voters are savvy enough to recognize the great need that will be filled — most school facilities are built with a combination of state and local money. But demand for state dollars is so great that there’s a waiting list of projects worth more than $3 billion, according to Democratic Assemblymember Al Muratsuchi, who sits on the committee that approves the funding.\u003c/p>\n\u003cp>“Why do you go to the voter? You go to the voters to do investments that move us ahead that single allocations from the budget can’t afford,” Democratic state Sen. John Laird said.\u003c/p>\n\u003cp>Much of the climate bond would go to improve water supply and help prepare for wildfires. Statewide, nearly 400 water systems \u003ca href=\"https://apnews.com/us-news/utilities-california-san-diego-general-news-d710731195a80859fed1a39129b8906c\">don’t meet state safety standards\u003c/a>. Meanwhile, 15 of the 20 most destructive wildfires in state history have occurred in the past decade. \u003ca href=\"https://apnews.com/article/heat-wave-california-kansas-missouri-gulf-coast-78d043f305799deb83860b09e65096ef\">Heat waves\u003c/a> are getting longer and more severe, placing public safety at risk, and intense winter storms have caused damaging floods in recent years.\u003c/p>\n\u003cp>“It’s something that’s more tangible for people here and more real because they’ve seen it so much,” said Melissa Romero, deputy legislative director for California Environmental Voters, an advocacy group that supports the bond.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Negotiations over the education bond have been ongoing for nearly two years, and the final result did not please everyone. Money from the bond would only apply to public schools and community colleges, excluding the University of California and the California State University systems.\u003c/p>\n\u003cp>Plus, some advocacy groups say the bond would benefit wealthier school districts at the expense of poorer districts — something they say has been a persistent problem with the state’s program of funding school facility construction.\u003c/p>\n\u003cp>“It would continue the status quo, with some nominal equity adjustments that really won’t address the underlying issue,” said Nicole Gon Ochi, deputy managing attorney for Public Advocates, a nonprofit law firm and advocacy group.\u003c/p>\n\u003cp>Muratsuchi said the bond would make it easier for districts to qualify for the state’s financial hardship program and would help districts with fewer resources navigate the complex process of applying for state grants.\u003c/p>\n\u003cp>Concerns about the climate bond center on whether $10 billion is enough to make a difference and whether the money will be distributed fairly across the state. Democratic Assemblymember Jasmeet Bains was one of the few lawmakers to oppose the bond for that reason.\u003c/p>\n\u003cp>Democratic Assemblymember Eduardo Garcia noted that “difficult decisions needed to be made” given the competing priorities for limited funding.\u003c/p>\n\u003cp>“We also had to consider the dynamics of what voters and members of this House would support,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland",
"title": "Puppetry Is Far More Than Child's Play for Young Learners in Oakland",
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"headTitle": "Puppetry Is Far More Than Child’s Play for Young Learners in Oakland | KQED",
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"content": "\u003cp>Puppetry is more than just child’s play at Children’s Fairyland, Oakland’s iconic storybook theme park. Small children have been stimulated by the wonders of live performance at the \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Storybook Puppet Theater\u003c/a> since 1956, but now they will also be exposed to arts education programming specially crafted for preschool learners. A new puppet education initiative, \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Puppet Playdates\u003c/a>, takes hands-on learning to the next level.\u003c/p>\n\u003cp>Once upon a time comes alive for a new generation every Thursday after the 11 a.m. and 2 p.m. puppet shows, when children are cordially invited to a nearby meadow to make friends with marionettes after the curtain falls.\u003c/p>\n\u003cp>On a recent morning, Amber Rose Arthur, 5, wasted no time breathing life into the unicorn puppet, its sparkles glittering in the sun. Every so often, she gently nudged other children with the unicorn’s horn to bestow them with magic powers. In the interests of total disclosure: She gave this reporter some enchantment, too.\u003c/p>\n\u003cfigure id=\"attachment_11992939\" class=\"wp-caption aligncenter\" style=\"max-width: 2033px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992939\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\" alt=\"A young girl wearing a pink vest holds a puppet on her right hand.\" width=\"2033\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg 2033w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-800x1007.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1020x1284.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-160x201.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1220x1536.jpg 1220w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1626x2048.jpg 1626w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1920x2418.jpg 1920w\" sizes=\"(max-width: 2033px) 100vw, 2033px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amber Rose Arthur plays with a puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They don’t get enough arts in school anymore, so events like this are great,” said her father, Gregory Arthur, watching as the little girl explored the craft of puppetry and social interactions in one fell swoop. “It stimulates the brain more than a lot of other things. It gets them to think and learn, and it makes them smile.”\u003c/p>\n\u003cp>Nestled on the shores of Lake Merritt, this bewitching arts education program invites children to learn the magic of puppetry while immersing themselves in classic fables, including James M. Barrie’s \u003cem>Peter Pan\u003c/em>, Frank L. Baum’s \u003cem>The Wizard of Oz\u003c/em> and Hans Christian Andersen’s \u003cem>The Snow Queen\u003c/em>. This program also lays the groundwork for a proposed puppet education program that will pay visits to early-learning classrooms in Oakland Unified School District (OUSD).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Fairyland is designed to inspire a young child to have a great imagination,” said Joy Peacock, client and community relations director for the PNC Foundation, the philanthropic arm of PNC Bank, which is partnering on the puppet-based early-learning program. “It’s not all laid out there for you, like in TV. You have to rely on your own imagination. Puppetry is very interactive, it’s very tactile, it’s very creative.”\u003c/p>\n\u003cp>Coming out of the pandemic, Fairyland held focus groups with local teachers to pinpoint what kinds of activities would be most beneficial for the preschool cohort, and the takeaway was that children today need more social-emotional learning as well as more exposure to the creative impulse. Enter puppets.\u003c/p>\n\u003cp>“One of the things that actually made me really sad is that the teachers were saying the children are losing their imagination,” said Maria Rodriguez, manager of the puppet theater. “They’re losing their ability to make-believe. For me, you know, I can’t imagine life without imagination, so I was just like, oh goodness. We need to help inspire the children to learn how to make-believe. We want to help them to light that spark.”\u003c/p>\n\u003cp>https://youtu.be/01ZRaXTZKcM?si=xVwohBbWND7N_X9T\u003c/p>\n\u003cp>That’s basically Jacqui June Whitlock’s calling in life. A former transitional kindergarten teacher with a background in theater and an affinity for puppetry, this is her dream gig. She studied child development in college and the art of shadow puppetry in Bali. She has encountered more than one child who was too afraid to express themselves until she handed them a puppet. Suddenly, they found their voice.\u003c/p>\n\u003cp>“For me, this has been like a lifelong career. Incorporating social-emotional learning with puppetry, that’s my bread and butter,” said Whitlock, a puppet education specialist. “Something wonderful happens when you hand a child a puppet. Puppets are a great conduit for storytelling and learning without putting any pressure on the child.”\u003c/p>\n\u003cp>Whitlock is a master at teaching through play. Holding court with a cavalcade of puppets, from rabbits and dragons to cats, after a recent performance of “Peter Pan,” she relishes helping children spin yarns of their own.\u003c/p>\n\u003cp>“I’ve been dreaming of doing a program like this for years. It’s amazing that we finally have the funding to do it,” she said. “In America, we tend to think of puppets as simple toys for children, but really, there’s so much more to puppetry. Many other cultures think of them as more than that. They can be a very complex tool.”\u003c/p>\n\u003cp>At the play dates, she helps guide groups of pint-sized puppeteers as they learn and play. If a child has a puppet pretend to bite her, for example, she inquires whether the puppet is hungry, opening up a dialogue with the child. But she always wants the kiddo to lead the way.\u003c/p>\n\u003cp>“They weave their own story,” said Whitlock, who crafts a lot of her own puppets by hand. “You’re not really telling them what the story is, they’re telling you.”\u003c/p>\n\u003cp>Empowering children to express themselves is particularly critical right now, experts say, because this generation missed out on so many formative experiences because of school closures and other pandemic disruptions. The arts can be an effortless way to boost special emotional learning, she says, through the kind of make-believe games that children are naturally drawn to.\u003c/p>\n\u003cfigure id=\"attachment_11992940\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992940\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\" alt=\"Children play with puppets outside.\" width=\"2560\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1920x1080.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui June Whitlock, a puppet education specialist at Children’s Fairyland in Oakland, teaches through puppet play and imagination. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Teachers were saying that they were seeing a lack of imagination or a lack of pretend play happening in their classrooms, noticing that children weren’t interacting as much,” she said. “And puppets are an excellent tool for cultivating that pretend play, also just communicating with each other, it’s sort of like a conduit for your personality … It just makes it so easy for them to communicate with each other and break down that barrier.”\u003c/p>\n\u003cp>Puppets can play a role in helping children communicate on a deeper level, experts say, by externalizing their emotions onto the inanimate object. The puppet becomes a proxy that helps kids process hard situations, grapple with fears and explore their feelings through metaphor.\u003c/p>\n\u003cp>[aside postID=\"mindshift_63891,news_11992142,news_11989955\" label=\"Related Stories\"]“One of my favorite things that I’ve observed is that puppet playtime creates a lot of interaction between the grownup and the kiddo,” said Whitlock. “It’s like time slows down for them. Also, I put in a bench recently, so now I’m also seeing a lot of elders, and I love the interactions between grandparents and their littles. It’s very nurturing.”