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"title": "Violence Erupts at UCLA as Protests Over Israel’s War in Gaza Escalate Across the US",
"headTitle": "Violence Erupts at UCLA as Protests Over Israel’s War in Gaza Escalate Across the US | KQED",
"content": "\u003cp>Violence erupted at UCLA on Tuesday night after pro-Israel demonstrators attempted to forcibly dismantle an encampment of dozens of tents set up by pro-Palestinian protesters who have been camping on the school’s Dickson Plaza, a central green space on campus.\u003c/p>\n\u003cp>Protesters in the encampment fought intermittently with the group, which ranged from 100 to more than 200 counterprotesters, witnesses said. People set off fireworks — and \u003ca href=\"https://twitter.com/MrOlmos/status/1785600611326763059\">journalists\u003c/a> and \u003ca href=\"https://www.instagram.com/p/C6bDyoiL_AA/\">protest organizers\u003c/a> said pepper spray or other irritants were used — before police were able to get the situation under control.\u003c/p>\n\u003cp>“The violence unfolding this evening at UCLA is absolutely abhorrent and inexcusable,” Los Angeles Mayor Karen Bass said in a \u003ca href=\"https://twitter.com/MayorOfLA/status/1785591832321151196\">post\u003c/a> on X, formerly Twitter, at 1:47 a.m. on Wednesday. “LAPD has arrived on campus.”\u003c/p>\n\u003cp>https://twitter.com/MrOlmos/status/1785600611326763059\u003c/p>\n\u003cp>The confrontation quickly became a flashpoint among dozens of university protests against the \u003ca href=\"https://www.npr.org/series/1205445976/middle-east-crisis\">Israel-Hamas war in Gaza\u003c/a> that have broken out on campuses across the U.S. A high-profile protest at Columbia University in New York was \u003ca href=\"https://www.npr.org/2024/05/01/1248401802/columbia-university-protests-new-york\">shut down Tuesday night\u003c/a> after police entered a school building occupied by pro-Palestinian protesters.\u003c/p>\n\u003cp>UCLA canceled classes on Wednesday.\u003c/p>\n\u003ch2>Governor calls delay in calming violence ‘unacceptable’\u003c/h2>\n\u003cp>As news of the violence spread, so did questions about why administrators and police weren’t able to prevent it or mitigate it more quickly.\u003c/p>\n\u003cp>“The limited and delayed campus law enforcement response at UCLA last night was unacceptable, and it demands answers,” Gov. Gavin Newsom’s office \u003ca href=\"https://twitter.com/GovPressOffice/status/1785726609947046387\">said in a statement\u003c/a>, adding that the state “immediately deployed CHP personnel” once it became clear they were needed. The governor also condemned the violence that played out.\u003c/p>\n\u003cp>Hours before the confrontation, UCLA Chancellor Gene Block \u003ca href=\"https://chancellor.ucla.edu/messages/affirming-our-values-in-a-challenging-time/\">issued a statement\u003c/a> that said his administration had “taken several immediate actions,” including significantly boosting security by “adding greater numbers of law enforcement officers, safety personnel and student affairs mitigators.”\u003c/p>\n\u003cp>And as \u003ca href=\"https://laist.com/news/ucla-calls-in-police-after-violent-clashes-between-protest-groups-on-campus-violence-overnight-at-ucla-as-pro-israeli-counter-protesters\">member station LAist reports\u003c/a>, UCLA said on Wednesday that Block’s request for the city to send in police got “an immediate response.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But media reports from the campus describe an hours-long delay between the first clashes erupting and police intervening. Student newspaper, the \u003cem>Daily Bruin,\u003c/em> accused the school of \u003ca href=\"https://dailybruin.com/2024/05/01/editorial-ucla-is-complicit-in-violence-inflicted-upon-protesters-failed-to-protect-students\">failing to protect students\u003c/a> on its campus.\u003c/p>\n\u003cp>“Fireworks, tear gas and fights broke out just after 10:50 p.m. Tuesday night,” \u003ca href=\"https://dailybruin.com/2024/05/01/pro-israel-counter-protesters-attempt-to-storm-encampment-sparking-violence\">the newspaper reported\u003c/a>. It added that the school issued a statement at 12:40 a.m. saying it had called police. Police arrived slightly after 1 a.m., the paper said.\u003c/p>\n\u003cp>There was apparently another delay: After the LAPD and California Highway Patrol officers reached the campus, they moved to separate and disperse the groups around 3 a.m., according to \u003ca href=\"https://abc7.com/clashes-break-out-at-ucla-amid-dueling-demonstrations-between-pro-palestinian-and-pro-israeli-protesters/14749246/\">local TV station ABC 7\u003c/a>.\u003c/p>\n\u003ch2>Colleges are tearing down protest encampments\u003c/h2>\n\u003cp>Pro-Palestinian tent camps have been popping up on college campuses around the country — and now, so are reports that universities are taking action against them.\u003c/p>\n\u003cp>Like the organizers of the UCLA encampment, many other campus protesters said their chief demand is for their university systems to disclose all financial ties with Israel-based groups and divest from companies that do business there.[aside label=\"related coverage\"tag=\"gaza\"]Police moved against a pro-Palestinian encampment in Madison, Wisconsin, shortly after 7 a.m. local time Wednesday morning, resulting in at least 12 arrests and several injuries.\u003c/p>\n\u003cp>A student showed reporters a gash he said came from being stuck by a police shield, according to \u003ca href=\"https://www.wpr.org/news/police-remove-tents-at-uw-madisons-pro-palestinian-encampment\">Wisconsin Public Radio\u003c/a>. Campus police said four officers were hurt, including a state trooper who was hit in the head by a protester’s skateboard.\u003c/p>\n\u003cp>“But two hours later, Madison protesters began setting up a new encampment with at least 15 tents. Leaders of the demonstration held trainings on how to resist further arrests and made plans for a march and rally for Wednesday afternoon,” WPR reports.\u003c/p>\n\u003cp>At Tulane University, in New Orleans, on the last day of classes for most students, campus, city and state police officers converged on an encampment — an operation that student newspaper \u003ca href=\"https://tulanehullabaloo.com/66187/news/tulane-arrests-14-protesters-clears-pro-palestinian-encampment/\">\u003cem>The Tulane Hullabaloo\u003c/em>\u003c/a> said began before dawn on Wednesday.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"gaza\"]\u003c/p>\n\u003cp>At least 14 protesters were arrested, including two students, \u003ca href=\"https://news.tulane.edu/statements\">Tulane announced\u003c/a>. Earlier, the school had announced six arrests on Monday — including one student — and said it had suspended at least seven students for participating in what the university said was an “unlawful demonstration.”\u003c/p>\n\u003cp>At the University of Arizona in Tucson, violent conflicts played out in and around campus in the early hours of Wednesday after police tore down an encampment near the school’s north Main Gate Square.\u003c/p>\n\u003cp>“Around 2:00 a.m., law enforcement officers in gas masks and riot gear stormed a pro-Palestinian encampment on the University of Arizona campus,” reports \u003ca href=\"https://news.azpm.org/p/azpmnews/2024/5/1/220108-law-enforcement-storms-encampment-on-university-of-arizona-campus/\">Arizona Public Media\u003c/a>, which adds that hundreds of protest supporters were in the area and that the move came after a 10:30 p.m. deadline for protesters to leave.\u003c/p>\n\u003cp>Police made at least four arrests, AZPM reports, adding that people on the street heard a warning of “police deploying chemical irritant munitions.”\u003c/p>\n\u003ch2>UCLA’s buffer zone was overrun\u003c/h2>\n\u003cp>Images from the scene at the UCLA campus showed a large crowd of pro-Israel protesters pulling at metal barricades and wooden pallets the pro-Palestinian group had erected around their encampment.\u003c/p>\n\u003cp>In addition to calling for divestment, the UCLA protests are meant to show solidarity with people in Gaza. The Israel-Hamas war has killed more than 34,000 Palestinians, according to the Gaza Ministry of Health, while Israel said some 1,200 Israelis were killed by Hamas in an assault last October. Israel said Hamas is still holding \u003ca href=\"https://www.npr.org/2024/04/25/1247095103/a-hostage-video-is-out-of-one-of-the-americans-being-held-by-hamas-in-gaza\">133 hostages\u003c/a>.\u003c/p>\n\u003cp>A crowd of counterprotesters had initially gathered near the Palestine Solidarity Encampment on Tuesday afternoon.\u003c/p>\n\u003cp>As the evening wore on, members of the group “began wrestling with protesters inside and [private campus] security hired by UCLA,” according to the \u003cem>Daily Bruin.\u003c/em>\u003c/p>\n\u003cp>From there, the violence continued to escalate.\u003c/p>\n\u003cp>There were 15 reported injuries, including one hospitalization, according to a spokesperson from the UC Office of the President, who said the office was ordering “an independent external review of both UCLA’s planning and actions, and the effectiveness of the mutual aid response.”\u003c/p>\n\u003cp>The clash erupted days after the Israeli-American Council, an advocacy group, mounted a \u003ca href=\"https://www.latimes.com/california/story/2024-04-28/gaza-ucla-usc-protests\">competing demonstration on Dickson Plaza\u003c/a>, adjacent to the encampment. Despite heightened tensions, that large rally on April 28 ended without major clashes.\u003c/p>\n\u003cp>Images of that Israeli-American Council-organized event showed \u003ca href=\"https://www.facebook.com/photo?fbid=827292792768622&set=a.479373187560586\">two large groups separated by a buffer zone\u003c/a>.\u003c/p>\n\u003cp>But on Tuesday night, the buffer zone was overrun.\u003c/p>\n\u003ch2>NYPD clear protesters from Columbia University building\u003c/h2>\n\u003cp>Police ousted pro-Palestinian protesters at Columbia University from Hamilton Hall on Tuesday night — a school building they had been occupying since Monday. The New York Police Department \u003ca href=\"https://www.npr.org/2024/05/01/1248401802/columbia-university-protests-new-york\">mounted a large operation to remove the protesters\u003c/a>, using an armored vehicle and a mechanized drawbridge to convey officers into the building.\u003c/p>\n\u003cp>“Approximately 300 people were arrested,” New York Mayor Eric Adams \u003ca href=\"https://www.youtube.com/watch?v=PrgF3iOxS1U\">said on Wednesday\u003c/a>. That figure includes people who were on the Columbia University campus, as well as others arrested at City College — an institution in the City University of New York system that was a destination for a crowd of demonstrators who marched from Columbia University.\u003c/p>\n\u003cp>Adams stressed that the police operation took place at Columbia’s request.\u003c/p>\n\u003cp>“We went in and conducted an operation to allow Columbia University to remove those who have turned the peaceful protest into a place where antisemitism and anti-Israel attitudes were pervasive,” Adams said.\u003c/p>\n\u003cp>He also reiterated that his administration believes many of the protests are led by “outside agitators” who are not students or otherwise a part of the college community. When asked to specify how many of the arrested demonstrators were unaffiliated with the university, Adams said the police are still sorting through records to determine that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The confrontation quickly became a flashpoint among dozens of university protests against the \u003ca href=\"https://www.npr.org/series/1205445976/middle-east-crisis\">Israel-Hamas war in Gaza\u003c/a> that have broken out on campuses across the U.S. A high-profile protest at Columbia University in New York was \u003ca href=\"https://www.npr.org/2024/05/01/1248401802/columbia-university-protests-new-york\">shut down Tuesday night\u003c/a> after police entered a school building occupied by pro-Palestinian protesters.\u003c/p>\n\u003cp>UCLA canceled classes on Wednesday.\u003c/p>\n\u003ch2>Governor calls delay in calming violence ‘unacceptable’\u003c/h2>\n\u003cp>As news of the violence spread, so did questions about why administrators and police weren’t able to prevent it or mitigate it more quickly.\u003c/p>\n\u003cp>“The limited and delayed campus law enforcement response at UCLA last night was unacceptable, and it demands answers,” Gov. Gavin Newsom’s office \u003ca href=\"https://twitter.com/GovPressOffice/status/1785726609947046387\">said in a statement\u003c/a>, adding that the state “immediately deployed CHP personnel” once it became clear they were needed. The governor also condemned the violence that played out.\u003c/p>\n\u003cp>Hours before the confrontation, UCLA Chancellor Gene Block \u003ca href=\"https://chancellor.ucla.edu/messages/affirming-our-values-in-a-challenging-time/\">issued a statement\u003c/a> that said his administration had “taken several immediate actions,” including significantly boosting security by “adding greater numbers of law enforcement officers, safety personnel and student affairs mitigators.”\u003c/p>\n\u003cp>And as \u003ca href=\"https://laist.com/news/ucla-calls-in-police-after-violent-clashes-between-protest-groups-on-campus-violence-overnight-at-ucla-as-pro-israeli-counter-protesters\">member station LAist reports\u003c/a>, UCLA said on Wednesday that Block’s request for the city to send in police got “an immediate response.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But media reports from the campus describe an hours-long delay between the first clashes erupting and police intervening. Student newspaper, the \u003cem>Daily Bruin,\u003c/em> accused the school of \u003ca href=\"https://dailybruin.com/2024/05/01/editorial-ucla-is-complicit-in-violence-inflicted-upon-protesters-failed-to-protect-students\">failing to protect students\u003c/a> on its campus.\u003c/p>\n\u003cp>“Fireworks, tear gas and fights broke out just after 10:50 p.m. Tuesday night,” \u003ca href=\"https://dailybruin.com/2024/05/01/pro-israel-counter-protesters-attempt-to-storm-encampment-sparking-violence\">the newspaper reported\u003c/a>. It added that the school issued a statement at 12:40 a.m. saying it had called police. Police arrived slightly after 1 a.m., the paper said.\u003c/p>\n\u003cp>There was apparently another delay: After the LAPD and California Highway Patrol officers reached the campus, they moved to separate and disperse the groups around 3 a.m., according to \u003ca href=\"https://abc7.com/clashes-break-out-at-ucla-amid-dueling-demonstrations-between-pro-palestinian-and-pro-israeli-protesters/14749246/\">local TV station ABC 7\u003c/a>.\u003c/p>\n\u003ch2>Colleges are tearing down protest encampments\u003c/h2>\n\u003cp>Pro-Palestinian tent camps have been popping up on college campuses around the country — and now, so are reports that universities are taking action against them.\u003c/p>\n\u003cp>Like the organizers of the UCLA encampment, many other campus protesters said their chief demand is for their university systems to disclose all financial ties with Israel-based groups and divest from companies that do business there.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Police moved against a pro-Palestinian encampment in Madison, Wisconsin, shortly after 7 a.m. local time Wednesday morning, resulting in at least 12 arrests and several injuries.\u003c/p>\n\u003cp>A student showed reporters a gash he said came from being stuck by a police shield, according to \u003ca href=\"https://www.wpr.org/news/police-remove-tents-at-uw-madisons-pro-palestinian-encampment\">Wisconsin Public Radio\u003c/a>. Campus police said four officers were hurt, including a state trooper who was hit in the head by a protester’s skateboard.\u003c/p>\n\u003cp>“But two hours later, Madison protesters began setting up a new encampment with at least 15 tents. Leaders of the demonstration held trainings on how to resist further arrests and made plans for a march and rally for Wednesday afternoon,” WPR reports.\u003c/p>\n\u003cp>At Tulane University, in New Orleans, on the last day of classes for most students, campus, city and state police officers converged on an encampment — an operation that student newspaper \u003ca href=\"https://tulanehullabaloo.com/66187/news/tulane-arrests-14-protesters-clears-pro-palestinian-encampment/\">\u003cem>The Tulane Hullabaloo\u003c/em>\u003c/a> said began before dawn on Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At least 14 protesters were arrested, including two students, \u003ca href=\"https://news.tulane.edu/statements\">Tulane announced\u003c/a>. Earlier, the school had announced six arrests on Monday — including one student — and said it had suspended at least seven students for participating in what the university said was an “unlawful demonstration.”\u003c/p>\n\u003cp>At the University of Arizona in Tucson, violent conflicts played out in and around campus in the early hours of Wednesday after police tore down an encampment near the school’s north Main Gate Square.\u003c/p>\n\u003cp>“Around 2:00 a.m., law enforcement officers in gas masks and riot gear stormed a pro-Palestinian encampment on the University of Arizona campus,” reports \u003ca href=\"https://news.azpm.org/p/azpmnews/2024/5/1/220108-law-enforcement-storms-encampment-on-university-of-arizona-campus/\">Arizona Public Media\u003c/a>, which adds that hundreds of protest supporters were in the area and that the move came after a 10:30 p.m. deadline for protesters to leave.\u003c/p>\n\u003cp>Police made at least four arrests, AZPM reports, adding that people on the street heard a warning of “police deploying chemical irritant munitions.”\u003c/p>\n\u003ch2>UCLA’s buffer zone was overrun\u003c/h2>\n\u003cp>Images from the scene at the UCLA campus showed a large crowd of pro-Israel protesters pulling at metal barricades and wooden pallets the pro-Palestinian group had erected around their encampment.\u003c/p>\n\u003cp>In addition to calling for divestment, the UCLA protests are meant to show solidarity with people in Gaza. The Israel-Hamas war has killed more than 34,000 Palestinians, according to the Gaza Ministry of Health, while Israel said some 1,200 Israelis were killed by Hamas in an assault last October. Israel said Hamas is still holding \u003ca href=\"https://www.npr.org/2024/04/25/1247095103/a-hostage-video-is-out-of-one-of-the-americans-being-held-by-hamas-in-gaza\">133 hostages\u003c/a>.\u003c/p>\n\u003cp>A crowd of counterprotesters had initially gathered near the Palestine Solidarity Encampment on Tuesday afternoon.\u003c/p>\n\u003cp>As the evening wore on, members of the group “began wrestling with protesters inside and [private campus] security hired by UCLA,” according to the \u003cem>Daily Bruin.\u003c/em>\u003c/p>\n\u003cp>From there, the violence continued to escalate.\u003c/p>\n\u003cp>There were 15 reported injuries, including one hospitalization, according to a spokesperson from the UC Office of the President, who said the office was ordering “an independent external review of both UCLA’s planning and actions, and the effectiveness of the mutual aid response.”\u003c/p>\n\u003cp>The clash erupted days after the Israeli-American Council, an advocacy group, mounted a \u003ca href=\"https://www.latimes.com/california/story/2024-04-28/gaza-ucla-usc-protests\">competing demonstration on Dickson Plaza\u003c/a>, adjacent to the encampment. Despite heightened tensions, that large rally on April 28 ended without major clashes.\u003c/p>\n\u003cp>Images of that Israeli-American Council-organized event showed \u003ca href=\"https://www.facebook.com/photo?fbid=827292792768622&set=a.479373187560586\">two large groups separated by a buffer zone\u003c/a>.\u003c/p>\n\u003cp>But on Tuesday night, the buffer zone was overrun.\u003c/p>\n\u003ch2>NYPD clear protesters from Columbia University building\u003c/h2>\n\u003cp>Police ousted pro-Palestinian protesters at Columbia University from Hamilton Hall on Tuesday night — a school building they had been occupying since Monday. The New York Police Department \u003ca href=\"https://www.npr.org/2024/05/01/1248401802/columbia-university-protests-new-york\">mounted a large operation to remove the protesters\u003c/a>, using an armored vehicle and a mechanized drawbridge to convey officers into the building.\u003c/p>\n\u003cp>“Approximately 300 people were arrested,” New York Mayor Eric Adams \u003ca href=\"https://www.youtube.com/watch?v=PrgF3iOxS1U\">said on Wednesday\u003c/a>. That figure includes people who were on the Columbia University campus, as well as others arrested at City College — an institution in the City University of New York system that was a destination for a crowd of demonstrators who marched from Columbia University.\u003c/p>\n\u003cp>Adams stressed that the police operation took place at Columbia’s request.\u003c/p>\n\u003cp>“We went in and conducted an operation to allow Columbia University to remove those who have turned the peaceful protest into a place where antisemitism and anti-Israel attitudes were pervasive,” Adams said.\u003c/p>\n\u003cp>He also reiterated that his administration believes many of the protests are led by “outside agitators” who are not students or otherwise a part of the college community. When asked to specify how many of the arrested demonstrators were unaffiliated with the university, Adams said the police are still sorting through records to determine that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Junior Leslie Cruz Urquilla aspires to attend an Ivy League university and has been busy preparing for the SAT this school year. She wants to take the exam in June, but one of her biggest hurdles has nothing to do with test content: She hasn’t found a seat yet.\u003c/p>\n\u003cp>“It was super stressful. I honestly didn’t want to take it at some point,” said Urquilla, who lives in the city of Richmond and attends KIPP San Francisco College Prep, a charter school. “But I had to remind myself that taking the SAT is a step towards my goals.”\u003c/p>\n\u003cp>According to the College Board, which administers the SAT, there are fewer than half the number of SAT centers in California this year than there were just prior to the COVID-19 pandemic. Many testing centers never reopened after the pandemic, and some cited decreased demand from students as many colleges, including the University of California system, no longer require standardized tests on applications.\u003c/p>\n\u003cp>Nationwide, colleges and universities ditched the test requirement for admissions during the pandemic while schools closed their in-person campuses. And many universities were already moving away from the exams over concerns about equity and how students with more resources are more likely to afford private tutoring and take the exam in general.\u003c/p>\n\u003cp>“The demand has not been as high as it has been in the past,” said Vinh Trinh, who oversees testing at Oakland Unified School District.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Plus, this year, \u003ca href=\"https://www.kqed.org/news/11978152/for-the-first-time-the-sat-goes-paperless-for-over-a-million-students\">the SAT switched entirely to a digital test\u003c/a>, which students must take in person at an official testing center. That created an all-new testing system for schools that were used to the previous paper format.\u003c/p>\n\u003cp>“It just kind of feels like [getting an SAT seat] is harder than getting Taylor Swift tickets,” said Sophie Linnet, an SAT tutor for students around the Bay Area.\u003c/p>\n\u003cp>Still, thousands of California students are sitting for these exams to try and stand out in the college admissions process. Recently, some elite universities, like Dartmouth, Harvard, Yale and MIT, have once again begun requiring SAT and ACT scores for students seeking admission.\u003c/p>\n\u003cp>“In the event that the school I want to go to requires SAT scores, I think it would be a good thing to have,” said Jacob Neidleman, a junior at Lowell High School in San Francisco.\u003c/p>\n\u003cp>He signed up to take the SAT at Lowell in May and June, but he almost didn’t get those seats, which were only recently added, he said.\u003c/p>\n\u003cfigure id=\"attachment_11983888\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983888\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jacob Neidleman, 17, a junior at San Francisco’s Lowell High School, decided to take the SAT in case the college requires it of his choice. \u003ccite>(Kathryn Styer Martínez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was very difficult to get a seat at Lowell. Back in January, I was unable to find a test center within 100 miles of where I lived. We had planned to travel all the way to Roseville, and that was not an ideal situation for us at all,” said Neidleman, who said his family was prepared to incur costs like an overnight hotel stay and gas.\u003c/p>\n\u003cp>When Cruz Urquilla took the ACT for the first time last December, she had to convince her dad to take a day off from work to drive her to a testing center three hours away at a private boarding school in Monterey and back.\u003c/p>\n\u003cp>“That commute really added to the stress of studying. And I really wanted a good score because of all of the sacrifices my dad was taking and all of the time it took,” she said. “You don’t want it to go to waste.”\u003c/p>\n\u003cp>But she didn’t get the score she hoped for, and she said that could have at least partly been due to the challenges of getting up and commuting so early. She retook the test in February and had to commute over an hour then, too.\u003c/p>\n\u003cp>Linnet, the SAT tutor, said the limited seats have been especially challenging for some of her students who can’t afford to travel long distances or who don’t attend schools that host the exam.\u003c/p>\n\u003cp>“I’ve worked with a lot of students who have very different financial circumstances that would present some real barriers here to being able to travel this far,” she said.\u003c/p>\n\u003cp>Those barriers are not lost on students, either.\u003c/p>\n\u003cp>“The test sites that I commuted to were in rich neighborhoods, and like, I had to go to a private boarding school in order to take it,” Cruz Urquilla said. “It honestly shows the inequality in the education system.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']Priscilla Rodriguez, senior vice president of College Readiness Assessments at the College Board, said the organization is well aware of the mismatch between supply and demand for testing slots this year.\u003c/p>\n\u003cp>“We know that this is frustrating for students and families,” Rodriguez said in an email. “We contact closed centers regularly and ask them to reopen, as well as ask existing centers if they are able to add more seats.”\u003c/p>\n\u003cp>The College Board plans to add over 6,000 seats in the Bay Area for the May and June test dates.\u003c/p>\n\u003cp>Cruz Urquilla hopes that will give students a better shot if they don’t have the means to travel to take the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I hope in the future that students have more access to these tests so that they could also be stronger candidates for competitive schools,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Junior Leslie Cruz Urquilla aspires to attend an Ivy League university and has been busy preparing for the SAT this school year. She wants to take the exam in June, but one of her biggest hurdles has nothing to do with test content: She hasn’t found a seat yet.\u003c/p>\n\u003cp>“It was super stressful. I honestly didn’t want to take it at some point,” said Urquilla, who lives in the city of Richmond and attends KIPP San Francisco College Prep, a charter school. “But I had to remind myself that taking the SAT is a step towards my goals.”\u003c/p>\n\u003cp>According to the College Board, which administers the SAT, there are fewer than half the number of SAT centers in California this year than there were just prior to the COVID-19 pandemic. Many testing centers never reopened after the pandemic, and some cited decreased demand from students as many colleges, including the University of California system, no longer require standardized tests on applications.\u003c/p>\n\u003cp>Nationwide, colleges and universities ditched the test requirement for admissions during the pandemic while schools closed their in-person campuses. And many universities were already moving away from the exams over concerns about equity and how students with more resources are more likely to afford private tutoring and take the exam in general.\u003c/p>\n\u003cp>“The demand has not been as high as it has been in the past,” said Vinh Trinh, who oversees testing at Oakland Unified School District.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Plus, this year, \u003ca href=\"https://www.kqed.org/news/11978152/for-the-first-time-the-sat-goes-paperless-for-over-a-million-students\">the SAT switched entirely to a digital test\u003c/a>, which students must take in person at an official testing center. That created an all-new testing system for schools that were used to the previous paper format.\u003c/p>\n\u003cp>“It just kind of feels like [getting an SAT seat] is harder than getting Taylor Swift tickets,” said Sophie Linnet, an SAT tutor for students around the Bay Area.\u003c/p>\n\u003cp>Still, thousands of California students are sitting for these exams to try and stand out in the college admissions process. Recently, some elite universities, like Dartmouth, Harvard, Yale and MIT, have once again begun requiring SAT and ACT scores for students seeking admission.\u003c/p>\n\u003cp>“In the event that the school I want to go to requires SAT scores, I think it would be a good thing to have,” said Jacob Neidleman, a junior at Lowell High School in San Francisco.\u003c/p>\n\u003cp>He signed up to take the SAT at Lowell in May and June, but he almost didn’t get those seats, which were only recently added, he said.\u003c/p>\n\u003cfigure id=\"attachment_11983888\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983888\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240422-SAT-TEST-CENTERS-J-NEIDLEMAN-KSM-4-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jacob Neidleman, 17, a junior at San Francisco’s Lowell High School, decided to take the SAT in case the college requires it of his choice. \u003ccite>(Kathryn Styer Martínez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was very difficult to get a seat at Lowell. Back in January, I was unable to find a test center within 100 miles of where I lived. We had planned to travel all the way to Roseville, and that was not an ideal situation for us at all,” said Neidleman, who said his family was prepared to incur costs like an overnight hotel stay and gas.\u003c/p>\n\u003cp>When Cruz Urquilla took the ACT for the first time last December, she had to convince her dad to take a day off from work to drive her to a testing center three hours away at a private boarding school in Monterey and back.\u003c/p>\n\u003cp>“That commute really added to the stress of studying. And I really wanted a good score because of all of the sacrifices my dad was taking and all of the time it took,” she said. “You don’t want it to go to waste.”\u003c/p>\n\u003cp>But she didn’t get the score she hoped for, and she said that could have at least partly been due to the challenges of getting up and commuting so early. She retook the test in February and had to commute over an hour then, too.\u003c/p>\n\u003cp>Linnet, the SAT tutor, said the limited seats have been especially challenging for some of her students who can’t afford to travel long distances or who don’t attend schools that host the exam.\u003c/p>\n\u003cp>“I’ve worked with a lot of students who have very different financial circumstances that would present some real barriers here to being able to travel this far,” she said.\u003c/p>\n\u003cp>Those barriers are not lost on students, either.\u003c/p>\n\u003cp>“The test sites that I commuted to were in rich neighborhoods, and like, I had to go to a private boarding school in order to take it,” Cruz Urquilla said. “It honestly shows the inequality in the education system.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Priscilla Rodriguez, senior vice president of College Readiness Assessments at the College Board, said the organization is well aware of the mismatch between supply and demand for testing slots this year.\u003c/p>\n\u003cp>“We know that this is frustrating for students and families,” Rodriguez said in an email. “We contact closed centers regularly and ask them to reopen, as well as ask existing centers if they are able to add more seats.”\u003c/p>\n\u003cp>The College Board plans to add over 6,000 seats in the Bay Area for the May and June test dates.\u003c/p>\n\u003cp>Cruz Urquilla hopes that will give students a better shot if they don’t have the means to travel to take the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I hope in the future that students have more access to these tests so that they could also be stronger candidates for competitive schools,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Several hundred San Francisco State University students and faculty rallied on Monday in a central campus plaza, a handful of them setting up tents on a nearby lawn, to demand the California State University system disclose its financial ties to Israel and divest from those holdings.\u003c/p>\n\u003cp>“I’m here today standing in solidarity with students all over the country who have bravely put their bodies and their careers and their lives on the line against this genocide in Palestine, in Gaza,” said Sabreen Imtair, an SFSU graduate student, noting that SF State has a long history of Palestinian-focused student organizing.\u003c/p>\n\u003cp>And so it’s fitting that students here are now joining other campuses around the country that have “become a battlefield of ideas and divestment resolutions,” she said. “And it’s so obvious that young people are leading the way in shifting public sentiment.