\u003c/p>\n\u003cp>Of course, puppetry can also fuel expressions of pure escapism, encouraging little children to create their own big adventures.\u003c/p>\n\u003cp>“Children and puppetry go hand in hand because kids have no trouble suspending their disbelief and endowing the simplest props with life,” said Carey Perloff, former artistic director of San Francisco’s American Conservatory Theater and a longtime puppet proponent. “Puppets are a direct conduit to the imagination. Because they can be realistic or totally abstract, they invite audience members to project their own idea of character and circumstance onto a piece of fabric or some papier mache, and thus to transform it into something magical.”\u003c/p>\n\u003cfigure id=\"attachment_11992942\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992942\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\" alt=\"A young boy wearing a blue shirt plays with a puppet next to a woman wearing a green dress who is putting string into a bag.\" width=\"2560\" height=\"2287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-800x715.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1020x911.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-160x143.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1536x1372.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-2048x1830.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1920x1715.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trevor Aguilar finds joy in using his imagination with a dragon puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Trevor Aguilar, for one, celebrated his sixth birthday by weaving a tale of intrigue with his new fuzzy friends. He narrated an adventure in which the grandmother puppet saved the townspeople from the evil machinations of the fire-breathing dragon puppet. The last child at the puppet play date didn’t seem to want the fun to end.\u003c/p>\n\u003cp>Indeed, some children become so enamored of the marionettes that they make a point of paying a visit to Whitlock and her buckets of puppets every time they visit the park.\u003c/p>\n\u003cp>“I’ve got my regulars, which is so great,” said Whitlock. “They know exactly what they want. ‘OK, I’m here. I’m getting the raccoon puppet today.’”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland/715230\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Puppetry is more than just child’s play at Children’s Fairyland, Oakland’s iconic storybook theme park. Small children have been stimulated by the wonders of live performance at the \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Storybook Puppet Theater\u003c/a> since 1956, but now they will also be exposed to arts education programming specially crafted for preschool learners. A new puppet education initiative, \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Puppet Playdates\u003c/a>, takes hands-on learning to the next level.\u003c/p>\n\u003cp>Once upon a time comes alive for a new generation every Thursday after the 11 a.m. and 2 p.m. puppet shows, when children are cordially invited to a nearby meadow to make friends with marionettes after the curtain falls.\u003c/p>\n\u003cp>On a recent morning, Amber Rose Arthur, 5, wasted no time breathing life into the unicorn puppet, its sparkles glittering in the sun. Every so often, she gently nudged other children with the unicorn’s horn to bestow them with magic powers. In the interests of total disclosure: She gave this reporter some enchantment, too.\u003c/p>\n\u003cfigure id=\"attachment_11992939\" class=\"wp-caption aligncenter\" style=\"max-width: 2033px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992939\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\" alt=\"A young girl wearing a pink vest holds a puppet on her right hand.\" width=\"2033\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg 2033w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-800x1007.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1020x1284.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-160x201.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1220x1536.jpg 1220w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1626x2048.jpg 1626w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1920x2418.jpg 1920w\" sizes=\"(max-width: 2033px) 100vw, 2033px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amber Rose Arthur plays with a puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They don’t get enough arts in school anymore, so events like this are great,” said her father, Gregory Arthur, watching as the little girl explored the craft of puppetry and social interactions in one fell swoop. “It stimulates the brain more than a lot of other things. It gets them to think and learn, and it makes them smile.”\u003c/p>\n\u003cp>Nestled on the shores of Lake Merritt, this bewitching arts education program invites children to learn the magic of puppetry while immersing themselves in classic fables, including James M. Barrie’s \u003cem>Peter Pan\u003c/em>, Frank L. Baum’s \u003cem>The Wizard of Oz\u003c/em> and Hans Christian Andersen’s \u003cem>The Snow Queen\u003c/em>. This program also lays the groundwork for a proposed puppet education program that will pay visits to early-learning classrooms in Oakland Unified School District (OUSD).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Fairyland is designed to inspire a young child to have a great imagination,” said Joy Peacock, client and community relations director for the PNC Foundation, the philanthropic arm of PNC Bank, which is partnering on the puppet-based early-learning program. “It’s not all laid out there for you, like in TV. You have to rely on your own imagination. Puppetry is very interactive, it’s very tactile, it’s very creative.”\u003c/p>\n\u003cp>Coming out of the pandemic, Fairyland held focus groups with local teachers to pinpoint what kinds of activities would be most beneficial for the preschool cohort, and the takeaway was that children today need more social-emotional learning as well as more exposure to the creative impulse. Enter puppets.\u003c/p>\n\u003cp>“One of the things that actually made me really sad is that the teachers were saying the children are losing their imagination,” said Maria Rodriguez, manager of the puppet theater. “They’re losing their ability to make-believe. For me, you know, I can’t imagine life without imagination, so I was just like, oh goodness. We need to help inspire the children to learn how to make-believe. We want to help them to light that spark.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/01ZRaXTZKcM'\n title='//www.youtube.com/embed/01ZRaXTZKcM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>That’s basically Jacqui June Whitlock’s calling in life. A former transitional kindergarten teacher with a background in theater and an affinity for puppetry, this is her dream gig. She studied child development in college and the art of shadow puppetry in Bali. She has encountered more than one child who was too afraid to express themselves until she handed them a puppet. Suddenly, they found their voice.\u003c/p>\n\u003cp>“For me, this has been like a lifelong career. Incorporating social-emotional learning with puppetry, that’s my bread and butter,” said Whitlock, a puppet education specialist. “Something wonderful happens when you hand a child a puppet. Puppets are a great conduit for storytelling and learning without putting any pressure on the child.”\u003c/p>\n\u003cp>Whitlock is a master at teaching through play. Holding court with a cavalcade of puppets, from rabbits and dragons to cats, after a recent performance of “Peter Pan,” she relishes helping children spin yarns of their own.\u003c/p>\n\u003cp>“I’ve been dreaming of doing a program like this for years. It’s amazing that we finally have the funding to do it,” she said. “In America, we tend to think of puppets as simple toys for children, but really, there’s so much more to puppetry. Many other cultures think of them as more than that. They can be a very complex tool.”\u003c/p>\n\u003cp>At the play dates, she helps guide groups of pint-sized puppeteers as they learn and play. If a child has a puppet pretend to bite her, for example, she inquires whether the puppet is hungry, opening up a dialogue with the child. But she always wants the kiddo to lead the way.\u003c/p>\n\u003cp>“They weave their own story,” said Whitlock, who crafts a lot of her own puppets by hand. “You’re not really telling them what the story is, they’re telling you.”\u003c/p>\n\u003cp>Empowering children to express themselves is particularly critical right now, experts say, because this generation missed out on so many formative experiences because of school closures and other pandemic disruptions. The arts can be an effortless way to boost special emotional learning, she says, through the kind of make-believe games that children are naturally drawn to.\u003c/p>\n\u003cfigure id=\"attachment_11992940\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992940\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\" alt=\"Children play with puppets outside.\" width=\"2560\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1920x1080.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui June Whitlock, a puppet education specialist at Children’s Fairyland in Oakland, teaches through puppet play and imagination. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Teachers were saying that they were seeing a lack of imagination or a lack of pretend play happening in their classrooms, noticing that children weren’t interacting as much,” she said. “And puppets are an excellent tool for cultivating that pretend play, also just communicating with each other, it’s sort of like a conduit for your personality … It just makes it so easy for them to communicate with each other and break down that barrier.”\u003c/p>\n\u003cp>Puppets can play a role in helping children communicate on a deeper level, experts say, by externalizing their emotions onto the inanimate object. The puppet becomes a proxy that helps kids process hard situations, grapple with fears and explore their feelings through metaphor.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“One of my favorite things that I’ve observed is that puppet playtime creates a lot of interaction between the grownup and the kiddo,” said Whitlock. “It’s like time slows down for them. Also, I put in a bench recently, so now I’m also seeing a lot of elders, and I love the interactions between grandparents and their littles. It’s very nurturing.”\u003c/p>\n\u003cp>Of course, puppetry can also fuel expressions of pure escapism, encouraging little children to create their own big adventures.\u003c/p>\n\u003cp>“Children and puppetry go hand in hand because kids have no trouble suspending their disbelief and endowing the simplest props with life,” said Carey Perloff, former artistic director of San Francisco’s American Conservatory Theater and a longtime puppet proponent. “Puppets are a direct conduit to the imagination. Because they can be realistic or totally abstract, they invite audience members to project their own idea of character and circumstance onto a piece of fabric or some papier mache, and thus to transform it into something magical.”