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The action in Malcolm X Plaza, which drew minimal law enforcement presence, marks the latest in a \u003ca href=\"https://apnews.com/article/gaza-war-campus-protests-966eb531279f8e4381883fc5d79d5466\">slew of fierce protests against Israel\u003c/a> — many involving tent encampments — that have swept campuses across the country over the last week, with the number of arrests nearing 1,000. Sparked by an ongoing student demonstration and clash with police at \u003ca href=\"https://www.npr.org/2024/04/29/1247761719/campus-protests-arrests-suspensions\">Columbia University in New York\u003c/a>, students at scores of colleges have joined the fray, calling for their schools to divest from companies that provide military support to Israel.\u003c/p>\n\u003cp>In recent days, \u003ca href=\"https://www.kqed.org/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war\">encampments popped up at a growing number of Bay Area universities\u003c/a>, including UC Berkeley, Stanford and — as of this weekend — \u003ca href=\"https://www.pressdemocrat.com/article/news/sonoma-state-students-protest-violence-in-gaza/\">Sonoma State\u003c/a>.\u003c/p>\n\u003cp>[aside postID=news_11984203]Further north, at Cal Poly Humboldt in Arcata, pro-Palestinian demonstrators last week occupied an administrative building, \u003ca href=\"https://www.sfchronicle.com/bayarea/article/cal-state-humboldt-gaza-protests-19425395.php\">prompting school officials on Friday to close the campus\u003c/a> for the remainder of the academic year.\u003c/p>\n\u003cp>And at the University of Southern California, in Los Angeles, administrators last week \u003ca href=\"https://apnews.com/article/israel-palestine-war-campus-protests-usc-cff0c1e59fc6164f615a2686d7f1b401\">called off the school’s main-stage graduation ceremony\u003c/a>, set for May 10 — after first canceling a commencement speech by its valedictorian who has publicly expressed support for Palestinians — amid ongoing student protests that have roiled its campus and led to some 100 arrests.\u003c/p>\n\u003cp>Most of the protests have been overtly anti-Zionist, with participants, many of whom are Jewish, calling for the liberation of Palestine and the dissolution of the modern state of Israel. That stance has prompted some critics to denounce the actions as antisemitic.\u003c/p>\n\u003cp>But Jewish activists like Alexei Folger, a 59-year-old SF State alumna, who attended Monday’s rally, argued that there’s nothing antisemitic about demanding the U.S. stop supporting Israel.\u003c/p>\n\u003cp>“We don’t consider it part of our Jewish tradition to support genocide or apartheid. And as American Jews, we feel like we have to take a stand,” said Folger, who is a member of the anti-Zionist group Jewish Voice for Peace.\u003c/p>\n\u003cp>She accused the media of presenting the situation as a “false narrative.”\u003c/p>\n\u003cp>“It’s a political question and an ideological question. The people on this side are supporting Israel’s policies that the people on the other side are not,” Folger said. “And that’s when it comes down to. It’s not Jewish on one side and Palestinian students and supporters on the other side.”\u003c/p>\n\u003cfigure id=\"attachment_11984440\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984440 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian students and faculty at San Francisco State University rally and establish an encampment on campus Monday. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Student movements have always been a vital component of liberation struggles around the world, Omar Zahzah, an SF State professor of Arab, Muslim, Ethnicities and Diaspora Studies, told demonstrators on Monday.\u003c/p>\n\u003cp>“And today, seeing all of you in all of your splendor and all of your numbers only confirms this fact,” he said. “We are here today to say no to genocide, but ultimately to call for the total liberation of Palestinian land and people.”\u003c/p>\n\u003cp>In an emailed statement to KQED, SFSU spokesperson Kent Bravo said the investment policy of the SF State Foundation “reflects its commitment to the values of the University, prioritizing social and racial justice, environmental sustainability and climate action.”\u003c/p>\n\u003cp>The policy, he said, “does not address single-issue approaches for geopolitical issues” but is instead “designed to be effective in ways which can make a positive impact globally while supporting the enhancement of our students’ education.”\u003c/p>\n\u003cp>Monday’s demonstration comes after nearly seven months of the Israel-Hamas war, a brutal conflict sparked by a Hamas-led attack on Israel on Oct. 7, in which militants killed some 1,200 people, mostly civilians, and took around 240 hostages, according to Israeli authorities. Israel’s retaliatory air, sea and ground offensive in Gaza has been relentless, reducing much of the enclave to rubble, killing at least 34,500 Palestinians, mostly women and children, and prompting a humanitarian disaster, according to Gaza’s Health Ministry. Famine is imminent in Gaza, with 1.1 million people expected to face “catastrophic conditions” by the end of May, \u003ca href=\"https://www.ipcinfo.org/ipcinfo-website/alerts-archive/issue-97/en/\">according to international food insecurity experts\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11984442\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984442 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian students at SFSU establish an encampment on campus Monday. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, the newly formed SFSU chapter of the national Faculty for Justice in Palestine Network (FJP) urged administrators “to respect any and all collective displays of support for the Palestinian liberation struggle that our students undertake” and implored them to not “repeat the shameful, punitive and dangerous forms of repression imposed by universities across the country,” that have led to arrests, suspensions and evictions from campus housing.\u003c/p>\n\u003cp>The group pointed to the university’s \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">long and now-celebrated history of student and faculty activism\u003c/a>, including a monthslong strike in the late 1960s that led to the creation of the nation’s first College of Ethnic Studies.\u003c/p>\n\u003cp>[aside postID=news_11830384]“SFSU students are astute observers of history, engaged critical thinkers, and thoughtful political organizers,” the group said. “They know that change doesn’t happen without struggle, and they are taking action in solidarity with a worldwide movement in support of the liberation of the Palestinian people and divestment from entities that support and profit from colonialism, imperialism, ethnic cleansing and genocidal wars.”\u003c/p>\n\u003cp>On Monday, Bravo said the school has long honored the right of community members to peacefully protest “while preserving a safe campus environment, and we expect that will continue today.”\u003c/p>\n\u003cp>Mahmoud E. is a first-year civil engineering student at SF State who joined Monday’s rally. A Palestinian citizen who grew up in the West Bank, he said the situation on the ground in Gaza is even more dire than how the media portray it.\u003c/p>\n\u003cp>“We need to bring attention to this. Status quo isn’t something that should be upheld,” he said. “We will try to make our cause bigger and bigger and bigger until divestment and until liberation.”\u003c/p>\n\u003cp>\u003cem>KQED’s Sam Lim and Sara Hossaini contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story has been updated.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several hundred San Francisco State University students and faculty rallied on Monday in a central campus plaza, a handful of them setting up tents on a nearby lawn, to demand the California State University system disclose its financial ties to Israel and divest from those holdings.\u003c/p>\n\u003cp>“I’m here today standing in solidarity with students all over the country who have bravely put their bodies and their careers and their lives on the line against this genocide in Palestine, in Gaza,” said Sabreen Imtair, an SFSU graduate student, noting that SF State has a long history of Palestinian-focused student organizing.\u003c/p>\n\u003cp>And so it’s fitting that students here are now joining other campuses around the country that have “become a battlefield of ideas and divestment resolutions,” she said. “And it’s so obvious that young people are leading the way in shifting public sentiment.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The action in Malcolm X Plaza, which drew minimal law enforcement presence, marks the latest in a \u003ca href=\"https://apnews.com/article/gaza-war-campus-protests-966eb531279f8e4381883fc5d79d5466\">slew of fierce protests against Israel\u003c/a> — many involving tent encampments — that have swept campuses across the country over the last week, with the number of arrests nearing 1,000. Sparked by an ongoing student demonstration and clash with police at \u003ca href=\"https://www.npr.org/2024/04/29/1247761719/campus-protests-arrests-suspensions\">Columbia University in New York\u003c/a>, students at scores of colleges have joined the fray, calling for their schools to divest from companies that provide military support to Israel.\u003c/p>\n\u003cp>In recent days, \u003ca href=\"https://www.kqed.org/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war\">encampments popped up at a growing number of Bay Area universities\u003c/a>, including UC Berkeley, Stanford and — as of this weekend — \u003ca href=\"https://www.pressdemocrat.com/article/news/sonoma-state-students-protest-violence-in-gaza/\">Sonoma State\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Further north, at Cal Poly Humboldt in Arcata, pro-Palestinian demonstrators last week occupied an administrative building, \u003ca href=\"https://www.sfchronicle.com/bayarea/article/cal-state-humboldt-gaza-protests-19425395.php\">prompting school officials on Friday to close the campus\u003c/a> for the remainder of the academic year.\u003c/p>\n\u003cp>And at the University of Southern California, in Los Angeles, administrators last week \u003ca href=\"https://apnews.com/article/israel-palestine-war-campus-protests-usc-cff0c1e59fc6164f615a2686d7f1b401\">called off the school’s main-stage graduation ceremony\u003c/a>, set for May 10 — after first canceling a commencement speech by its valedictorian who has publicly expressed support for Palestinians — amid ongoing student protests that have roiled its campus and led to some 100 arrests.\u003c/p>\n\u003cp>Most of the protests have been overtly anti-Zionist, with participants, many of whom are Jewish, calling for the liberation of Palestine and the dissolution of the modern state of Israel. That stance has prompted some critics to denounce the actions as antisemitic.\u003c/p>\n\u003cp>But Jewish activists like Alexei Folger, a 59-year-old SF State alumna, who attended Monday’s rally, argued that there’s nothing antisemitic about demanding the U.S. stop supporting Israel.\u003c/p>\n\u003cp>“We don’t consider it part of our Jewish tradition to support genocide or apartheid. And as American Jews, we feel like we have to take a stand,” said Folger, who is a member of the anti-Zionist group Jewish Voice for Peace.\u003c/p>\n\u003cp>She accused the media of presenting the situation as a “false narrative.”\u003c/p>\n\u003cp>“It’s a political question and an ideological question. The people on this side are supporting Israel’s policies that the people on the other side are not,” Folger said. “And that’s when it comes down to. It’s not Jewish on one side and Palestinian students and supporters on the other side.”\u003c/p>\n\u003cfigure id=\"attachment_11984440\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984440 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-10-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian students and faculty at San Francisco State University rally and establish an encampment on campus Monday. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Student movements have always been a vital component of liberation struggles around the world, Omar Zahzah, an SF State professor of Arab, Muslim, Ethnicities and Diaspora Studies, told demonstrators on Monday.\u003c/p>\n\u003cp>“And today, seeing all of you in all of your splendor and all of your numbers only confirms this fact,” he said. “We are here today to say no to genocide, but ultimately to call for the total liberation of Palestinian land and people.”\u003c/p>\n\u003cp>In an emailed statement to KQED, SFSU spokesperson Kent Bravo said the investment policy of the SF State Foundation “reflects its commitment to the values of the University, prioritizing social and racial justice, environmental sustainability and climate action.”\u003c/p>\n\u003cp>The policy, he said, “does not address single-issue approaches for geopolitical issues” but is instead “designed to be effective in ways which can make a positive impact globally while supporting the enhancement of our students’ education.”\u003c/p>\n\u003cp>Monday’s demonstration comes after nearly seven months of the Israel-Hamas war, a brutal conflict sparked by a Hamas-led attack on Israel on Oct. 7, in which militants killed some 1,200 people, mostly civilians, and took around 240 hostages, according to Israeli authorities. Israel’s retaliatory air, sea and ground offensive in Gaza has been relentless, reducing much of the enclave to rubble, killing at least 34,500 Palestinians, mostly women and children, and prompting a humanitarian disaster, according to Gaza’s Health Ministry. Famine is imminent in Gaza, with 1.1 million people expected to face “catastrophic conditions” by the end of May, \u003ca href=\"https://www.ipcinfo.org/ipcinfo-website/alerts-archive/issue-97/en/\">according to international food insecurity experts\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11984442\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984442 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240429-SFSU-GAZA-ENCAMPMENT-MD-12-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian students at SFSU establish an encampment on campus Monday. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, the newly formed SFSU chapter of the national Faculty for Justice in Palestine Network (FJP) urged administrators “to respect any and all collective displays of support for the Palestinian liberation struggle that our students undertake” and implored them to not “repeat the shameful, punitive and dangerous forms of repression imposed by universities across the country,” that have led to arrests, suspensions and evictions from campus housing.\u003c/p>\n\u003cp>The group pointed to the university’s \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">long and now-celebrated history of student and faculty activism\u003c/a>, including a monthslong strike in the late 1960s that led to the creation of the nation’s first College of Ethnic Studies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“SFSU students are astute observers of history, engaged critical thinkers, and thoughtful political organizers,” the group said. “They know that change doesn’t happen without struggle, and they are taking action in solidarity with a worldwide movement in support of the liberation of the Palestinian people and divestment from entities that support and profit from colonialism, imperialism, ethnic cleansing and genocidal wars.”\u003c/p>\n\u003cp>On Monday, Bravo said the school has long honored the right of community members to peacefully protest “while preserving a safe campus environment, and we expect that will continue today.”\u003c/p>\n\u003cp>Mahmoud E. is a first-year civil engineering student at SF State who joined Monday’s rally. A Palestinian citizen who grew up in the West Bank, he said the situation on the ground in Gaza is even more dire than how the media portray it.\u003c/p>\n\u003cp>“We need to bring attention to this. Status quo isn’t something that should be upheld,” he said. “We will try to make our cause bigger and bigger and bigger until divestment and until liberation.”\u003c/p>\n\u003cp>\u003cem>KQED’s Sam Lim and Sara Hossaini contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story has been updated.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Nine rural California counties, most struggling with student achievement and teacher recruitment, are in teacher education deserts, according to a report released Tuesday from the UCLA Center for the Transformation of Schools.\u003c/p>\n\u003cp>Alpine, Del Norte, Imperial, Inyo, Lassen, Modoc, Mono, Sierra and Siskiyou counties do not have teacher preparation programs within 60 miles of their county offices of education, according to the report, “\u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/californias-teacher-education-deserts/\" target=\"_blank\" rel=\"noopener\">California’s Teacher Education Deserts: An Overlooked and Growing Equity Challenge.\u003c/a>”\u003c/p>\n\u003cp>“We know that research suggests that teachers are more likely to complete their student teaching and also secure employment close to where they receive their teacher training,” said Kai Mathews, project director for the UCLA Center for the Transformation of Schools.\u003c/p>\n\u003cp>As a result, six of the nine counties have a higher percentage of underprepared teachers than the state average of 4% to 5%, according to the study. Of the nine counties, Modoc and Lassen have the highest percentage of underprepared teachers at 14% and 17% respectively.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Underprepared teachers work on intern credentials or emergency-style permits that don’t require them to complete teacher training, or on waivers that allow them to teach a subject outside their credential.\u003c/p>\n\u003cp>Because the state requires that districts only hire underprepared teachers if fully qualified teachers are not available, high rates of underprepared teachers are an indicator that districts in that county are struggling to recruit and hire qualified teachers, said UCLA researchers.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Rural teachers scarce\u003c/h2>\n\u003cp>There could be many reasons teachers are hard to find in rural areas, including fewer nearby institutions of higher education, which leads to a lower than average percentage of residents with bachelor’s degrees and therefore a smaller pool of potential teacher candidates, according to the study.\u003c/p>\n\u003cp>Counties that border other states and countries also have significantly higher teacher vacancy rates compared with nonborder districts, said Hui Huang, a researcher on the project. All nine of the California counties classified as teacher education deserts are bordered by either Oregon, Nevada, Arizona or Mexico.\u003c/p>\n\u003cp>“Rural school districts face significant challenges in recruiting and retaining teachers,” said Yuri Calderon, executive director of the Small School Districts’ Association. “In addition to the proximity to teacher educational programs, rural communities face challenges related to competition from higher urban compensation schedules, housing shortages and a lack of support resources commonly found in urban areas.”\u003c/p>\n\u003cp>Rural counties also lose talented young residents who go to urban and suburban areas for more opportunity, Huang said. In small districts, the loss of even one teacher can impact course availability for students, according to \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/blog/teacher-shortages-take-center-stage\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a> research.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Teacher shortage affects students\u003c/h2>\n\u003cp>The geographic location of a school district plays a significant role in teacher recruitment and retention, and ultimately in the educational outcomes of the district’s students, according to the report.\u003c/p>\n\u003cp>Students in each of these counties, except Mono, fell below the state average on the English language arts portion of the California Assessment of Student Performance and Progress, also known as CAASPP, in the 2022–23 school year. All nine counties fell below the state average of students who meet standards on the math portion of the test.\u003c/p>\n\u003cp>Low-performing schools may struggle to attract teachers due to negative public perceptions, Huang said. Research also indicates that highly qualified educators are substantially more likely to leave low-performing schools.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Time for creative solutions\u003c/h2>\n\u003cp>School districts in Mono County have had to get creative to fill teacher positions, despite their prime location near Yosemite National Park and Mammoth Lakes, said Stacey Adler, Mono County superintendent of schools. One district with a dual-immersion program hired teachers from South America to fill open teaching positions, she said.\u003c/p>\n\u003cp>The high cost of housing and a growing disinterest in the profession among young people are the biggest hurdles to hiring new teachers in Mono County, Adler said.\u003c/p>\n\u003cp>“We have got to start them early because, quite frankly, there aren’t a lot of kids that say they want to be teachers these days,” she said.\u003c/p>\n\u003cp>Adler taught child development at Mammoth High School for two years in an attempt to get students interested in teaching, she said. Now the school plans to use a portion of a recent grant to develop a K–12 education pathway at the school.\u003c/p>\n\u003cp>“Our rural students and our rural teacher workforce, as small as it is, is suffering,” said Annamarie Francois, associate dean of public engagement at UCLA and a member of the California Commission on Teacher Credentialing. “We have a responsibility and an obligation to our community to bring our creative solutions and innovations to bear on those parts of our state.”\u003c/p>\n\u003cp>One answer may be creating teacher credentialing programs at community colleges in these counties, according to the study. Although all nine teaching education deserts are not located near a university teacher preparation program, five are within 60 miles of a community college.\u003c/p>\n\u003cp>Early childhood education programs already in place at community colleges could be expanded to K–12 licensing programs, according to the report. The state could also work with county offices of education to develop residency programs so that teacher candidates could earn a credential without leaving the area to take classes or to student teach.\u003c/p>\n\u003cp>Multiple states, like Florida, Texas and Washington, already offer similar credentialing pathways.\u003c/p>\n\u003cp>“Expanding local college programs to include K–12 certification, particularly at community colleges, can be a positive solution to address the challenges faced by rural school districts,” Small School Districts’ Association Director Calderon said. “By growing teachers from within these communities, rural districts can improve recruitment and retention efforts.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11928042,news_11923873,news_11918450\"]Although the study recommended that community college credentialing programs focus on residents who already hold bachelor’s degrees, Steve Bautista of the Center for Teacher Education at Santa Ana College suggested that the 39 bachelor’s degrees already being offered in community colleges be expanded to include degrees that could lead to teacher preparation programs.\u003c/p>\n\u003cp>“Five of the nine TEP deserts will fall away if we were able to utilize, in some capacity, community colleges to license teachers,” UCLA’s Mathews said.\u003c/p>\n\u003cp>UCLA researchers also recommend that the state take a comprehensive approach to recruiting and retaining teachers in these counties, including financial support, mentorship programs and professional development targeted to rural teachers. County offices of education should also collaborate to develop a regional marketing campaign to recruit teachers, according to the report.\u003c/p>\n\u003cp>State policy would have to change to put many of these programs in place, Francois said. Leaders from the state’s community colleges, universities and the California Commission on Teacher Credentialing could work together to produce a feasibility study on how to create a seamless bachelor’s degree and credential program at rural community colleges, she said.\u003c/p>\n\u003cp>“It’s going to take collaboration among folks that maybe haven’t collaborated together in bold thinking, and some courage to think about how we might do this differently in unique spaces,” she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/rural-counties-far-from-universities-struggle-to-recruit-teachers/710566\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nine rural California counties, most struggling with student achievement and teacher recruitment, are in teacher education deserts, according to a report released Tuesday from the UCLA Center for the Transformation of Schools.\u003c/p>\n\u003cp>Alpine, Del Norte, Imperial, Inyo, Lassen, Modoc, Mono, Sierra and Siskiyou counties do not have teacher preparation programs within 60 miles of their county offices of education, according to the report, “\u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/californias-teacher-education-deserts/\" target=\"_blank\" rel=\"noopener\">California’s Teacher Education Deserts: An Overlooked and Growing Equity Challenge.\u003c/a>”\u003c/p>\n\u003cp>“We know that research suggests that teachers are more likely to complete their student teaching and also secure employment close to where they receive their teacher training,” said Kai Mathews, project director for the UCLA Center for the Transformation of Schools.\u003c/p>\n\u003cp>As a result, six of the nine counties have a higher percentage of underprepared teachers than the state average of 4% to 5%, according to the study. Of the nine counties, Modoc and Lassen have the highest percentage of underprepared teachers at 14% and 17% respectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Underprepared teachers work on intern credentials or emergency-style permits that don’t require them to complete teacher training, or on waivers that allow them to teach a subject outside their credential.\u003c/p>\n\u003cp>Because the state requires that districts only hire underprepared teachers if fully qualified teachers are not available, high rates of underprepared teachers are an indicator that districts in that county are struggling to recruit and hire qualified teachers, said UCLA researchers.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Rural teachers scarce\u003c/h2>\n\u003cp>There could be many reasons teachers are hard to find in rural areas, including fewer nearby institutions of higher education, which leads to a lower than average percentage of residents with bachelor’s degrees and therefore a smaller pool of potential teacher candidates, according to the study.\u003c/p>\n\u003cp>Counties that border other states and countries also have significantly higher teacher vacancy rates compared with nonborder districts, said Hui Huang, a researcher on the project. All nine of the California counties classified as teacher education deserts are bordered by either Oregon, Nevada, Arizona or Mexico.\u003c/p>\n\u003cp>“Rural school districts face significant challenges in recruiting and retaining teachers,” said Yuri Calderon, executive director of the Small School Districts’ Association. “In addition to the proximity to teacher educational programs, rural communities face challenges related to competition from higher urban compensation schedules, housing shortages and a lack of support resources commonly found in urban areas.”\u003c/p>\n\u003cp>Rural counties also lose talented young residents who go to urban and suburban areas for more opportunity, Huang said. In small districts, the loss of even one teacher can impact course availability for students, according to \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/blog/teacher-shortages-take-center-stage\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a> research.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Teacher shortage affects students\u003c/h2>\n\u003cp>The geographic location of a school district plays a significant role in teacher recruitment and retention, and ultimately in the educational outcomes of the district’s students, according to the report.\u003c/p>\n\u003cp>Students in each of these counties, except Mono, fell below the state average on the English language arts portion of the California Assessment of Student Performance and Progress, also known as CAASPP, in the 2022–23 school year. All nine counties fell below the state average of students who meet standards on the math portion of the test.\u003c/p>\n\u003cp>Low-performing schools may struggle to attract teachers due to negative public perceptions, Huang said. Research also indicates that highly qualified educators are substantially more likely to leave low-performing schools.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Time for creative solutions\u003c/h2>\n\u003cp>School districts in Mono County have had to get creative to fill teacher positions, despite their prime location near Yosemite National Park and Mammoth Lakes, said Stacey Adler, Mono County superintendent of schools. One district with a dual-immersion program hired teachers from South America to fill open teaching positions, she said.\u003c/p>\n\u003cp>The high cost of housing and a growing disinterest in the profession among young people are the biggest hurdles to hiring new teachers in Mono County, Adler said.\u003c/p>\n\u003cp>“We have got to start them early because, quite frankly, there aren’t a lot of kids that say they want to be teachers these days,” she said.\u003c/p>\n\u003cp>Adler taught child development at Mammoth High School for two years in an attempt to get students interested in teaching, she said. Now the school plans to use a portion of a recent grant to develop a K–12 education pathway at the school.\u003c/p>\n\u003cp>“Our rural students and our rural teacher workforce, as small as it is, is suffering,” said Annamarie Francois, associate dean of public engagement at UCLA and a member of the California Commission on Teacher Credentialing. “We have a responsibility and an obligation to our community to bring our creative solutions and innovations to bear on those parts of our state.”\u003c/p>\n\u003cp>One answer may be creating teacher credentialing programs at community colleges in these counties, according to the study. Although all nine teaching education deserts are not located near a university teacher preparation program, five are within 60 miles of a community college.\u003c/p>\n\u003cp>Early childhood education programs already in place at community colleges could be expanded to K–12 licensing programs, according to the report. 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"content": "\u003cdiv class=\"post-body\">\u003cp>Although the study recommended that community college credentialing programs focus on residents who already hold bachelor’s degrees, Steve Bautista of the Center for Teacher Education at Santa Ana College suggested that the 39 bachelor’s degrees already being offered in community colleges be expanded to include degrees that could lead to teacher preparation programs.\u003c/p>\n\u003cp>“Five of the nine TEP deserts will fall away if we were able to utilize, in some capacity, community colleges to license teachers,” UCLA’s Mathews said.\u003c/p>\n\u003cp>UCLA researchers also recommend that the state take a comprehensive approach to recruiting and retaining teachers in these counties, including financial support, mentorship programs and professional development targeted to rural teachers. County offices of education should also collaborate to develop a regional marketing campaign to recruit teachers, according to the report.\u003c/p>\n\u003cp>State policy would have to change to put many of these programs in place, Francois said. Leaders from the state’s community colleges, universities and the California Commission on Teacher Credentialing could work together to produce a feasibility study on how to create a seamless bachelor’s degree and credential program at rural community colleges, she said.\u003c/p>\n\u003cp>“It’s going to take collaboration among folks that maybe haven’t collaborated together in bold thinking, and some courage to think about how we might do this differently in unique spaces,” she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/rural-counties-far-from-universities-struggle-to-recruit-teachers/710566\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement",
"headTitle": "Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement | KQED",