\u003c/p>\n\u003cfigure id=\"attachment_11992942\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992942\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\" alt=\"A young boy wearing a blue shirt plays with a puppet next to a woman wearing a green dress who is putting string into a bag.\" width=\"2560\" height=\"2287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-800x715.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1020x911.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-160x143.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1536x1372.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-2048x1830.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1920x1715.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trevor Aguilar finds joy in using his imagination with a dragon puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Trevor Aguilar, for one, celebrated his sixth birthday by weaving a tale of intrigue with his new fuzzy friends. He narrated an adventure in which the grandmother puppet saved the townspeople from the evil machinations of the fire-breathing dragon puppet. The last child at the puppet play date didn’t seem to want the fun to end.\u003c/p>\n\u003cp>Indeed, some children become so enamored of the marionettes that they make a point of paying a visit to Whitlock and her buckets of puppets every time they visit the park.\u003c/p>\n\u003cp>“I’ve got my regulars, which is so great,” said Whitlock. “They know exactly what they want. ‘OK, I’m here. I’m getting the raccoon puppet today.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland/715230\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Proposed $10 Billion Bond Could Favor Wealthier School Districts, Critics Argue",
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"content": "\u003cp>As lawmakers finalize a school facilities bond for the November ballot, some superintendents from lower-income and small districts say the proposal leaves them with an all-too-familiar feeling: underfunded and overlooked.\u003c/p>\n\u003cp>“Am I mad? Yeah, I am very mad,” said Gudiel Crosthwaite, superintendent of Lynwood Unified, in a lower-income area in Los Angeles County. “California has a responsibility to educate its children, regardless of where they live. This bond favors larger, higher-wealth districts at the expense of districts like ours.”\u003c/p>\n\u003cp>Lawmakers struck a deal late Saturday night on \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab247?slug=CA_202320240AB247\">Assembly Bill 247\u003c/a>, a $10 billion bond that would pay for repairs and upgrades at K–12 schools and community colleges throughout the state. Schools desperately need the money: The current fund for school repairs is nearly empty and the voters rejected the state’s last school facilities bond in 2020.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Everyone agrees on the need for money to fix dry rot and build new science labs. However, some superintendents, as well as the civil rights law firm Public Advocates, had been pushing for a more equitable way to distribute the money. Currently, the state doles out facilities funding through 50–50 matching grants, so districts that can raise a lot of money locally — typically, higher-income areas — can get more state money.\u003c/p>\n\u003cp>Public Advocates has threatened to sue California if it doesn’t adopt a wider sliding scale for distributing the money. The current deal does include a sliding scale, but it’s only from 60% to 65%, not the 5% to 90% that Public Advocates wanted. Under the deal’s scale, the state’s wealthiest districts would only get slightly less than its poorest.\u003c/p>\n\u003cp>Also, under the current proposal, schools could get more money if they hire union contractors for their construction projects. That would give an edge to urban areas, where union labor is easier to find.\u003c/p>\n\u003cp>Brooke Patton, spokeswoman for the State Building and Trades Council of California, said hiring union workers would benefit any school project because the workers are highly trained and efficient. Union projects also include apprentices, who may be from the local community.\u003c/p>\n\u003cp>“Not only does California end up with new school facilities, but also a new generation of workers who can afford to live in California and contribute to our economy for years to come — a worthy investment of public funds,” Patton said.\u003c/p>\n\u003cp>The bill still needs to pass both houses with a two-thirds majority and be signed by the governor this week. To go into effect, it needs approval from a simple majority of voters in the fall.\u003c/p>\n\u003ch2>‘It’s a compromise’\u003c/h2>\n\u003cp>While the bill doesn’t satisfy every need for California’s schools, some education advocates said this week that it’s better than nothing.\u003c/p>\n\u003cp>“It’s not perfect; it’s a compromise,” said Derick Lennox, senior director at California County Superintendents, representing school administrators and supporting the bill. “(The bond) takes incremental, important steps toward equity that will do a lot of good.”\u003c/p>\n\u003cp>The bill includes some help for smaller and low-income districts, such as providing extra money to hire project managers and expanding the number of districts that qualify for hardship funds. It also sets aside 10% of the money for small districts.\u003c/p>\n\u003cp>The California School Boards Association also supports the bill, along with a companion bill, \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2831?slug=CA_202320240AB2831\">AB 2831\u003c/a>, sponsored by Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/josh-hoover-165420\">Josh Hoover\u003c/a>, a Republican from Folsom, that would provide more relief for small and low-income districts if the school bond passes in November.\u003c/p>\n\u003cp>“We’re more than sympathetic to the needs of small districts,” association spokesperson Troy Flint said. “But times are tight, and we feel it’s crucial to get a school bond on the ballot. … It’s not what we need, but it’s what we could get. Now we have to focus on getting it passed for the health and safety of California students.”\u003c/p>\n\u003ch2>Old heaters, outdated kitchens, no AC\u003c/h2>\n\u003cp>Trinity County Superintendent Fabio Robles said that some of the schools in his county are so dilapidated that any money is welcome. Passing local bonds is almost impossible, he said, because the county is so poor. So, schools are almost totally reliant on the state for repairs.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11989857,mindshift_64123,news_11991798\"]In Lewiston, the gym has no air conditioning and the kitchen dates from the 1950s, Robles said. At Van Duzen Elementary, a small K–8 school in the mountains, the heater is 40 years old.\u003c/p>\n\u003cp>“Would a 5%–90% sliding scale have been better? Yes. But what’s being proposed now will be a big help to us,” Robles said. “I’ll take that any day of the week.”\u003c/p>\n\u003cp>In Lynwood, Crosthwaite said he’s tired of low-income students having to put up with broken air conditioners and leaky roofs while their more affluent peers enjoy state-of-the-art facilities. His district, for example, is going to ask voters this fall to approve a bond for $80 million. Across town, Pasadena Unified is moving forward with a $900 million school facilities bond. If the state offers matching grants, Pasadena will get even more money.\u003c/p>\n\u003cp>Meanwhile, students in Lynwood Unified lack basic facilities, he said. A middle school has only a blacktop, no green space. An elementary school lacks hot water. The district doesn’t have enough performance spaces or science labs.\u003c/p>\n\u003cp>“Our kids think this is normal. It should not be ‘normal,’” Crosthwaite said. “In California, we call ourselves progressive, but we need to take a hard look at how we allocate our resources.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Small and lower-income school officials say the bond measure deal is unfair. The money is allocated through matching grants, so wealthier districts that can raise more local funds will get more from the state.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As lawmakers finalize a school facilities bond for the November ballot, some superintendents from lower-income and small districts say the proposal leaves them with an all-too-familiar feeling: underfunded and overlooked.\u003c/p>\n\u003cp>“Am I mad? Yeah, I am very mad,” said Gudiel Crosthwaite, superintendent of Lynwood Unified, in a lower-income area in Los Angeles County. “California has a responsibility to educate its children, regardless of where they live. This bond favors larger, higher-wealth districts at the expense of districts like ours.”\u003c/p>\n\u003cp>Lawmakers struck a deal late Saturday night on \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab247?slug=CA_202320240AB247\">Assembly Bill 247\u003c/a>, a $10 billion bond that would pay for repairs and upgrades at K–12 schools and community colleges throughout the state. Schools desperately need the money: The current fund for school repairs is nearly empty and the voters rejected the state’s last school facilities bond in 2020.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Everyone agrees on the need for money to fix dry rot and build new science labs. However, some superintendents, as well as the civil rights law firm Public Advocates, had been pushing for a more equitable way to distribute the money. Currently, the state doles out facilities funding through 50–50 matching grants, so districts that can raise a lot of money locally — typically, higher-income areas — can get more state money.\u003c/p>\n\u003cp>Public Advocates has threatened to sue California if it doesn’t adopt a wider sliding scale for distributing the money. The current deal does include a sliding scale, but it’s only from 60% to 65%, not the 5% to 90% that Public Advocates wanted. Under the deal’s scale, the state’s wealthiest districts would only get slightly less than its poorest.\u003c/p>\n\u003cp>Also, under the current proposal, schools could get more money if they hire union contractors for their construction projects. That would give an edge to urban areas, where union labor is easier to find.\u003c/p>\n\u003cp>Brooke Patton, spokeswoman for the State Building and Trades Council of California, said hiring union workers would benefit any school project because the workers are highly trained and efficient. Union projects also include apprentices, who may be from the local community.\u003c/p>\n\u003cp>“Not only does California end up with new school facilities, but also a new generation of workers who can afford to live in California and contribute to our economy for years to come — a worthy investment of public funds,” Patton said.\u003c/p>\n\u003cp>The bill still needs to pass both houses with a two-thirds majority and be signed by the governor this week. To go into effect, it needs approval from a simple majority of voters in the fall.\u003c/p>\n\u003ch2>‘It’s a compromise’\u003c/h2>\n\u003cp>While the bill doesn’t satisfy every need for California’s schools, some education advocates said this week that it’s better than nothing.