"content": "\u003cp>Capping a week where student protesters at colleges across California staged actions decrying their universities’ business dealings with Israeli-linked companies, students at Stanford University became the latest to join the fray on Thursday evening.\u003c/p>\n\u003cp>This week, students at Cal Poly Humboldt began occupying a building on that campus, police clashed with student protesters at the University of Southern California and UC Berkeley attendees started an encampment in front of Sproul Hall.\u003c/p>\n\u003cp>On Thursday, around 200 students peacefully marched around the Stanford campus for over an hour. The protest coincided with the university’s “Admit Weekend,” when prospective students are on campus for orientation activities.\u003c/p>\n\u003cfigure id=\"attachment_11984137\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11984137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hundreds of pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024, calling for the university to divest from Israel. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once the protest passed White Plaza, what the university calls its “designated free speech zone,” students rushed to quickly form a perimeter around the plaza and throw down tents and tarps. Yungsu Kim, a student at Stanford and one of the organizers of the protest there, said they were setting up a “People’s University” and planned to stay at least through Friday and hold free classes on the subjects of Palestine and the effect of United States imperialism.\u003c/p>\n\u003cp>https://twitter.com/zuliemann/status/1783651064425877558\u003c/p>\n\u003cp>Students like Kim are not only calling on the University to divest but to first disclose their investments, saying there is a lack of transparency by Stanford in its investments.\u003c/p>\n\u003cp>“They play this shadowy game where they refuse to shed any light on which companies the university is actually invested in,” Kim said.\u003c/p>\n\u003cfigure id=\"attachment_11984143\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984143 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement to KQED, director of university public relations Charlene Gage wrote:\u003c/p>\n\u003cp>“The university’s endowment has no direct holdings in Israeli companies, or direct holdings in defense contractors, beyond small exposures resulting from passive funds that track broad indexes such as the S&P 500,” Gage wrote.\u003c/p>\n\u003cp>But that doesn’t necessarily mean that the university doesn’t invest in companies that do business in Israel.\u003c/p>\n\u003cp>“Divestment decisions are made by Stanford’s Board of Trustees. In 2015, the Board declined a proposal to divest of certain companies doing business in Israel. The Board has not received another formal divestment petition on this subject, and its 2015 decision remains in place,” wrote Gage.\u003c/p>\n\u003cfigure id=\"attachment_11984142\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984142 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators listen to speakers before marching through the Stanford University campus in Stanford on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beheshta Kohistani was among the new students on campus on Thursday for Admit Weekend. The prospective student plans to study biology at Stanford and said that watching how universities respond to peaceful protests like these is “very telling,” especially after seeing how police violently arrested at least 100 people at a student encampment at Columbia University in New York City last week.\u003c/p>\n\u003cp>“I think the violent response from Columbia is very telling of the environment, and I wouldn’t want to be in that type of environment learning. So I’m really interested to see how Stanford responds to these student protests because they are largely peaceful, and I think they’re for the good,” Kohistani said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stanford has maintained that the university “respects the interest of students in advocating for their views” but has maintained that overnight camping on the campus is prohibited and poses a safety risk.\u003c/p>\n\u003cp>On Friday, Stanford President Richard Saller and Provost Jenny Martinez released a statement that said, “Last night after 8 p.m., university staff handed out letters signed by the two of us to approximately 60 students who remained on White Plaza, notifying them of the university policies they were violating.”\u003c/p>\n\u003cp>The letter said: “The submission of students’ names to the Office of Community Standards (OCS) has begun.” As graduation approaches, a previous letter from the University noted that “the initiation of an OCS proceeding at this time of year may inhibit the timely conferral of a diploma.”\u003c/p>\n\u003cfigure id=\"attachment_11984134\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984134 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Organizer Yungsu Kim said he is aware of the risks of protesting.\u003c/p>\n\u003cp>“I am also continuing a legacy of sorts of student involvement in mass movements, where all sectors of society are involved because they know that things like this just cannot continue. Injustice like this can’t continue,” Kim said.\u003c/p>\n\u003cp>An encampment that began Monday is ongoing and growing at UC Berkeley’s Sproul Plaza.\u003c/p>\n\u003cfigure id=\"attachment_11984220\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Monday, students like Lev Collins unfurled their tents across the iconic Sproul steps, home to the 1960s Free Speech movement, which made an indelible mark on campus activism and the country at large.\u003c/p>\n\u003cp>“I am here because of the genocide that’s going on in Gaza. It is completely unacceptable and tragic, and it’s upsetting that our tuition money and our tax dollars are funding this genocide,” Collins said.\u003c/p>\n\u003cp>Students have vowed to stay there until UC stops investing in companies that benefit Israel.\u003c/p>\n\u003cfigure id=\"attachment_11984215\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984215 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley students at the UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 23, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yousuf Abubakr studies mechanical engineering at Cal. He has just three weeks left to graduate and said he’s doing his best to juggle his studies while running security for the new overnight encampment.\u003c/p>\n\u003cp>“A lot of us are falling behind in school, whatever. But, you know, you look at the struggles that we’re seeing on the other side of the world, and we can’t let that go,” Abubakr said.\u003c/p>\n\u003cfigure id=\"attachment_11984219\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984219 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Signs set beside tents at UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, UC Berkeley said it has no plans to change its investment policies and practices, and UC’s Office of the Chief Investment Officer declined to comment.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Protests on college campuses over the Israel-Hamas War in Gaza are spreading throughout California. KQED captured images of demonstrations taking place at UC Berkeley and Stanford University.",
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"description": "Protests on college campuses over the Israel-Hamas War in Gaza are spreading throughout California. KQED captured images of demonstrations taking place at UC Berkeley and Stanford University.",
"title": "Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Capping a week where student protesters at colleges across California staged actions decrying their universities’ business dealings with Israeli-linked companies, students at Stanford University became the latest to join the fray on Thursday evening.\u003c/p>\n\u003cp>This week, students at Cal Poly Humboldt began occupying a building on that campus, police clashed with student protesters at the University of Southern California and UC Berkeley attendees started an encampment in front of Sproul Hall.\u003c/p>\n\u003cp>On Thursday, around 200 students peacefully marched around the Stanford campus for over an hour. The protest coincided with the university’s “Admit Weekend,” when prospective students are on campus for orientation activities.\u003c/p>\n\u003cfigure id=\"attachment_11984137\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11984137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hundreds of pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024, calling for the university to divest from Israel. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once the protest passed White Plaza, what the university calls its “designated free speech zone,” students rushed to quickly form a perimeter around the plaza and throw down tents and tarps. Yungsu Kim, a student at Stanford and one of the organizers of the protest there, said they were setting up a “People’s University” and planned to stay at least through Friday and hold free classes on the subjects of Palestine and the effect of United States imperialism.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Students like Kim are not only calling on the University to divest but to first disclose their investments, saying there is a lack of transparency by Stanford in its investments.\u003c/p>\n\u003cp>“They play this shadowy game where they refuse to shed any light on which companies the university is actually invested in,” Kim said.\u003c/p>\n\u003cfigure id=\"attachment_11984143\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984143 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement to KQED, director of university public relations Charlene Gage wrote:\u003c/p>\n\u003cp>“The university’s endowment has no direct holdings in Israeli companies, or direct holdings in defense contractors, beyond small exposures resulting from passive funds that track broad indexes such as the S&P 500,” Gage wrote.\u003c/p>\n\u003cp>But that doesn’t necessarily mean that the university doesn’t invest in companies that do business in Israel.\u003c/p>\n\u003cp>“Divestment decisions are made by Stanford’s Board of Trustees. In 2015, the Board declined a proposal to divest of certain companies doing business in Israel. The Board has not received another formal divestment petition on this subject, and its 2015 decision remains in place,” wrote Gage.\u003c/p>\n\u003cfigure id=\"attachment_11984142\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984142 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators listen to speakers before marching through the Stanford University campus in Stanford on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beheshta Kohistani was among the new students on campus on Thursday for Admit Weekend. The prospective student plans to study biology at Stanford and said that watching how universities respond to peaceful protests like these is “very telling,” especially after seeing how police violently arrested at least 100 people at a student encampment at Columbia University in New York City last week.\u003c/p>\n\u003cp>“I think the violent response from Columbia is very telling of the environment, and I wouldn’t want to be in that type of environment learning. So I’m really interested to see how Stanford responds to these student protests because they are largely peaceful, and I think they’re for the good,” Kohistani said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford has maintained that the university “respects the interest of students in advocating for their views” but has maintained that overnight camping on the campus is prohibited and poses a safety risk.\u003c/p>\n\u003cp>On Friday, Stanford President Richard Saller and Provost Jenny Martinez released a statement that said, “Last night after 8 p.m., university staff handed out letters signed by the two of us to approximately 60 students who remained on White Plaza, notifying them of the university policies they were violating.”\u003c/p>\n\u003cp>The letter said: “The submission of students’ names to the Office of Community Standards (OCS) has begun.” As graduation approaches, a previous letter from the University noted that “the initiation of an OCS proceeding at this time of year may inhibit the timely conferral of a diploma.”\u003c/p>\n\u003cfigure id=\"attachment_11984134\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984134 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Organizer Yungsu Kim said he is aware of the risks of protesting.\u003c/p>\n\u003cp>“I am also continuing a legacy of sorts of student involvement in mass movements, where all sectors of society are involved because they know that things like this just cannot continue. Injustice like this can’t continue,” Kim said.\u003c/p>\n\u003cp>An encampment that began Monday is ongoing and growing at UC Berkeley’s Sproul Plaza.\u003c/p>\n\u003cfigure id=\"attachment_11984220\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Monday, students like Lev Collins unfurled their tents across the iconic Sproul steps, home to the 1960s Free Speech movement, which made an indelible mark on campus activism and the country at large.\u003c/p>\n\u003cp>“I am here because of the genocide that’s going on in Gaza. It is completely unacceptable and tragic, and it’s upsetting that our tuition money and our tax dollars are funding this genocide,” Collins said.\u003c/p>\n\u003cp>Students have vowed to stay there until UC stops investing in companies that benefit Israel.\u003c/p>\n\u003cfigure id=\"attachment_11984215\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984215 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley students at the UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 23, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yousuf Abubakr studies mechanical engineering at Cal. He has just three weeks left to graduate and said he’s doing his best to juggle his studies while running security for the new overnight encampment.\u003c/p>\n\u003cp>“A lot of us are falling behind in school, whatever. But, you know, you look at the struggles that we’re seeing on the other side of the world, and we can’t let that go,” Abubakr said.\u003c/p>\n\u003cfigure id=\"attachment_11984219\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984219 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Signs set beside tents at UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, UC Berkeley said it has no plans to change its investment policies and practices, and UC’s Office of the Chief Investment Officer declined to comment.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>“Divest from death,” read the bubble letters written in chalk on the sidewalk outside The New School in New York City on Tuesday.\u003c/p>\n\u003cp>The slogan articulates one of the demands of the \u003ca href=\"https://apnews.com/article/columbia-yale-israel-palestinians-protests-56c3d9d0a278c15ed8e4132a75ea9599\">anti-war protests on campuses\u003c/a>, which call on colleges or universities to \u003ca href=\"https://apnews.com/article/college-protests-israel-divestment-palestinians-3f37f96f7be8e1124f266842d9caa627\">divest their endowments\u003c/a> from companies profiting from the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>.\u003c/p>\n\u003cp>Campaigns to pressure universities to divest for political or ethical reasons go back decades, at least to the 1970s when students pressured schools to withdraw from investments that benefited South Africa under apartheid rule. More recently, in the early aughts, schools made rules barring investments in things like alcohol, tobacco and gambling, according to a report from the National Association of College and University Business Officers (NACUBO) and Commonfund.\u003c/p>\n\u003cp>By the beginning of the next decade, a sizeable minority of endowments included some \u003ca href=\"https://apnews.com/article/what-is-esg-investing-3a98b6f584357b8e10c31b1ff93ce4b6\">environmental, social and governance criteria\u003c/a> in their portfolios, which expanded the factors considered in weighing the value of an investment beyond profits and losses.\u003c/p>\n\u003cp>College and university endowments hold hundreds of billions of dollars in assets, for example, with Columbia University’s reaching $13.6 billion in 2023. Now, campus protests are bringing attention to who controls university endowments and how decisions about those investments get made.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>What are endowments?\u003c/h2>\n\u003cp>Endowments are the holdings and investments that institutions of higher education, foundations and some nonprofits manage as a kind of perpetual savings account. Many use the financial returns generated by those assets each year to help fund the institution’s ongoing work. Donors often give to institution’s endowments to ensure it will have resources well into the future.\u003c/p>\n\u003ch2>Who manages the investments of an endowment?\u003c/h2>\n\u003cp>Many schools, from the largest to the smallest, work with outside investment managers, like investment banks, hedge funds or specialized firms that have access to investing vehicles that aren’t available to retail investors, said Todd Ely, an associate professor in the School of Public Affairs at the University of Colorado Denver.\u003c/p>\n\u003cp>“Colleges and universities have fairly limited discretion in the actual specific investments that their endowment funds are going towards because they’ve hired these external experts to make those decisions. And sometimes those decisions are even proprietary,” Ely said, meaning the investors do not publicly share what’s in their portfolio.\u003c/p>\n\u003cp>A board of trustees usually manages endowments at the university, and the donors agree upon the purpose of any endowment, usually to benefit the institution. They don’t “belong” to current students, faculty or alumni but rather to the organization itself.\u003c/p>\n\u003ch2>How difficult is it to change investments?\u003c/h2>\n\u003cp>Georges Dyer, executive director and co-founder of the Intentional Endowments Network, said it could take time and be difficult to identify what exposure a school’s endowment might have to a specific company.\u003c/p>\n\u003cp>“It’s not as simple as some people think — maybe it’s just selling some stocks at a certain company. That said, I think anything is possible in today’s financial services industry,” Dyer said.\u003c/p>\n\u003cp>His network helps connect organizations with endowments to learn from each other about how to align their endowments with their mission and to make their investments sustainable and responsible, for example, in the context of climate change. The network also recommends that transparency be one principle of sustainable and mission-driven investing.\u003c/p>\n\u003cp>The calls for divestment from fossil fuel companies, which started in 2011, make a moral argument but also a financial one, he said, which helps gain the support of the trustees and boards that direct university investments.\u003c/p>\n\u003cp>“The tie back to the investment, and the financial performance and the investment performance case, is not always very clear,” Dyer said of calls for divestment based on geopolitical issues.\u003c/p>\n\u003cp>The protesters’ demands also raise questions about what a university’s priorities and responsibilities are, Ely said.\u003c/p>\n\u003cp>“Are you trying to maximize returns or promote a social or political agenda?” Ely asked. “And for those actually managing the endowments on a day-to-day basis, they are focused on risk and returns until they’re directed otherwise by those with governance authority for the college or university.”\u003c/p>\n\u003ch2>Have any schools made changes?\u003c/h2>\n\u003cp>Despite the \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">pressure that student protesters\u003c/a> from California to Columbia University in New York City are putting on the leadership of their schools, Dyer of the Intentional Endowments Network said he has not heard much from their member schools and institutions about divestment in this context.\u003c/p>\n\u003cp>Fierce disagreement about support or opposition to the war within campus communities is another reason schools have likely not taken action. Many on campuses hear calls for divestment from Israel or an end to the war as \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">an attack on Jewish people more broadly\u003c/a> or as glossing over the deaths and pain caused by Hamas’ attack on Oct. 7, which killed 1,200 people.\u003c/p>\n\u003cp>Jennie C. Stephens, a professor at Northeastern University’s policy school and a climate justice fellow at Harvard-Radcliffe, has written a forthcoming book about the movement for climate justice at universities, including calls for divestment from fossil fuels. She said the initial reaction from universities when called on to divest from fossil fuels was also to say that their funds were co-mingled with other investors, managed by third parties or that they didn’t know what they were invested in. Eventually, though, those schools that committed to divesting from fossil fuels figured out how to do it.\u003c/p>\n\u003cp>“These elite institutions with big endowments have a lot of power, and they concentrate wealth and power through their endowments,” Stephens said. “And they do have control over how that money is invested.”\u003c/p>\n\u003ch2>Do trustees have to listen to student demands?\u003c/h2>\n\u003cp>No. However, divestment campaigns have succeeded by using a variety of tactics.[aside label='Related Coverage' tag='gaza']At Pomona College, students voted in February to approve a referendum that included calls for the school to disclose any investments in weapons manufacturers or companies that benefit from what it called the “apartheid” system in Israel and then to divest from those companies. Kouross Esmaeli, a visiting assistant professor of media studies at Pomona College, said school leaders and trustees have told students and professors that they can’t disclose all of their investments.\u003c/p>\n\u003cp>“’Oh, we can’t disclose this. This is difficult to do. This is impossible to parse out where our investment is,’” Esmaeli said. “All these kinds of excuses about why we can’t have control over our own money as an institution, and no one’s buying it.”\u003c/p>\n\u003cp>Pomona College spokesperson Mark Kendall said the administration has offered to meet with protesters and provide information about their investment policies and will continue to do so.\u003c/p>\n\u003cp>“Endowment investing supports our educational mission, including academic excellence and generous financial aid, over the long term,” Kendall said in an emailed statement.\u003c/p>\n\u003cp>Esmaeli acknowledged that divestment may take time and that the endowment may be complex, but he said the first demand of student protesters and faculty is for the university to commit to divesting from companies profiting from the war. He said the university could start with the ones identified by the Boycott, Divest, and Sanction movement.\u003c/p>\n\u003cp>“Different choices can be made, and rules can be changed in order to allow us to have an open endowment, where we know where our endowment is going,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Divest from death,” read the bubble letters written in chalk on the sidewalk outside The New School in New York City on Tuesday.\u003c/p>\n\u003cp>The slogan articulates one of the demands of the \u003ca href=\"https://apnews.com/article/columbia-yale-israel-palestinians-protests-56c3d9d0a278c15ed8e4132a75ea9599\">anti-war protests on campuses\u003c/a>, which call on colleges or universities to \u003ca href=\"https://apnews.com/article/college-protests-israel-divestment-palestinians-3f37f96f7be8e1124f266842d9caa627\">divest their endowments\u003c/a> from companies profiting from the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>.\u003c/p>\n\u003cp>Campaigns to pressure universities to divest for political or ethical reasons go back decades, at least to the 1970s when students pressured schools to withdraw from investments that benefited South Africa under apartheid rule. More recently, in the early aughts, schools made rules barring investments in things like alcohol, tobacco and gambling, according to a report from the National Association of College and University Business Officers (NACUBO) and Commonfund.\u003c/p>\n\u003cp>By the beginning of the next decade, a sizeable minority of endowments included some \u003ca href=\"https://apnews.com/article/what-is-esg-investing-3a98b6f584357b8e10c31b1ff93ce4b6\">environmental, social and governance criteria\u003c/a> in their portfolios, which expanded the factors considered in weighing the value of an investment beyond profits and losses.\u003c/p>\n\u003cp>College and university endowments hold hundreds of billions of dollars in assets, for example, with Columbia University’s reaching $13.6 billion in 2023. Now, campus protests are bringing attention to who controls university endowments and how decisions about those investments get made.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>What are endowments?\u003c/h2>\n\u003cp>Endowments are the holdings and investments that institutions of higher education, foundations and some nonprofits manage as a kind of perpetual savings account. Many use the financial returns generated by those assets each year to help fund the institution’s ongoing work. Donors often give to institution’s endowments to ensure it will have resources well into the future.\u003c/p>\n\u003ch2>Who manages the investments of an endowment?\u003c/h2>\n\u003cp>Many schools, from the largest to the smallest, work with outside investment managers, like investment banks, hedge funds or specialized firms that have access to investing vehicles that aren’t available to retail investors, said Todd Ely, an associate professor in the School of Public Affairs at the University of Colorado Denver.\u003c/p>\n\u003cp>“Colleges and universities have fairly limited discretion in the actual specific investments that their endowment funds are going towards because they’ve hired these external experts to make those decisions. And sometimes those decisions are even proprietary,” Ely said, meaning the investors do not publicly share what’s in their portfolio.\u003c/p>\n\u003cp>A board of trustees usually manages endowments at the university, and the donors agree upon the purpose of any endowment, usually to benefit the institution. They don’t “belong” to current students, faculty or alumni but rather to the organization itself.\u003c/p>\n\u003ch2>How difficult is it to change investments?\u003c/h2>\n\u003cp>Georges Dyer, executive director and co-founder of the Intentional Endowments Network, said it could take time and be difficult to identify what exposure a school’s endowment might have to a specific company.\u003c/p>\n\u003cp>“It’s not as simple as some people think — maybe it’s just selling some stocks at a certain company. That said, I think anything is possible in today’s financial services industry,” Dyer said.\u003c/p>\n\u003cp>His network helps connect organizations with endowments to learn from each other about how to align their endowments with their mission and to make their investments sustainable and responsible, for example, in the context of climate change. The network also recommends that transparency be one principle of sustainable and mission-driven investing.\u003c/p>\n\u003cp>The calls for divestment from fossil fuel companies, which started in 2011, make a moral argument but also a financial one, he said, which helps gain the support of the trustees and boards that direct university investments.\u003c/p>\n\u003cp>“The tie back to the investment, and the financial performance and the investment performance case, is not always very clear,” Dyer said of calls for divestment based on geopolitical issues.\u003c/p>\n\u003cp>The protesters’ demands also raise questions about what a university’s priorities and responsibilities are, Ely said.\u003c/p>\n\u003cp>“Are you trying to maximize returns or promote a social or political agenda?” Ely asked. “And for those actually managing the endowments on a day-to-day basis, they are focused on risk and returns until they’re directed otherwise by those with governance authority for the college or university.”\u003c/p>\n\u003ch2>Have any schools made changes?\u003c/h2>\n\u003cp>Despite the \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">pressure that student protesters\u003c/a> from California to Columbia University in New York City are putting on the leadership of their schools, Dyer of the Intentional Endowments Network said he has not heard much from their member schools and institutions about divestment in this context.\u003c/p>\n\u003cp>Fierce disagreement about support or opposition to the war within campus communities is another reason schools have likely not taken action. Many on campuses hear calls for divestment from Israel or an end to the war as \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">an attack on Jewish people more broadly\u003c/a> or as glossing over the deaths and pain caused by Hamas’ attack on Oct. 7, which killed 1,200 people.\u003c/p>\n\u003cp>Jennie C. Stephens, a professor at Northeastern University’s policy school and a climate justice fellow at Harvard-Radcliffe, has written a forthcoming book about the movement for climate justice at universities, including calls for divestment from fossil fuels. She said the initial reaction from universities when called on to divest from fossil fuels was also to say that their funds were co-mingled with other investors, managed by third parties or that they didn’t know what they were invested in. Eventually, though, those schools that committed to divesting from fossil fuels figured out how to do it.\u003c/p>\n\u003cp>“These elite institutions with big endowments have a lot of power, and they concentrate wealth and power through their endowments,” Stephens said. “And they do have control over how that money is invested.”\u003c/p>\n\u003ch2>Do trustees have to listen to student demands?\u003c/h2>\n\u003cp>No. However, divestment campaigns have succeeded by using a variety of tactics.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At Pomona College, students voted in February to approve a referendum that included calls for the school to disclose any investments in weapons manufacturers or companies that benefit from what it called the “apartheid” system in Israel and then to divest from those companies. Kouross Esmaeli, a visiting assistant professor of media studies at Pomona College, said school leaders and trustees have told students and professors that they can’t disclose all of their investments.\u003c/p>\n\u003cp>“’Oh, we can’t disclose this. This is difficult to do. This is impossible to parse out where our investment is,’” Esmaeli said. “All these kinds of excuses about why we can’t have control over our own money as an institution, and no one’s buying it.”\u003c/p>\n\u003cp>Pomona College spokesperson Mark Kendall said the administration has offered to meet with protesters and provide information about their investment policies and will continue to do so.\u003c/p>\n\u003cp>“Endowment investing supports our educational mission, including academic excellence and generous financial aid, over the long term,” Kendall said in an emailed statement.\u003c/p>\n\u003cp>Esmaeli acknowledged that divestment may take time and that the endowment may be complex, but he said the first demand of student protesters and faculty is for the university to commit to divesting from companies profiting from the war. He said the university could start with the ones identified by the Boycott, Divest, and Sanction movement.\u003c/p>\n\u003cp>“Different choices can be made, and rules can be changed in order to allow us to have an open endowment, where we know where our endowment is going,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.[aside postID=\"news_11983654,news_11982920,news_11982920\" label=\"Related Stories\"]\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Everybody loves a cliffhanger.\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Some bills before California’s Legislature don’t come from passionate policy advocates or powerful interest groups.\u003c/p>\n\u003cp>Sometimes, the inspiration comes from a family car ride.\u003c/p>\n\u003cp>While campaigning two years ago, Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/pilar-schiavo-5510\">Pilar Schiavo\u003c/a>’s daughter, then 9, asked from the backseat what her mother could do if she won.\u003c/p>\n\u003cp>Schiavo answered that she’d be able to make laws. Then, her daughter Sofia asked if she could make a law banning homework.\u003c/p>\n\u003cp>“It was a kind of a joke,” the Santa Clarita Valley Democrat said in an interview, “though I’m sure she’d be happy if homework were banned.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, the conversation got Schiavo thinking, she said. And while \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2999?slug=CA_202320240AB2999\">Assembly Bill 2999\u003c/a> — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K–12 students. It would urge schools to be more intentional about “good” or meaningful homework.\u003c/p>\n\u003cp>Among other things, the guidelines should consider students’ physical health, how long assignments take, and how effective they are. However, the bill’s main concern is mental health and when homework adds stress to students’ daily lives.\u003c/p>\n\u003cp>Homework’s impact on happiness is partly why Schiavo brought up the proposal last month during \u003ca href=\"https://calmatters.org/politics/capitol/2024/03/happiness-california-legislature/\">the first meeting of the Legislature’s select committee on happiness\u003c/a>, led by former Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/anthony-rendon-120?_gl=1*186p1dm*_ga*MTM0NTExODk4NS4xNjkwMzA5NjYy*_ga_5TKXNLE5NK*MTcxMzg1MzY3OS45MzYuMS4xNzEzODU2ODUzLjU4LjAuMA..*_ga_GNY4L81DZE*MTcxMzg1Njg1MS4xMDAzLjAuMTcxMzg1Njg1MS4wLjAuMA..\">Anthony Rendon\u003c/a>.\u003c/p>\n\u003cp>[aside postID=\"mindshift_62400,mindshift_63052\" label=\"Related Stories\"]“This feeling of loneliness and disconnection — I know when my kid is not feeling connected,” Schiavo, a member of the happiness committee, told CalMatters. “It’s when she’s alone in her room (doing homework), not playing with her cousin, not having dinner with her family.”\u003c/p>\n\u003cp>The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork.\u003c/p>\n\u003cp>The \u003ca href=\"https://challengesuccess.org/wp-content/uploads/2021/04/Challenge-Success-Homework-White-Paper-2020.pdf\">organization also reported in 2020\u003c/a> that students with higher workloads reported “symptoms of exhaustion and lower rates of sleep” but that spending more time on homework did not necessarily lead to higher test scores.\u003c/p>\n\u003cp>Homework’s potential to also widen inequities is why Casey Cuny supports the measure. Cuny, an English and mythology teacher at Valencia High School and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel81.asp\">2024’s California Teacher of the Year\u003c/a>, said language barriers, unreliable home internet, family responsibilities or other outside factors may contribute to a student falling behind on homework.\u003c/p>\n\u003cp>“I never want a kid’s grade to be low because they have divorced parents, and their book was at their dad’s house when they were spending the weekend at mom’s house,” said Cuny, who plans to attend a press conference Wednesday to promote the bill.