\u003c/p>\n\u003cp>“It’s not perfect; it’s a compromise,” said Derick Lennox, senior director at California County Superintendents, representing school administrators and supporting the bill. “(The bond) takes incremental, important steps toward equity that will do a lot of good.”\u003c/p>\n\u003cp>The bill includes some help for smaller and low-income districts, such as providing extra money to hire project managers and expanding the number of districts that qualify for hardship funds. It also sets aside 10% of the money for small districts.\u003c/p>\n\u003cp>The California School Boards Association also supports the bill, along with a companion bill, \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2831?slug=CA_202320240AB2831\">AB 2831\u003c/a>, sponsored by Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/josh-hoover-165420\">Josh Hoover\u003c/a>, a Republican from Folsom, that would provide more relief for small and low-income districts if the school bond passes in November.\u003c/p>\n\u003cp>“We’re more than sympathetic to the needs of small districts,” association spokesperson Troy Flint said. “But times are tight, and we feel it’s crucial to get a school bond on the ballot. … It’s not what we need, but it’s what we could get. Now we have to focus on getting it passed for the health and safety of California students.”\u003c/p>\n\u003ch2>Old heaters, outdated kitchens, no AC\u003c/h2>\n\u003cp>Trinity County Superintendent Fabio Robles said that some of the schools in his county are so dilapidated that any money is welcome. Passing local bonds is almost impossible, he said, because the county is so poor. So, schools are almost totally reliant on the state for repairs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In Lewiston, the gym has no air conditioning and the kitchen dates from the 1950s, Robles said. At Van Duzen Elementary, a small K–8 school in the mountains, the heater is 40 years old.\u003c/p>\n\u003cp>“Would a 5%–90% sliding scale have been better? Yes. But what’s being proposed now will be a big help to us,” Robles said. “I’ll take that any day of the week.”\u003c/p>\n\u003cp>In Lynwood, Crosthwaite said he’s tired of low-income students having to put up with broken air conditioners and leaky roofs while their more affluent peers enjoy state-of-the-art facilities. His district, for example, is going to ask voters this fall to approve a bond for $80 million. Across town, Pasadena Unified is moving forward with a $900 million school facilities bond. If the state offers matching grants, Pasadena will get even more money.\u003c/p>\n\u003cp>Meanwhile, students in Lynwood Unified lack basic facilities, he said. A middle school has only a blacktop, no green space. An elementary school lacks hot water. The district doesn’t have enough performance spaces or science labs.\u003c/p>\n\u003cp>“Our kids think this is normal. It should not be ‘normal,’” Crosthwaite said. “In California, we call ourselves progressive, but we need to take a hard look at how we allocate our resources.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A campaign to \u003ca href=\"https://www.kqed.org/news/11990968/in-sunol-a-school-board-recall-divides-the-town\">recall two of the three school board members in the Sunol Glen Unified School District\u003c/a> appears headed to victory — with early results on Tuesday evening showing that roughly 54% of voters in the rural East Bay community have voted to remove trustee Ryan Jergensen and 53% of voters support the removal of trustee Linda Hurley.\u003c/p>\n\u003cp>The recall marks the \u003ca href=\"https://www.kqed.org/news/11988426/california-recall-elections-test-strength-of-conservative-school-board-movement\">latest ouster of local education officials in California accused of pursuing overly conservative policies\u003c/a> on gender identity and LGBTQ expression. In Sunol, like other communities this year, the flashpoint was a restriction on flags, including the Pride flag.\u003c/p>\n\u003cp>Only one member remains on the board: Ted Romo, who frequently sparred with the board majority. The Alameda County Board of Education is expected to temporarily fill at least one of the seats with an appointment.\u003c/p>\n\u003cp>“It feels good for all the work and energy that we’ve put into it,” said Matthew Sylvester, a district parent who helped organize the recall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of us got caught unaware of what was happening, and now we’ve had to move toward recall because there has been zero compromise,” Sylvester added. “We want the school to operate well, we want no drama, no contentiousness and just to get back to how the school used to be run, which was very well.”\u003c/p>\n\u003cp>When reached by email Tuesday evening, Jergensen declined to comment.\u003c/p>\n\u003cp>The school board fight bitterly divided residents in Sunol, an unincorporated community of roughly 900 residents tucked between Fremont and Pleasanton. Meetings at the district’s only school, Sunol Glen School, regularly escalated into shouting matches and signs for and against the recall-peppered driveways along the town’s winding hillside roads.\u003c/p>\n\u003cp>Calls for removing Jergensen and Hurley grew louder after their vote last September to ban the flying of flags other than the U.S. and California flags on district property. Jergensen defended the decision as a way to protect the district from potential lawsuits over which flag the district allows to fly, but many community members viewed it as a direct response to the district superintendent’s decision to fly the Pride flag the previous June.\u003c/p>\n\u003cp>Similar issues have roiled historically sleepy school boards across the state. Voters in March removed two trustees in the Orange Unified School District who had passed their own flag restrictions and a policy requiring school staff to notify parents when students identify by a name, gender or pronouns that differ from their official records.\u003c/p>\n\u003cp>A transgender reporting law was central to another successful recall last month in Riverside, where board president Joseph Komrosky was removed from the Temecula Valley Unified School District.\u003c/p>\n\u003cp>Together, the recalls could mark a turning point after conservatives across the country focused explicitly on gaining ground in school board elections, which in California are nonpartisan.\u003c/p>\n\u003cp>“The national question, especially for the politics of education and the politics of school boards, centered around what’s going to happen when we have this conservative takeover of a school board?” said Jonathan Collins, co-director of the Politics & Education Program at Teachers College, Columbia University \u003ca href=\"https://www.kqed.org/forum/2010101905942/school-board-politics-heat-up-in-california\">on KQED’s Forum\u003c/a>.\u003c/p>\n\u003cp>“What we’re seeing with these recalls are the consequences of some of these board members who have actually delivered,” he said.\u003c/p>\n\u003cp>Financial support for the recall in Sunol came largely from the union representing district educators, continuing a trend of union support for this year’s school board recalls. The California Federation of Teachers spent nearly $30,000 to support the removal of Jergensen and Hurley.\u003c/p>\n\u003cp>The Alameda County Republican Party supported the campaign to oppose the recall but reported no financial activity since the end of 2023.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A campaign to \u003ca href=\"https://www.kqed.org/news/11990968/in-sunol-a-school-board-recall-divides-the-town\">recall two of the three school board members in the Sunol Glen Unified School District\u003c/a> appears headed to victory — with early results on Tuesday evening showing that roughly 54% of voters in the rural East Bay community have voted to remove trustee Ryan Jergensen and 53% of voters support the removal of trustee Linda Hurley.\u003c/p>\n\u003cp>The recall marks the \u003ca href=\"https://www.kqed.org/news/11988426/california-recall-elections-test-strength-of-conservative-school-board-movement\">latest ouster of local education officials in California accused of pursuing overly conservative policies\u003c/a> on gender identity and LGBTQ expression. In Sunol, like other communities this year, the flashpoint was a restriction on flags, including the Pride flag.\u003c/p>\n\u003cp>Only one member remains on the board: Ted Romo, who frequently sparred with the board majority. The Alameda County Board of Education is expected to temporarily fill at least one of the seats with an appointment.\u003c/p>\n\u003cp>“It feels good for all the work and energy that we’ve put into it,” said Matthew Sylvester, a district parent who helped organize the recall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot of us got caught unaware of what was happening, and now we’ve had to move toward recall because there has been zero compromise,” Sylvester added. “We want the school to operate well, we want no drama, no contentiousness and just to get back to how the school used to be run, which was very well.”\u003c/p>\n\u003cp>When reached by email Tuesday evening, Jergensen declined to comment.\u003c/p>\n\u003cp>The school board fight bitterly divided residents in Sunol, an unincorporated community of roughly 900 residents tucked between Fremont and Pleasanton. Meetings at the district’s only school, Sunol Glen School, regularly escalated into shouting matches and signs for and against the recall-peppered driveways along the town’s winding hillside roads.\u003c/p>\n\u003cp>Calls for removing Jergensen and Hurley grew louder after their vote last September to ban the flying of flags other than the U.S. and California flags on district property. Jergensen defended the decision as a way to protect the district from potential lawsuits over which flag the district allows to fly, but many community members viewed it as a direct response to the district superintendent’s decision to fly the Pride flag the previous June.\u003c/p>\n\u003cp>Similar issues have roiled historically sleepy school boards across the state. Voters in March removed two trustees in the Orange Unified School District who had passed their own flag restrictions and a policy requiring school staff to notify parents when students identify by a name, gender or pronouns that differ from their official records.\u003c/p>\n\u003cp>A transgender reporting law was central to another successful recall last month in Riverside, where board president Joseph Komrosky was removed from the Temecula Valley Unified School District.\u003c/p>\n\u003cp>Together, the recalls could mark a turning point after conservatives across the country focused explicitly on gaining ground in school board elections, which in California are nonpartisan.\u003c/p>\n\u003cp>“The national question, especially for the politics of education and the politics of school boards, centered around what’s going to happen when we have this conservative takeover of a school board?” said Jonathan Collins, co-director of the Politics & Education Program at Teachers College, Columbia University \u003ca href=\"https://www.kqed.org/forum/2010101905942/school-board-politics-heat-up-in-california\">on KQED’s Forum\u003c/a>.\u003c/p>\n\u003cp>“What we’re seeing with these recalls are the consequences of some of these board members who have actually delivered,” he said.