\u003c/p>\n\u003cp>In addition, as technology makes it easier for students to cheat — using artificial technology or chat threads to lift answers, for example — Schiavo said that the educators she has spoken to indicate they’re moving towards more in-class assignments.\u003c/p>\n\u003cp>Cuny agrees that an emphasis on classwork does help to rein in cheating and allows him to give students immediate feedback. “I feel that I should teach them what I need to teach them when I’m with them in the room,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11983855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\" alt=\"A woman sits at a table facing a woman and man seated at a larger table with microphones attached.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Select Committee On Happiness And Public Policy Outcomes listen to speakers during an informational hearing at the California Capitol in Sacramento on March 12, 2024. \u003ccite>(Fred Greaves/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The bill said the local homework policies should have input from teachers, parents, school counselors, social workers and students; be distributed at the beginning of every school year; and be reevaluated every five years.\u003c/p>\n\u003cp>The Assembly Committee on Education is expected to hear the bill Wednesday. Schiavo said she has received bipartisan support, and so far, no official opposition or support has been listed in the bill analysis.\u003c/p>\n\u003cp>But she acknowledges that, if passed, the measure’s provision for parental input may lead to disagreements given the recent \u003ca href=\"https://calmatters.org/newsletter/culture-wars-california-schools/\">culture war disputes\u003c/a> between Democratic officials and parental rights groups backed by some Republican lawmakers. “I’m sure there will be lively (school) board meetings,” Schiavo said.\u003c/p>\n\u003cp>Nevertheless, she hopes the proposal will overhaul the discussion around homework and mental health. The bill is especially pertinent now that the state is also poised to \u003ca href=\"https://calmatters.org/health/mental-health/2023/06/mental-health-funding-2/\">cut spending on mental health services for children\u003c/a> with the passage of \u003ca href=\"https://calmatters.org/california-voter-guide-2024/prop-1-mental-health/\">Proposition 1\u003c/a>.\u003c/p>\n\u003cp>Schiavo said the mother of a student with attention-deficit/hyperactivity disorder told her that the child’s struggle to finish homework had raised issues inside the house, as well as with the school’s principal and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“And I’m just like, it’s sixth grade!” Schaivo said. “What’s going on?”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some bills before California’s Legislature don’t come from passionate policy advocates or powerful interest groups.\u003c/p>\n\u003cp>Sometimes, the inspiration comes from a family car ride.\u003c/p>\n\u003cp>While campaigning two years ago, Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/pilar-schiavo-5510\">Pilar Schiavo\u003c/a>’s daughter, then 9, asked from the backseat what her mother could do if she won.\u003c/p>\n\u003cp>Schiavo answered that she’d be able to make laws. Then, her daughter Sofia asked if she could make a law banning homework.\u003c/p>\n\u003cp>“It was a kind of a joke,” the Santa Clarita Valley Democrat said in an interview, “though I’m sure she’d be happy if homework were banned.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, the conversation got Schiavo thinking, she said. And while \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2999?slug=CA_202320240AB2999\">Assembly Bill 2999\u003c/a> — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K–12 students. It would urge schools to be more intentional about “good” or meaningful homework.\u003c/p>\n\u003cp>Among other things, the guidelines should consider students’ physical health, how long assignments take, and how effective they are. However, the bill’s main concern is mental health and when homework adds stress to students’ daily lives.\u003c/p>\n\u003cp>Homework’s impact on happiness is partly why Schiavo brought up the proposal last month during \u003ca href=\"https://calmatters.org/politics/capitol/2024/03/happiness-california-legislature/\">the first meeting of the Legislature’s select committee on happiness\u003c/a>, led by former Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/anthony-rendon-120?_gl=1*186p1dm*_ga*MTM0NTExODk4NS4xNjkwMzA5NjYy*_ga_5TKXNLE5NK*MTcxMzg1MzY3OS45MzYuMS4xNzEzODU2ODUzLjU4LjAuMA..*_ga_GNY4L81DZE*MTcxMzg1Njg1MS4xMDAzLjAuMTcxMzg1Njg1MS4wLjAuMA..\">Anthony Rendon\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This feeling of loneliness and disconnection — I know when my kid is not feeling connected,” Schiavo, a member of the happiness committee, told CalMatters. “It’s when she’s alone in her room (doing homework), not playing with her cousin, not having dinner with her family.”\u003c/p>\n\u003cp>The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork.\u003c/p>\n\u003cp>The \u003ca href=\"https://challengesuccess.org/wp-content/uploads/2021/04/Challenge-Success-Homework-White-Paper-2020.pdf\">organization also reported in 2020\u003c/a> that students with higher workloads reported “symptoms of exhaustion and lower rates of sleep” but that spending more time on homework did not necessarily lead to higher test scores.\u003c/p>\n\u003cp>Homework’s potential to also widen inequities is why Casey Cuny supports the measure. Cuny, an English and mythology teacher at Valencia High School and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel81.asp\">2024’s California Teacher of the Year\u003c/a>, said language barriers, unreliable home internet, family responsibilities or other outside factors may contribute to a student falling behind on homework.\u003c/p>\n\u003cp>“I never want a kid’s grade to be low because they have divorced parents, and their book was at their dad’s house when they were spending the weekend at mom’s house,” said Cuny, who plans to attend a press conference Wednesday to promote the bill.\u003c/p>\n\u003cp>In addition, as technology makes it easier for students to cheat — using artificial technology or chat threads to lift answers, for example — Schiavo said that the educators she has spoken to indicate they’re moving towards more in-class assignments.\u003c/p>\n\u003cp>Cuny agrees that an emphasis on classwork does help to rein in cheating and allows him to give students immediate feedback. “I feel that I should teach them what I need to teach them when I’m with them in the room,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11983855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\" alt=\"A woman sits at a table facing a woman and man seated at a larger table with microphones attached.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Select Committee On Happiness And Public Policy Outcomes listen to speakers during an informational hearing at the California Capitol in Sacramento on March 12, 2024. \u003ccite>(Fred Greaves/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The bill said the local homework policies should have input from teachers, parents, school counselors, social workers and students; be distributed at the beginning of every school year; and be reevaluated every five years.\u003c/p>\n\u003cp>The Assembly Committee on Education is expected to hear the bill Wednesday. Schiavo said she has received bipartisan support, and so far, no official opposition or support has been listed in the bill analysis.\u003c/p>\n\u003cp>But she acknowledges that, if passed, the measure’s provision for parental input may lead to disagreements given the recent \u003ca href=\"https://calmatters.org/newsletter/culture-wars-california-schools/\">culture war disputes\u003c/a> between Democratic officials and parental rights groups backed by some Republican lawmakers. “I’m sure there will be lively (school) board meetings,” Schiavo said.\u003c/p>\n\u003cp>Nevertheless, she hopes the proposal will overhaul the discussion around homework and mental health. The bill is especially pertinent now that the state is also poised to \u003ca href=\"https://calmatters.org/health/mental-health/2023/06/mental-health-funding-2/\">cut spending on mental health services for children\u003c/a> with the passage of \u003ca href=\"https://calmatters.org/california-voter-guide-2024/prop-1-mental-health/\">Proposition 1\u003c/a>.\u003c/p>\n\u003cp>Schiavo said the mother of a student with attention-deficit/hyperactivity disorder told her that the child’s struggle to finish homework had raised issues inside the house, as well as with the school’s principal and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“And I’m just like, it’s sixth grade!” Schaivo said. “What’s going on?”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth] \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.[aside postID=news_11945189 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg']Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”[aside postID=news_11914203 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg']Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.[aside label='Related Coverage' tag='education']But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event",
"title": "Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event",
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"headTitle": "Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event | KQED",
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"content": "\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Stories\"]“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Black student leaders from Castro Valley and Alameda high schools hosted the local activist and icon to learn from her legacy as they seek to combat hate speech on their campuses.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo",
"headTitle": "¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo | KQED",
"content": "\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11980312/a-caregivers-guide-to-navigating-early-intervention-services\">Leer en inglés\u003c/a>\u003c/em>\u003c/p>\n\u003cp>En California, \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">los bebés y niños pequeños con discapacidades del desarrollo\u003c/a> tienen derecho a recibir \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">servicios de intervención temprana\u003c/a> para mejorar su capacidad de sentarse, andar, hablar o alimentarse por sí mismos.\u003c/p>\n\u003cp>Estos servicios incluyen fisioterapia, terapia del habla, terapia ocupacional o incluso equipos que ayudan a los niños pequeños a mantener o mejorar sus habilidades. Los padres y cuidadores también pueden recibir asesoramiento y formación para apoyar las necesidades de sus hijos.\u003c/p>\n\u003cp>Las leyes estatales y federales garantizan los servicios de intervención temprana a través de un programa llamado \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, ya que todo esto ayuda a los niños pequeños a alcanzar su potencial y reducen la necesidad de servicios especiales cuando vayan a la escuela.\u003c/p>\n\u003cp>Según los expertos, es crucial que estos niños reciban los servicios lo más antes posible, porque su cerebro es más adaptable durante los tres primeros años de vida. Lo ideal es que los servicios se presten en el hogar del niño, en la guardería o en otros “entornos naturales”, porque \u003ca href=\"https://www.pacer.org/es/\">los niños pequeños aprenden mejor cuando están en entornos familiares\u003c/a>.\u003c/p>\n\u003cp>Sin embargo, expertos afirman a KQED que cada vez hay \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">más disparidades geográficas y económicas\u003c/a> en cuanto a quién recibe los servicios de intervención temprana en su entorno natural, es decir, que estos servicios no están disponibles por igual para todos los niños.\u003c/p>\n\u003cp>Por lo tanto, si usted está preocupado de que su hijo pueda tener un retraso o discapacidad en el desarrollo, o ya ha tenido problemas al acceder a este tipo de servicios para su familia, aquí tenemos lo que necesita saber del sistema estatal de Early Start.\u003c/p>\n\u003ch3>¿Cómo puedo empezar a conseguir servicios de Early Start para mi hijo?\u003c/h3>\n\u003cp>Un pediatra, un padre o incluso un proveedor de servicios de guardería pueden ponerse en contacto con su centro regional local (\u003ca href=\"https://arcanet.org/your-regional-center/\">acceda un mapa con detalles de cada centro aquí\u003c/a>) para solicitar servicios de intervención temprana a través de Early Start.\u003c/p>\n\u003cp>¿Qué son los centros regionales? Estos son agencias sin fines de lucro que tienen contrato con el Departamento de Servicios de Desarrollo de California (o DDS por sus siglas en inglés) para:\u003c/p>\n\u003cul>\n\u003cli>Evaluar a un niño para detectar un retraso en el desarrollo o una discapacidad.\u003c/li>\n\u003cli>Determinar si el niño reúne los requisitos para recibir servicios de intervención temprana.\u003c/li>\n\u003cli>Organizar dichos servicios.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, el programa estatal de Medicare, paga por los exámenes\u003c/a> durante las revisiones de bienestar de los niños a los 9, 18 y 30 meses de edad. El examen utiliza una serie de preguntas estandarizadas para comprobar si el desarrollo motor, cognitivo, social y emocional del niño se ajusta a su edad. Sin embargo, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">los datos muestran que las tasas de detección del desarrollo de los niños pequeños en Medi-Cal son muy bajas\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Si sospecha que su hijo no alcanza los hitos de su desarrollo, no tenga miedo de preguntar lo que le preocupa.\u003c/span> Reyna Balladares, una madre de San Francisco, comenta que cuando \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">se dio cuenta de que su hija tardaba en empezar a caminar y a hablar\u003c/a>, los médicos le dijeron que lo que le ocurría a la niña era normal. Finalmente, un especialista evaluó a la niña y determinó que, de hecho, necesitaba fisioterapia, logopedia, terapia ocupacional y terapia de alimentación.\u003c/p>\n\u003cp>“Hay que darnos cuenta si algo diferente le pasa al niño. Y tenemos que abogar por ellos”, dice Balladares.\u003c/p>\n\u003ch3>¿Quién puede usar los servicios de Early Start?\u003c/h3>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">Un niño menor de 3 años de edad cumple con los requisitos para recibir servicios de intervención temprana a través de Early Start\u003c/a> si se le diagnostica riesgo de retraso del desarrollo o si ya presenta un retraso del desarrollo “de al menos el 25%” que afecte a su:\u003c/p>\n\u003cul>\n\u003cli>Desarrollo cognitivo (aprendizaje y pensamiento)\u003c/li>\n\u003cli>Desarrollo del habla\u003c/li>\n\u003cli>Desarrollo físico y motor, incluida la audición y visión\u003c/li>\n\u003cli>Desarrollo emocional y social\u003c/li>\n\u003cli>Desarrollo adaptativo (habilidades de la vida diaria, como comer o vestirse)\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuánto cuesta Early Start?\u003c/h3>\n\u003cp>La evaluación y la los servicios de intervención temprana son gratuitos cuando los solicita a través de un centro regional.\u003c/p>\n\u003cp>Sin embargo, los centros regionales sólo pagarán por estos servicios en dos situaciones:\u003c/p>\n\u003cul>\n\u003cli>Durante el tiempo que las familias esperan a que su plan de seguros o Medi-Cal apruebe el servicio\u003c/li>\n\u003cli>Si Medi-Cal o el seguro médico de una familia no cubran los costos de los servicios\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuáles son los derechos de los padres y cuidadores para acceder a los servicios de Early Start?\u003c/h3>\n\u003cp>Después de recibir una solicitud, los centros regionales tienen hasta 45 días para evaluar al niño y proponer un Plan Individualizado de Servicios Familiares (o IFSP por sus siglas en inglés) que establezca los servicios que necesita el niño.[aside label='Más en español' tag='kqed-en-espanol']Mariah Martínez, coordinadora de cuidados de la organización sin fines de lucro \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a>, con sede en San Francisco, sugiere completar el formulario del centro regional que esté más cerca de usted y enviarlo por correo electrónico para poder empezar a documentar el proceso desde el principio. \u003ca href=\"https://arcanet.org/your-regional-center/\">Puede encontrar el formulario que necesita en la página web de cada centro.\u003c/a>\u003c/p>\n\u003cp>“En cuanto el centro regional le responda con un correo electrónico confirmando que lo ha recibido, inicia la línea de tiempo “, dice.\u003c/p>\n\u003cp>Si el proceso se prolonga más de 45 días, los cuidadores pueden ponerse en contacto con el gestor de su caso o con el funcionario de turno del centro regional para obtener información actualizada sobre el estado de su caso, explica Martínez.\u003c/p>\n\u003ch3>¿Qué pasa si no recibo los servicios a tiempo?