\u003c/p>\n\u003cp>Financial support for the recall in Sunol came largely from the union representing district educators, continuing a trend of union support for this year’s school board recalls. The California Federation of Teachers spent nearly $30,000 to support the removal of Jergensen and Hurley.\u003c/p>\n\u003cp>The Alameda County Republican Party supported the campaign to oppose the recall but reported no financial activity since the end of 2023.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California will play a more active role in ensuring school districts don’t discriminate against students with disabilities, English learners and Black students, under a legal settlement announced this week.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.aclunc.org/sites/default/files/Mark%20S%20Settlement%20Agreement%20with%20CDE_0.pdf\">agreement (PDF)\u003c/a> between the state and the American Civil Liberties Union of Northern California requires state authorities to visit schools, interview teachers, look at individual students’ records and take more hands-on steps to see if a school has a pattern of discriminating. Specifically, the state will examine whether schools disproportionately suspend Black students or English learners or deny services to students with disabilities.\u003c/p>\n\u003cp>“Are we happy? Absolutely. For the first time, the state will now be required to strengthen its monitoring of school districts to prevent discrimination,” said Linnea Nelson, a senior staff attorney at the ACLU.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When CalMatters asked for a comment on the settlement, the California Department of Education sent CalMatters another copy of the settlement. But it has already begun implementing some of the requirements in the settlement, and has set up a hotline for families and students to report discrimination, harassment, intimidation or bullying.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/re/di/eo/legaladvisory.asp#:~:text=State%20and%20federal%20law%20generally,religion%2C%20marital%20or%20parental%20status%2C\">Discrimination is illegal\u003c/a> in California schools, but the state has not always taken an aggressive approach to tracking it at individual schools, according to the lawsuit. Instead, reviews focused on broad data such as discipline rates for Black students or other groups, not specific incidents or patterns affecting individual students.\u003c/p>\n\u003cp>“Now, instead of just looking at the data, we’ll be able to get to the crux of the issue,” said Malhar Shah, an attorney for the Disability Rights Education and Defense Fund, who also worked on the suit. “There’s going to be increased accountability, and practices that went under the radar will now come out in the open.”\u003c/p>\n\u003cp>Black students, English learners and students with disabilities all have suspension rates higher than the California average, according to \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqCensus/DisSuspRate.aspx?year=2022-23&agglevel=State&cds=00\">state data\u003c/a>. Black students are particularly affected. They had a suspension rate of almost 9% last year, compared to the state average of 3.6%.\u003c/p>\n\u003ch2>East Bay district at the center of discrimination complaint\u003c/h2>\n\u003cp>The ACLU settlement stems from a 2021 \u003ca href=\"https://www.aclunc.org/sites/default/files/Final%20Complaint_PittsburgSchools.pdf\">lawsuit (PDF)\u003c/a> against the state and Pittsburg Unified School District in Contra Costa County, centering on the experiences of a Black student who struggled to receive special education services and was repeatedly suspended.\u003c/p>\n\u003cp>The girl was traumatized and suffered academically because of the experiences, said her mother, Jessica Black.\u003c/p>\n\u003cp>“After a while, she felt there was something wrong with her. I would have taken her out (of school), but I didn’t have the resources,” said Black, a single mother.\u003c/p>\n\u003cp>Pittsburg Unified did not respond to an email request for comment. Its portion of the lawsuit is still pending.\u003c/p>\n\u003cp>Problems for Black’s daughter, identified as L.G. in the lawsuit, started almost immediately after she enrolled in the district in third grade, Black said. In one incident, a white student teased L.G. because of her Afro-style hair, leading L.G. to throw an apple at him and get suspended.\u003c/p>\n\u003cp>By the time L.G. was in fourth grade, the school placed her in a special class for students with emotional challenges, even though she did not have an Individualized Education Plan for special education. The girl felt isolated from her friends and floundered academically.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11989248,news_11991798,news_11985234\"]As a result, she was poorly equipped to handle middle school, Black said. The girl was suspended at least 20 times in sixth grade, and at one point, the school had her involuntarily detained (or “5150ed”) due to a perceived psychiatric emergency.\u003c/p>\n\u003cp>By seventh grade, L.G. was enrolled in special education and began receiving services to help with executive functioning skills. In high school, she transferred to another school district, graduated early, and is now thriving, Black said.\u003c/p>\n\u003cp>Even though L.G. is doing well now, she missed out on years of services Black believes she was entitled to, such as counseling. The ordeal took a toll on the entire family, Black said.\u003c/p>\n\u003cp>“It was a complete strain. I was getting calls nearly every day at work, and I didn’t know what to do,” said Black, who works as a community organizer in Oakland. “Psychologically, spiritually, mentally, it really weighed on me. I was exhausted.”\u003c/p>\n\u003cp>While Black is pleased with the settlement, she wishes it went further. She’d like to see the complaint process expedited, so families can get responses sooner if they feel their child is being discriminated against; regular reports to school boards on discipline rates; and more involvement by parents whose children are subject to discrimination “so the people most impacted are part of the accountability process and can help devise solutions.”\u003c/p>\n\u003cp>She still harbors distrust of the public school system in general, saying it’s too often failed children like her daughter.\u003c/p>\n\u003cp>“The settlement sounds great, but what’s the follow-up?” Black said. “How does the next generation of kids not go through the same thing my daughter went through? Basically, schools need to treat Black students with humanity.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"title": "State Authorities Agree to More Hands-On Approach to Tracking Discrimination in California Schools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California will play a more active role in ensuring school districts don’t discriminate against students with disabilities, English learners and Black students, under a legal settlement announced this week.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.aclunc.org/sites/default/files/Mark%20S%20Settlement%20Agreement%20with%20CDE_0.pdf\">agreement (PDF)\u003c/a> between the state and the American Civil Liberties Union of Northern California requires state authorities to visit schools, interview teachers, look at individual students’ records and take more hands-on steps to see if a school has a pattern of discriminating. Specifically, the state will examine whether schools disproportionately suspend Black students or English learners or deny services to students with disabilities.\u003c/p>\n\u003cp>“Are we happy? Absolutely. For the first time, the state will now be required to strengthen its monitoring of school districts to prevent discrimination,” said Linnea Nelson, a senior staff attorney at the ACLU.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When CalMatters asked for a comment on the settlement, the California Department of Education sent CalMatters another copy of the settlement. But it has already begun implementing some of the requirements in the settlement, and has set up a hotline for families and students to report discrimination, harassment, intimidation or bullying.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/re/di/eo/legaladvisory.asp#:~:text=State%20and%20federal%20law%20generally,religion%2C%20marital%20or%20parental%20status%2C\">Discrimination is illegal\u003c/a> in California schools, but the state has not always taken an aggressive approach to tracking it at individual schools, according to the lawsuit. Instead, reviews focused on broad data such as discipline rates for Black students or other groups, not specific incidents or patterns affecting individual students.\u003c/p>\n\u003cp>“Now, instead of just looking at the data, we’ll be able to get to the crux of the issue,” said Malhar Shah, an attorney for the Disability Rights Education and Defense Fund, who also worked on the suit. “There’s going to be increased accountability, and practices that went under the radar will now come out in the open.”\u003c/p>\n\u003cp>Black students, English learners and students with disabilities all have suspension rates higher than the California average, according to \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqCensus/DisSuspRate.aspx?year=2022-23&agglevel=State&cds=00\">state data\u003c/a>. Black students are particularly affected. They had a suspension rate of almost 9% last year, compared to the state average of 3.6%.\u003c/p>\n\u003ch2>East Bay district at the center of discrimination complaint\u003c/h2>\n\u003cp>The ACLU settlement stems from a 2021 \u003ca href=\"https://www.aclunc.org/sites/default/files/Final%20Complaint_PittsburgSchools.pdf\">lawsuit (PDF)\u003c/a> against the state and Pittsburg Unified School District in Contra Costa County, centering on the experiences of a Black student who struggled to receive special education services and was repeatedly suspended.\u003c/p>\n\u003cp>The girl was traumatized and suffered academically because of the experiences, said her mother, Jessica Black.\u003c/p>\n\u003cp>“After a while, she felt there was something wrong with her. I would have taken her out (of school), but I didn’t have the resources,” said Black, a single mother.\u003c/p>\n\u003cp>Pittsburg Unified did not respond to an email request for comment. Its portion of the lawsuit is still pending.\u003c/p>\n\u003cp>Problems for Black’s daughter, identified as L.G. in the lawsuit, started almost immediately after she enrolled in the district in third grade, Black said. In one incident, a white student teased L.G. because of her Afro-style hair, leading L.G. to throw an apple at him and get suspended.\u003c/p>\n\u003cp>By the time L.G. was in fourth grade, the school placed her in a special class for students with emotional challenges, even though she did not have an Individualized Education Plan for special education. The girl felt isolated from her friends and floundered academically.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>As a result, she was poorly equipped to handle middle school, Black said. The girl was suspended at least 20 times in sixth grade, and at one point, the school had her involuntarily detained (or “5150ed”) due to a perceived psychiatric emergency.\u003c/p>\n\u003cp>By seventh grade, L.G. was enrolled in special education and began receiving services to help with executive functioning skills. In high school, she transferred to another school district, graduated early, and is now thriving, Black said.\u003c/p>\n\u003cp>Even though L.G. is doing well now, she missed out on years of services Black believes she was entitled to, such as counseling. The ordeal took a toll on the entire family, Black said.\u003c/p>\n\u003cp>“It was a complete strain. I was getting calls nearly every day at work, and I didn’t know what to do,” said Black, who works as a community organizer in Oakland. “Psychologically, spiritually, mentally, it really weighed on me. I was exhausted.”\u003c/p>\n\u003cp>While Black is pleased with the settlement, she wishes it went further. She’d like to see the complaint process expedited, so families can get responses sooner if they feel their child is being discriminated against; regular reports to school boards on discipline rates; and more involvement by parents whose children are subject to discrimination “so the people most impacted are part of the accountability process and can help devise solutions.”\u003c/p>\n\u003cp>She still harbors distrust of the public school system in general, saying it’s too often failed children like her daughter.\u003c/p>\n\u003cp>“The settlement sounds great, but what’s the follow-up?” Black said. “How does the next generation of kids not go through the same thing my daughter went through? Basically, schools need to treat Black students with humanity.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Yoshihiro Uchida, San José State Coach Who Took Judo to Olympic Stage, Dies at 104",
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"content": "\u003cp>Yoshihiro Uchida, a \u003ca href=\"https://www.kqed.org/news/11660424/san-joses-own-grandfather-of-judo-still-kicking-at-98\">renowned San José State University and Olympic coach\u003c/a> who helped establish judo as a competitive sport in the U.S., died early Thursday. He was 104.\u003c/p>\n\u003cp>The United States Judo Federation and the judo program at San José State announced Uchida’s death in social media posts Thursday evening.\u003c/p>\n\u003cp>“He’s a pillar of the judo community,” Robert Fukuda, the executive director of the U.S. Judo Federation, told KQED.\u003c/p>\n\u003cp>Fukuda said that until very recently in Uchida’s life, even after passing the century mark, he would regularly attend practices at the San José State athletic hall named after him and watch students closely.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If they weren’t doing something correct, he was out there helping correct them. It was pretty amazing; he was a very remarkable guy,” Fukuda said. “There’ll be a long time before there’s another person like him, I’ll say that.”\u003c/p>\n\u003cp>Under the direction of the man known as Sensei Uchida, Coach Uchida, or more affectionately, “Yosh,” San José State has dominated judo since the early 1950s.\u003c/p>\n\u003cp>When judo made its Olympic debut at the 1964 Tokyo Summer Games, Uchida coached the inaugural U.S. team. Since then, 22 San José State Spartans from several different countries and territories have emerged as Olympians from the school’s judo program, with four collecting medals.\u003c/p>\n\u003cp>“I was so proud to be the first judo coach for the United States, and especially for the Japanese Americans who endured so much. I was glad they were able to see a Japanese American representing the U.S. at such a global event,” Uchida said in a 2018 interview with the California State University system.\u003c/p>\n\u003cp>San José State President Cynthia Teniente-Matson, in a \u003ca href=\"https://pages.sjsu.edu/index.php/email/emailWebview?email=NjYzLVVLUS05OTgAAAGT_voDpLDFY7xsHKQYo03h5k3PzgxZHuNQHVnzx4TVn7YhFHU9_Iuxa1fk87ONFs-91mo9pRbSXLaxZs_vkyrCfd098v5jXKFySQ\">campus-wide message\u003c/a> that included a \u003ca href=\"https://www.google.com/url?q=https://vimeo.com/970267756?share%3Dcopy&sa=D&source=docs&ust=1719617862010387&usg=AOvVaw1LO3ci9uoWXrfKPfOfryMk\">tribute video\u003c/a>, called Uchida “one of the most renowned and accomplished Spartans in the history of the university.”\u003c/p>\n\u003cp>Uchida was born in 1920 in Calexico. He grew up in Garden Grove, and in \u003ca href=\"https://www.kqed.org/news/11660424/san-joses-own-grandfather-of-judo-still-kicking-at-98\">a 2018 interview with KQED\u003c/a>, he said his parents noticed his zeal for American culture. They introduced him to judo as a way to connect him with his heritage.\u003c/p>\n\u003cp>“I was not learning any Japanese culture. They said, ‘We gotta change that!’” Uchida said.\u003c/p>\n\u003cp>As a freshman at San José State in 1940, Uchida obliged a request to teach judo as a student coach, which he did for two years before being drafted into the Army during World War II. While he was on duty, his own family was being separated and put into incarceration camps across the American West.\u003c/p>\n\u003cp>After returning in 1947, he helped San José State organize and sponsor the first nationwide Amateur Athletic Union championship in 1953. Since then, San José State has won more competitions than university clubs in the rest of the country combined.\u003c/p>\n\u003cp>While supporting the growth of judo, Uchida also studied biology at the university, graduating in 1947. He worked as a laboratory technician at O’Connor Hospital and then at San José Hospital and eventually bought a medical lab, growing the business before selling it more than 30 years later, according to the federation.\u003c/p>\n\u003cp>Uchida gave back to his community, helping students when needed and he “became a driving force in investing more than $80 million into housing and commercial businesses to revitalize San José’s Japantown,” Tenitente-Matson said. He also founded the Japanese American Chamber of Silicon Valley in 1996.\u003c/p>\n\u003cp>He founded the \u003ca href=\"https://www.sjbjudo.org/\">San José Buddhist Judo Club\u003c/a> because Japanese Americans were discriminated against and frequently barred from patronizing local gyms and health clubs, Dan Kikuchi, an instructor at the club, told KQED.\u003c/p>\n\u003cp>Kikuchi grew up with Uchida as a neighbor, later becoming his student, family friend and mentee. He worked with him as a judo teacher at the school.\u003c/p>\n\u003cp>“He was all about bringing rights and recognition to a generation that were interned in camps, their own sons had to serve in the U.S. military. And coming out of that, there was so much prejudice against them,” Kikuchi said.\u003c/p>\n\u003cp>Kikuchi recalled when he fought in the 1974 national collegiate championship judo competition. Under Uchida, the San José State team had a 12-year consecutive winning streak on the line, and they were struggling in the final rounds.\u003c/p>\n\u003cp>“All these coaches were yelling and jeering at him saying, ‘You’re finished, you’re done.” Kikuchi began to cry as he remembered feeling like he and his teammates had let Uchida down.\u003c/p>\n\u003cp>But Kikuchi said Uchida proudly ignored the other coaches while walking through the gym, and it inspired Kikuchi and two others to win their matches, catapulting the team into another title.\u003c/p>\n\u003cp>“He’s always kept his head up, always forged ahead and said, ‘You know, we could do this, we could do this.’”\u003c/p>\n\u003cp>Uchida in 2018 said he believes sports can help people grow outside the dojo as well. “As students work out and get better and better, it gives confidence to push forward,” the coach said.\u003c/p>\n\u003cp>Outpourings of love, admiration and respect were spreading across social media on Friday from people who knew Uchida, and who were coached by him.\u003c/p>\n\u003cp>“He has impacted so many aspects of not only USA Judo, but the world wide Judo,” David Williams, a former student of Uchida’s, judo coach, and San José State professor, wrote in an Instagram tribute.\u003c/p>\n\u003cp>“It is okay to be sad to a degree, but I would hope that we would decide it is better to applaud all the wonderful things he has done and the lives that he has influenced and mentored,” Williams wrote.\u003c/p>\n\u003cp>Arash Soofiani, a former student of Uchida and the owner of Westside Judo in Southern California, thanked Uchida in an Instagram post.\u003c/p>\n\u003cp>“What a legendary life. The Father of SJSU Judo and many legacies in the judo community and beyond. He made sure we all put our hearts into our education as well as our judo careers,” Soofiani wrote.\u003c/p>\n\u003cp>Though there is much sadness across the judo community because of Uchida’s death, Fukuda said he and others have great memories with the coach.\u003c/p>\n\u003cp>“He will be terribly missed,” Fukuda said. “He will always be remembered in a wonderful light as a pillar of strength and as a really good person who gave his all for judo because he believed in what judo could and did do for people.”\u003c/p>\n\u003cp>Uchida is survived by his daughters Lydia Uchida-Sakai and Aileen Uchida, grandchildren Michael and Kyle Sakai, and step-grandchildren Abigail and Jared Shapiro, the federation said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Yoshihiro Uchida, a \u003ca href=\"https://www.kqed.org/news/11660424/san-joses-own-grandfather-of-judo-still-kicking-at-98\">renowned San José State University and Olympic coach\u003c/a> who helped establish judo as a competitive sport in the U.S., died early Thursday. He was 104.\u003c/p>\n\u003cp>The United States Judo Federation and the judo program at San José State announced Uchida’s death in social media posts Thursday evening.\u003c/p>\n\u003cp>“He’s a pillar of the judo community,” Robert Fukuda, the executive director of the U.S. Judo Federation, told KQED.\u003c/p>\n\u003cp>Fukuda said that until very recently in Uchida’s life, even after passing the century mark, he would regularly attend practices at the San José State athletic hall named after him and watch students closely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If they weren’t doing something correct, he was out there helping correct them. It was pretty amazing; he was a very remarkable guy,” Fukuda said. “There’ll be a long time before there’s another person like him, I’ll say that.”\u003c/p>\n\u003cp>Under the direction of the man known as Sensei Uchida, Coach Uchida, or more affectionately, “Yosh,” San José State has dominated judo since the early 1950s.\u003c/p>\n\u003cp>When judo made its Olympic debut at the 1964 Tokyo Summer Games, Uchida coached the inaugural U.S. team. Since then, 22 San José State Spartans from several different countries and territories have emerged as Olympians from the school’s judo program, with four collecting medals.\u003c/p>\n\u003cp>“I was so proud to be the first judo coach for the United States, and especially for the Japanese Americans who endured so much. I was glad they were able to see a Japanese American representing the U.S. at such a global event,” Uchida said in a 2018 interview with the California State University system.\u003c/p>\n\u003cp>San José State President Cynthia Teniente-Matson, in a \u003ca href=\"https://pages.sjsu.edu/index.php/email/emailWebview?email=NjYzLVVLUS05OTgAAAGT_voDpLDFY7xsHKQYo03h5k3PzgxZHuNQHVnzx4TVn7YhFHU9_Iuxa1fk87ONFs-91mo9pRbSXLaxZs_vkyrCfd098v5jXKFySQ\">campus-wide message\u003c/a> that included a \u003ca href=\"https://www.google.com/url?q=https://vimeo.com/970267756?share%3Dcopy&sa=D&source=docs&ust=1719617862010387&usg=AOvVaw1LO3ci9uoWXrfKPfOfryMk\">tribute video\u003c/a>, called Uchida “one of the most renowned and accomplished Spartans in the history of the university.”\u003c/p>\n\u003cp>Uchida was born in 1920 in Calexico. He grew up in Garden Grove, and in \u003ca href=\"https://www.kqed.org/news/11660424/san-joses-own-grandfather-of-judo-still-kicking-at-98\">a 2018 interview with KQED\u003c/a>, he said his parents noticed his zeal for American culture. They introduced him to judo as a way to connect him with his heritage.\u003c/p>\n\u003cp>“I was not learning any Japanese culture. They said, ‘We gotta change that!’” Uchida said.\u003c/p>\n\u003cp>As a freshman at San José State in 1940, Uchida obliged a request to teach judo as a student coach, which he did for two years before being drafted into the Army during World War II. While he was on duty, his own family was being separated and put into incarceration camps across the American West.\u003c/p>\n\u003cp>After returning in 1947, he helped San José State organize and sponsor the first nationwide Amateur Athletic Union championship in 1953. Since then, San José State has won more competitions than university clubs in the rest of the country combined.\u003c/p>\n\u003cp>While supporting the growth of judo, Uchida also studied biology at the university, graduating in 1947. He worked as a laboratory technician at O’Connor Hospital and then at San José Hospital and eventually bought a medical lab, growing the business before selling it more than 30 years later, according to the federation.\u003c/p>\n\u003cp>Uchida gave back to his community, helping students when needed and he “became a driving force in investing more than $80 million into housing and commercial businesses to revitalize San José’s Japantown,” Tenitente-Matson said. He also founded the Japanese American Chamber of Silicon Valley in 1996.\u003c/p>\n\u003cp>He founded the \u003ca href=\"https://www.sjbjudo.org/\">San José Buddhist Judo Club\u003c/a> because Japanese Americans were discriminated against and frequently barred from patronizing local gyms and health clubs, Dan Kikuchi, an instructor at the club, told KQED.\u003c/p>\n\u003cp>Kikuchi grew up with Uchida as a neighbor, later becoming his student, family friend and mentee. He worked with him as a judo teacher at the school.\u003c/p>\n\u003cp>“He was all about bringing rights and recognition to a generation that were interned in camps, their own sons had to serve in the U.S. military. And coming out of that, there was so much prejudice against them,” Kikuchi said.\u003c/p>\n\u003cp>Kikuchi recalled when he fought in the 1974 national collegiate championship judo competition. Under Uchida, the San José State team had a 12-year consecutive winning streak on the line, and they were struggling in the final rounds.\u003c/p>\n\u003cp>“All these coaches were yelling and jeering at him saying, ‘You’re finished, you’re done.” Kikuchi began to cry as he remembered feeling like he and his teammates had let Uchida down.\u003c/p>\n\u003cp>But Kikuchi said Uchida proudly ignored the other coaches while walking through the gym, and it inspired Kikuchi and two others to win their matches, catapulting the team into another title.\u003c/p>\n\u003cp>“He’s always kept his head up, always forged ahead and said, ‘You know, we could do this, we could do this.’”\u003c/p>\n\u003cp>Uchida in 2018 said he believes sports can help people grow outside the dojo as well. “As students work out and get better and better, it gives confidence to push forward,” the coach said.\u003c/p>\n\u003cp>Outpourings of love, admiration and respect were spreading across social media on Friday from people who knew Uchida, and who were coached by him.\u003c/p>\n\u003cp>“He has impacted so many aspects of not only USA Judo, but the world wide Judo,” David Williams, a former student of Uchida’s, judo coach, and San José State professor, wrote in an Instagram tribute.\u003c/p>\n\u003cp>“It is okay to be sad to a degree, but I would hope that we would decide it is better to applaud all the wonderful things he has done and the lives that he has influenced and mentored,” Williams wrote.\u003c/p>\n\u003cp>Arash Soofiani, a former student of Uchida and the owner of Westside Judo in Southern California, thanked Uchida in an Instagram post.\u003c/p>\n\u003cp>“What a legendary life. The Father of SJSU Judo and many legacies in the judo community and beyond. He made sure we all put our hearts into our education as well as our judo careers,” Soofiani wrote.\u003c/p>\n\u003cp>Though there is much sadness across the judo community because of Uchida’s death, Fukuda said he and others have great memories with the coach.\u003c/p>\n\u003cp>“He will be terribly missed,” Fukuda said. “He will always be remembered in a wonderful light as a pillar of strength and as a really good person who gave his all for judo because he believed in what judo could and did do for people.”\u003c/p>\n\u003cp>Uchida is survived by his daughters Lydia Uchida-Sakai and Aileen Uchida, grandchildren Michael and Kyle Sakai, and step-grandchildren Abigail and Jared Shapiro, the federation said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>From a distance, the lime-green vehicle with wide awnings looks like a fancy food truck.\u003c/p>\n\u003cp>But the tricked-out RV has all the necessities of a preschool classroom, including a short toilet and sink, carpeted play area and cabinets full of building blocks, musical instruments and art supplies.\u003c/p>\n\u003cp>One recent morning, the mobile classroom was parked near a recreation center in Oakland’s Chinatown.\u003c/p>\n\u003cp>Outside, staffers rolled out rugs and laid out books, toys and snacks before gathering a group of children for a singalong. A flat-screen TV hanging on one side of the RV showed “Sesame Street,” but the roughly two dozen toddlers were more interested in chasing bubbles and playing at the sand table.\u003c/p>\n\u003cp>Since its launch in November, this preschool on wheels has been going to homeless shelters and city parks in Oakland in an effort to keep more children enrolled in Head Start and Early Head Start programs, which serve children from lower-income families. The stop in Chinatown gives parents who signed up for Head Start’s home visiting program a chance to socialize and get information about their children’s development.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Previously, many children weren’t showing up consistently or on time, and a significant number inevitably dropped out, particularly those who didn’t have a stable place to live.\u003c/p>\n\u003cp>This most recent school year, 78 out 423 Oakland families — or more than 18% — who qualified for Head Start, experienced homelessness, according to Everardo Mendoza, the program’s recruitment and enrollment coordinator. These families can’t afford rent on their own, he said, so they tend to “double up or triple up” in small apartments with other families or sleep in shelters or their cars.\u003c/p>\n\u003cp>It’s a way to meet kids and families where they are, Mendoza said.\u003c/p>\n\u003cfigure id=\"attachment_11988306\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988306\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\" alt=\"Two mothers play with their young children on a green rug inside a classroom.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families play with their children inside Oakland’s Head Start mobile classroom on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We didn’t want families to be dropping because they don’t have control of their housing situation,” he said. “We wanted to follow them to wherever they go and continue to provide the services that they need.”\u003c/p>\n\u003cp>Mobile classrooms are increasingly being deployed in places short on accessible and affordable preschools.\u003c/p>\n\u003cp>In Colorado, a preschool on wheels rolls up to \u003ca href=\"https://unitedwaydenver.org/news_post/first-mobile-preschool-in-denver-launched/\">Denver neighborhoods with few child care options\u003c/a> and a bilingual preschool on wheels called \u003ca href=\"https://www.aspenpublicradio.org/education/2019-09-09/the-wheels-on-the-bus-el-busesito-preschool-takes-school-on-wheels\">El Busesito\u003c/a> serves Spanish-speaking families in the Roaring Fork Valley. The \u003ca href=\"https://www.lasvegasnevada.gov/Residents/Education/Strong-Start-Academies\">city of Las Vegas\u003c/a> and \u003ca href=\"https://www.xiente.org/programs/preschool-youth-services/mobile-preschool/\">a nonprofit in Philadelphia\u003c/a> also provide half-day early learning programs in their mobile classrooms.\u003c/p>\n\u003cp>Oakland’s $530,000 investment in its mobile classroom is helping the city meet the growing demand for Head Start. There are more than 400 families on the waitlist for the program, according to the city’s Head Start program director, Diveena Cooppan, who said the program has wrestled with finding enough workers and facilities.\u003c/p>\n\u003cp>[aside label=\"more on early childhood education\" tag=\"early-childhood-education\"]“A facility where we could have that space for all those classrooms, from infants to preschool, is ideal but rare and hard to find,” she said. “So this model is actually more cost-effective than [operating a center].”\u003c/p>\n\u003cp>Throughout Alameda County, almost 700 families are experiencing homelessness, according to \u003ca href=\"https://everyonehome.org/main/continuum-of-care/point-in-time-count-2024/\">a January point-in-time count survey\u003c/a> — down 17% from two years ago. But experts say that’s likely an undercount because families with young kids often get overlooked, as they are more likely to sleep in motels, their cars or on someone’s couch, as opposed to on the street or in a shelter.\u003c/p>\n\u003cp>“That’s why we call it hidden homelessness,” said Erin Patterson, director of education initiatives at SchoolHouse Connection, a nonprofit in Washington, D.C., focused on youth homelessness. “And so it really feels like we are ignoring this whole portion of the homeless population.”\u003c/p>\n\u003cp>SchoolHouse Connection \u003ca href=\"https://schoolhouseconnection.org/wp-content/uploads/2024/04/Infant-and-Toddler-Homelessness-Across-50-States-2021-2022.pdf\">estimates that in California\u003c/a>, only one in six infants and toddlers experiencing homelessness are enrolled in early childhood development programs like Head Start.\u003c/p>\n\u003cp>It’s a heartbreaking statistic, Patterson said, because these are the kids who need it most.\u003c/p>\n\u003cp>“For an infant or toddler to be experiencing homelessness and not knowing where they’re going to sleep during a time when they’re supposed to be potty trained and have routine and consistency, that’s difficult enough,” she said.\u003c/p>\n\u003cp>Programs like Head Start offer a range of support for unhoused families, from free diapers to access to educators who are trained in caring for children affected by trauma.\u003c/p>\n\u003cfigure id=\"attachment_11988312\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988312\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\" alt=\"Two parents play with a small child outside as a large green truck with the letters 'ready set go' printed on it appears in the background\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents Jay and Jasmine play with their 18-month-old son, Jayden, outside Oakland’s Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything the parent or the adult in the situation is experiencing in terms of trauma, the child is also experiencing,” Patterson said. “Babies experiencing homelessness carry trauma. They feel stress, but they can’t articulate it with words yet. And so that’s why it’s even more critical to get interventions and supports to them as early as possible.”\u003c/p>\n\u003cp>Oakland Mayor Sheng Thao, who leaned on Head Start services for her son when she was a single mother experiencing homelessness, called the city’s new mobile classroom a “huge game changer.”\u003c/p>\n\u003cp>“Just because your family is going through some housing issues or housing insecurity doesn’t mean that the resources for your children should stop,” she said \u003ca href=\"https://www.instagram.com/reel/CzpQnYLNe2V/?igsh=MTc4MmM1YmI2Ng%3D%3D\">at a news conference\u003c/a> announcing the program last November. “It actually means that you need it more.”\u003c/p>\n\u003cp>The mobile Head Start classroom currently serves families who signed up for home visits but may not have a steady place to live.\u003c/p>\n\u003cp>The rest of the mobile classroom’s spacious interior includes a kitchenette, a health-check station and a computer area — equipped with its own server— where parents can access the Internet to work on job or housing applications.\u003c/p>\n\u003cfigure id=\"attachment_11988309\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988309\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\" alt=\"A small Asian boy sits on an outside map on the ground, playing with toys.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shi Li Zhong (right) with her two young sons outside the Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know that in a lot of different areas that we are in, there may not be access to technology, so we want to ensure that’s not a barrier to families,” said Shelley Taylor, who oversees Head Start facilities for the city.\u003c/p>\n\u003cp>Staffers also use the space to conduct developmental screenings.\u003c/p>\n\u003cp>Shi Li Zhong, who came to the mobile classroom event in Chinatown, said she didn’t know her older son had a speech delay until he was enrolled in Head Start when he was almost 2 years old. A caseworker referred her to a speech therapist, and she said her son is now starting to talk more.\u003c/p>\n\u003cp>“There were a lot of things I didn’t know,” Zhong said about being a first-time parent.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She came to this event with her second son, who is almost 1, to give him a chance to interact with other children and for her a chance to build community.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From a distance, the lime-green vehicle with wide awnings looks like a fancy food truck.\u003c/p>\n\u003cp>But the tricked-out RV has all the necessities of a preschool classroom, including a short toilet and sink, carpeted play area and cabinets full of building blocks, musical instruments and art supplies.\u003c/p>\n\u003cp>One recent morning, the mobile classroom was parked near a recreation center in Oakland’s Chinatown.\u003c/p>\n\u003cp>Outside, staffers rolled out rugs and laid out books, toys and snacks before gathering a group of children for a singalong. A flat-screen TV hanging on one side of the RV showed “Sesame Street,” but the roughly two dozen toddlers were more interested in chasing bubbles and playing at the sand table.\u003c/p>\n\u003cp>Since its launch in November, this preschool on wheels has been going to homeless shelters and city parks in Oakland in an effort to keep more children enrolled in Head Start and Early Head Start programs, which serve children from lower-income families. The stop in Chinatown gives parents who signed up for Head Start’s home visiting program a chance to socialize and get information about their children’s development.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Previously, many children weren’t showing up consistently or on time, and a significant number inevitably dropped out, particularly those who didn’t have a stable place to live.\u003c/p>\n\u003cp>This most recent school year, 78 out 423 Oakland families — or more than 18% — who qualified for Head Start, experienced homelessness, according to Everardo Mendoza, the program’s recruitment and enrollment coordinator. These families can’t afford rent on their own, he said, so they tend to “double up or triple up” in small apartments with other families or sleep in shelters or their cars.\u003c/p>\n\u003cp>It’s a way to meet kids and families where they are, Mendoza said.\u003c/p>\n\u003cfigure id=\"attachment_11988306\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988306\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\" alt=\"Two mothers play with their young children on a green rug inside a classroom.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families play with their children inside Oakland’s Head Start mobile classroom on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We didn’t want families to be dropping because they don’t have control of their housing situation,” he said. “We wanted to follow them to wherever they go and continue to provide the services that they need.”\u003c/p>\n\u003cp>Mobile classrooms are increasingly being deployed in places short on accessible and affordable preschools.\u003c/p>\n\u003cp>In Colorado, a preschool on wheels rolls up to \u003ca href=\"https://unitedwaydenver.org/news_post/first-mobile-preschool-in-denver-launched/\">Denver neighborhoods with few child care options\u003c/a> and a bilingual preschool on wheels called \u003ca href=\"https://www.aspenpublicradio.org/education/2019-09-09/the-wheels-on-the-bus-el-busesito-preschool-takes-school-on-wheels\">El Busesito\u003c/a> serves Spanish-speaking families in the Roaring Fork Valley. The \u003ca href=\"https://www.lasvegasnevada.gov/Residents/Education/Strong-Start-Academies\">city of Las Vegas\u003c/a> and \u003ca href=\"https://www.xiente.org/programs/preschool-youth-services/mobile-preschool/\">a nonprofit in Philadelphia\u003c/a> also provide half-day early learning programs in their mobile classrooms.\u003c/p>\n\u003cp>Oakland’s $530,000 investment in its mobile classroom is helping the city meet the growing demand for Head Start. There are more than 400 families on the waitlist for the program, according to the city’s Head Start program director, Diveena Cooppan, who said the program has wrestled with finding enough workers and facilities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“A facility where we could have that space for all those classrooms, from infants to preschool, is ideal but rare and hard to find,” she said. “So this model is actually more cost-effective than [operating a center].”\u003c/p>\n\u003cp>Throughout Alameda County, almost 700 families are experiencing homelessness, according to \u003ca href=\"https://everyonehome.org/main/continuum-of-care/point-in-time-count-2024/\">a January point-in-time count survey\u003c/a> — down 17% from two years ago. But experts say that’s likely an undercount because families with young kids often get overlooked, as they are more likely to sleep in motels, their cars or on someone’s couch, as opposed to on the street or in a shelter.\u003c/p>\n\u003cp>“That’s why we call it hidden homelessness,” said Erin Patterson, director of education initiatives at SchoolHouse Connection, a nonprofit in Washington, D.C., focused on youth homelessness. “And so it really feels like we are ignoring this whole portion of the homeless population.”\u003c/p>\n\u003cp>SchoolHouse Connection \u003ca href=\"https://schoolhouseconnection.org/wp-content/uploads/2024/04/Infant-and-Toddler-Homelessness-Across-50-States-2021-2022.pdf\">estimates that in California\u003c/a>, only one in six infants and toddlers experiencing homelessness are enrolled in early childhood development programs like Head Start.\u003c/p>\n\u003cp>It’s a heartbreaking statistic, Patterson said, because these are the kids who need it most.\u003c/p>\n\u003cp>“For an infant or toddler to be experiencing homelessness and not knowing where they’re going to sleep during a time when they’re supposed to be potty trained and have routine and consistency, that’s difficult enough,” she said.\u003c/p>\n\u003cp>Programs like Head Start offer a range of support for unhoused families, from free diapers to access to educators who are trained in caring for children affected by trauma.\u003c/p>\n\u003cfigure id=\"attachment_11988312\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988312\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\" alt=\"Two parents play with a small child outside as a large green truck with the letters 'ready set go' printed on it appears in the background\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents Jay and Jasmine play with their 18-month-old son, Jayden, outside Oakland’s Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything the parent or the adult in the situation is experiencing in terms of trauma, the child is also experiencing,” Patterson said. “Babies experiencing homelessness carry trauma. They feel stress, but they can’t articulate it with words yet. And so that’s why it’s even more critical to get interventions and supports to them as early as possible.”\u003c/p>\n\u003cp>Oakland Mayor Sheng Thao, who leaned on Head Start services for her son when she was a single mother experiencing homelessness, called the city’s new mobile classroom a “huge game changer.”\u003c/p>\n\u003cp>“Just because your family is going through some housing issues or housing insecurity doesn’t mean that the resources for your children should stop,” she said \u003ca href=\"https://www.instagram.com/reel/CzpQnYLNe2V/?igsh=MTc4MmM1YmI2Ng%3D%3D\">at a news conference\u003c/a> announcing the program last November. “It actually means that you need it more.”\u003c/p>\n\u003cp>The mobile Head Start classroom currently serves families who signed up for home visits but may not have a steady place to live.\u003c/p>\n\u003cp>The rest of the mobile classroom’s spacious interior includes a kitchenette, a health-check station and a computer area — equipped with its own server— where parents can access the Internet to work on job or housing applications.\u003c/p>\n\u003cfigure id=\"attachment_11988309\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988309\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\" alt=\"A small Asian boy sits on an outside map on the ground, playing with toys.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shi Li Zhong (right) with her two young sons outside the Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know that in a lot of different areas that we are in, there may not be access to technology, so we want to ensure that’s not a barrier to families,” said Shelley Taylor, who oversees Head Start facilities for the city.\u003c/p>\n\u003cp>Staffers also use the space to conduct developmental screenings.\u003c/p>\n\u003cp>Shi Li Zhong, who came to the mobile classroom event in Chinatown, said she didn’t know her older son had a speech delay until he was enrolled in Head Start when he was almost 2 years old. A caseworker referred her to a speech therapist, and she said her son is now starting to talk more.\u003c/p>\n\u003cp>“There were a lot of things I didn’t know,” Zhong said about being a first-time parent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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