\u003c/h3>\n\u003cp>Por frustrante que parezca, los padres y cuidadores a menudo tienen que llamar repetidamente al coordinador de su centro regional.\u003c/p>\n\u003cp>“Siga insistiendo para que el proceso avance”, dice Martínez. También sugiere que se pongan en contacto con el pediatra o el asistente social médico de su hijo, con un centro de recursos familiares o con grupos de defensa como \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a> para que les ayuden a comunicarse con su coordinador de servicios.[aside postID=\"news_11979071\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg\"]“Hacemos todo lo posible para que las familias se pongan en contacto con ellos”, dice Martínez. “Y la mayoría de las veces, creo que tenemos bastante éxito a la hora de ponerles al día sobre su caso o si hay algo más que el centro regional necesite de ellos. De ese modo, el proceso les resulta un poco más fácil”.\u003c/p>\n\u003cp>Además, la \u003ca href=\"https://first5association.org/\">First 5 Association of California\u003c/a> ofrece el programa “Ayúdame a crecer” en cada uno de los 58 condados del estado para ayudar a identificar las necesidades de desarrollo infantil de las familias.\u003c/p>\n\u003ch3>¿Qué pasa si no estoy de acuerdo con el plan de servicios que ofrecen a mi hijo? ¿O si a mi hijo le han denegado los servicios de Early Start?\u003c/h3>\n\u003cp>La dependencia estatal DDS sugiere que primero hable con el coordinador que esté manejando su caso o pida a la adminsitración del centro regional que revise y reconsidere su decisión.\u003c/p>\n\u003cp>El siguiente paso podría ser solicitar una mediación con la \u003ca href=\"https://www.dgs.ca.gov/OAH\">Oficina estatal de audiencias administrativas\u003c/a>. Martínez recomienda “tener todo por escrito” para que las familias tengan documentación de sus intentos de obtener servicios.\u003c/p>\n\u003cp>Martínez dice que es una buena idea buscar asesoramiento legal de la \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Oficina de defensa de los derechos de los clientes\u003c/a> (u OCRA por sus siglas en inglés) antes de presentar una apelación o queja ante el estado. La OCRA tiene un abogado o defensor asignado a cada centro regional y está dirigida por la organización \u003ca href=\"https://www.disabilityrightsca.org/\">Disability Rights California\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y editado por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "¿Cree que su hijo o hija tiene una discapacidad o retraso del desarrollo? Las familias en California tienen acceso a varios programas para apoyar al desarrollo de los niños. Le explicamos cómo accederlos.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11980312/a-caregivers-guide-to-navigating-early-intervention-services\">Leer en inglés\u003c/a>\u003c/em>\u003c/p>\n\u003cp>En California, \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">los bebés y niños pequeños con discapacidades del desarrollo\u003c/a> tienen derecho a recibir \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">servicios de intervención temprana\u003c/a> para mejorar su capacidad de sentarse, andar, hablar o alimentarse por sí mismos.\u003c/p>\n\u003cp>Estos servicios incluyen fisioterapia, terapia del habla, terapia ocupacional o incluso equipos que ayudan a los niños pequeños a mantener o mejorar sus habilidades. Los padres y cuidadores también pueden recibir asesoramiento y formación para apoyar las necesidades de sus hijos.\u003c/p>\n\u003cp>Las leyes estatales y federales garantizan los servicios de intervención temprana a través de un programa llamado \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, ya que todo esto ayuda a los niños pequeños a alcanzar su potencial y reducen la necesidad de servicios especiales cuando vayan a la escuela.\u003c/p>\n\u003cp>Según los expertos, es crucial que estos niños reciban los servicios lo más antes posible, porque su cerebro es más adaptable durante los tres primeros años de vida. Lo ideal es que los servicios se presten en el hogar del niño, en la guardería o en otros “entornos naturales”, porque \u003ca href=\"https://www.pacer.org/es/\">los niños pequeños aprenden mejor cuando están en entornos familiares\u003c/a>.\u003c/p>\n\u003cp>Sin embargo, expertos afirman a KQED que cada vez hay \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">más disparidades geográficas y económicas\u003c/a> en cuanto a quién recibe los servicios de intervención temprana en su entorno natural, es decir, que estos servicios no están disponibles por igual para todos los niños.\u003c/p>\n\u003cp>Por lo tanto, si usted está preocupado de que su hijo pueda tener un retraso o discapacidad en el desarrollo, o ya ha tenido problemas al acceder a este tipo de servicios para su familia, aquí tenemos lo que necesita saber del sistema estatal de Early Start.\u003c/p>\n\u003ch3>¿Cómo puedo empezar a conseguir servicios de Early Start para mi hijo?\u003c/h3>\n\u003cp>Un pediatra, un padre o incluso un proveedor de servicios de guardería pueden ponerse en contacto con su centro regional local (\u003ca href=\"https://arcanet.org/your-regional-center/\">acceda un mapa con detalles de cada centro aquí\u003c/a>) para solicitar servicios de intervención temprana a través de Early Start.\u003c/p>\n\u003cp>¿Qué son los centros regionales? Estos son agencias sin fines de lucro que tienen contrato con el Departamento de Servicios de Desarrollo de California (o DDS por sus siglas en inglés) para:\u003c/p>\n\u003cul>\n\u003cli>Evaluar a un niño para detectar un retraso en el desarrollo o una discapacidad.\u003c/li>\n\u003cli>Determinar si el niño reúne los requisitos para recibir servicios de intervención temprana.\u003c/li>\n\u003cli>Organizar dichos servicios.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, el programa estatal de Medicare, paga por los exámenes\u003c/a> durante las revisiones de bienestar de los niños a los 9, 18 y 30 meses de edad. El examen utiliza una serie de preguntas estandarizadas para comprobar si el desarrollo motor, cognitivo, social y emocional del niño se ajusta a su edad. Sin embargo, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">los datos muestran que las tasas de detección del desarrollo de los niños pequeños en Medi-Cal son muy bajas\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Si sospecha que su hijo no alcanza los hitos de su desarrollo, no tenga miedo de preguntar lo que le preocupa.\u003c/span> Reyna Balladares, una madre de San Francisco, comenta que cuando \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">se dio cuenta de que su hija tardaba en empezar a caminar y a hablar\u003c/a>, los médicos le dijeron que lo que le ocurría a la niña era normal. Finalmente, un especialista evaluó a la niña y determinó que, de hecho, necesitaba fisioterapia, logopedia, terapia ocupacional y terapia de alimentación.\u003c/p>\n\u003cp>“Hay que darnos cuenta si algo diferente le pasa al niño. Y tenemos que abogar por ellos”, dice Balladares.\u003c/p>\n\u003ch3>¿Quién puede usar los servicios de Early Start?\u003c/h3>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">Un niño menor de 3 años de edad cumple con los requisitos para recibir servicios de intervención temprana a través de Early Start\u003c/a> si se le diagnostica riesgo de retraso del desarrollo o si ya presenta un retraso del desarrollo “de al menos el 25%” que afecte a su:\u003c/p>\n\u003cul>\n\u003cli>Desarrollo cognitivo (aprendizaje y pensamiento)\u003c/li>\n\u003cli>Desarrollo del habla\u003c/li>\n\u003cli>Desarrollo físico y motor, incluida la audición y visión\u003c/li>\n\u003cli>Desarrollo emocional y social\u003c/li>\n\u003cli>Desarrollo adaptativo (habilidades de la vida diaria, como comer o vestirse)\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuánto cuesta Early Start?\u003c/h3>\n\u003cp>La evaluación y la los servicios de intervención temprana son gratuitos cuando los solicita a través de un centro regional.\u003c/p>\n\u003cp>Sin embargo, los centros regionales sólo pagarán por estos servicios en dos situaciones:\u003c/p>\n\u003cul>\n\u003cli>Durante el tiempo que las familias esperan a que su plan de seguros o Medi-Cal apruebe el servicio\u003c/li>\n\u003cli>Si Medi-Cal o el seguro médico de una familia no cubran los costos de los servicios\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuáles son los derechos de los padres y cuidadores para acceder a los servicios de Early Start?\u003c/h3>\n\u003cp>Después de recibir una solicitud, los centros regionales tienen hasta 45 días para evaluar al niño y proponer un Plan Individualizado de Servicios Familiares (o IFSP por sus siglas en inglés) que establezca los servicios que necesita el niño.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Mariah Martínez, coordinadora de cuidados de la organización sin fines de lucro \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a>, con sede en San Francisco, sugiere completar el formulario del centro regional que esté más cerca de usted y enviarlo por correo electrónico para poder empezar a documentar el proceso desde el principio. \u003ca href=\"https://arcanet.org/your-regional-center/\">Puede encontrar el formulario que necesita en la página web de cada centro.\u003c/a>\u003c/p>\n\u003cp>“En cuanto el centro regional le responda con un correo electrónico confirmando que lo ha recibido, inicia la línea de tiempo “, dice.\u003c/p>\n\u003cp>Si el proceso se prolonga más de 45 días, los cuidadores pueden ponerse en contacto con el gestor de su caso o con el funcionario de turno del centro regional para obtener información actualizada sobre el estado de su caso, explica Martínez.\u003c/p>\n\u003ch3>¿Qué pasa si no recibo los servicios a tiempo?\u003c/h3>\n\u003cp>Por frustrante que parezca, los padres y cuidadores a menudo tienen que llamar repetidamente al coordinador de su centro regional.\u003c/p>\n\u003cp>“Siga insistiendo para que el proceso avance”, dice Martínez. También sugiere que se pongan en contacto con el pediatra o el asistente social médico de su hijo, con un centro de recursos familiares o con grupos de defensa como \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a> para que les ayuden a comunicarse con su coordinador de servicios.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Hacemos todo lo posible para que las familias se pongan en contacto con ellos”, dice Martínez. “Y la mayoría de las veces, creo que tenemos bastante éxito a la hora de ponerles al día sobre su caso o si hay algo más que el centro regional necesite de ellos. De ese modo, el proceso les resulta un poco más fácil”.\u003c/p>\n\u003cp>Además, la \u003ca href=\"https://first5association.org/\">First 5 Association of California\u003c/a> ofrece el programa “Ayúdame a crecer” en cada uno de los 58 condados del estado para ayudar a identificar las necesidades de desarrollo infantil de las familias.\u003c/p>\n\u003ch3>¿Qué pasa si no estoy de acuerdo con el plan de servicios que ofrecen a mi hijo? ¿O si a mi hijo le han denegado los servicios de Early Start?\u003c/h3>\n\u003cp>La dependencia estatal DDS sugiere que primero hable con el coordinador que esté manejando su caso o pida a la adminsitración del centro regional que revise y reconsidere su decisión.\u003c/p>\n\u003cp>El siguiente paso podría ser solicitar una mediación con la \u003ca href=\"https://www.dgs.ca.gov/OAH\">Oficina estatal de audiencias administrativas\u003c/a>. Martínez recomienda “tener todo por escrito” para que las familias tengan documentación de sus intentos de obtener servicios.\u003c/p>\n\u003cp>Martínez dice que es una buena idea buscar asesoramiento legal de la \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Oficina de defensa de los derechos de los clientes\u003c/a> (u OCRA por sus siglas en inglés) antes de presentar una apelación o queja ante el estado. La OCRA tiene un abogado o defensor asignado a cada centro regional y está dirigida por la organización \u003ca href=\"https://www.disabilityrightsca.org/\">Disability Rights California\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y editado por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review",
"headTitle": "California Legislature Halts ‘Science of Reading’ Mandate, Prompting Calls for Thorough Review | KQED",
"content": "\u003cp>A bill that would have required California teachers to use the “science of reading,” which spotlights phonics, to teach children to read has died without a hearing.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/bill/AB2222/2023\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2222\u003c/a>, authored by Assemblymember Blanca Rubio (D-Baldwin Park) will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who described the state’s student reading and literacy rates as “a serious problem,” adding that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California.[pullquote size=\"medium\" align=\"right\" citation=\"Martha Hernandez, executive director, Californians Together\"]‘We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students.’[/pullquote]\u003c/p>\n\u003cp>“I want the Legislature to study this problem closely, so we can be sure stakeholders are engaged and, most importantly, that all students benefit, especially our diverse learners,” Rivas said in a statement to EdSource, referring to English learners.\u003c/p>\n\u003cp>The bill, which had the support of the California State PTA, state NAACP and more than 50 other organizations, hit a snag two weeks ago when the California Teachers Association — the state’s largest teachers union — sent a letter stating its opposition to the bill to Assembly Education Committee Chairman Al Muratsuchi.\u003c/p>\n\u003cp>The\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\"> union claimed\u003c/a> that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and would cut teachers out of decisions, especially on curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rubio, who could not be reached late Thursday\u003cstrong>,\u003c/strong> told EdSource last week that Muratsuchi asked her to work with the teachers union on a compromise.\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised the bill didn’t get a hearing considering the importance of the issue.[aside postID=\"news_11982196,news_11969236,news_11972684\" label=\"Related Stories\"]\u003c/p>\n\u003cp>“We understand it’s a tough budget year, but we also believe that the most important priority for the education budget is helping our kids learn how to read,” he said.\u003c/p>\n\u003cp>But he called the move to table the bill a “bump in the road.”\u003c/p>\n\u003cp>“When we launched with Assemblymember Rubio and the sponsors behind this, we knew it might be a multi-year effort,” he said. “So you get up tomorrow and keep it moving forward.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandates this change in reading instruction. In 2023, just 43% of California third-graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“The California NAACP was right; this is a civil rights issue,” said Kareem Weaver, a member of the Oakland NAACP Education Committee and co-founder of the literacy advocacy group FULCRUM. “And you don’t play politics with civil rights. The misinformation and ideological posturing on AB 2222 effectively leveraged the politics of fear. We have to do better, for kids’ sake, and can’t give up.”\u003c/p>\n\u003ch2>What is the science of reading?\u003c/h2>\n\u003cp>The science of reading refers to research-based teaching strategies that reflect how the brain learns to read. While it includes phonics-based instruction, which teaches children to decode words by sounding them out, it also includes four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds, vocabulary, comprehension and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>The legislation would have gone against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003ch2>English learner advocates opposed bill\u003c/h2>\n\u003cp>It appears lawmakers heard the pleas of advocates for English learners who opposed the bill.\u003c/p>\n\u003cp>“We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students,” said Martha Hernandez, executive director of Californians Together, one of the organizations that opposed the bill. “AB 2222 is not the prescription that is needed for our multilingual, diverse state.”\u003c/p>\n\u003cp>She said she is willing to work with lawmakers for a literacy plan based on reading research but that “centrally addresses” the needs of English learners.\u003c/p>\n\u003cp>California’s proposed legislation to adopt the science of reading approach to early literacy would have been in sync with other states that have passed similar legislation. States nationwide are rejecting balanced literacy as failing to effectively teach children how to read since it de-emphasizes explicit instruction in phonics and instead trains children to use pictures to identify words on sight, also known as three-cueing.\u003c/p>\n\u003cp>Muratsuchi had until the end of the day Thursday to put the bill on the calendar for the April 17 meeting of the Assembly Education Committee. It would then have had to be heard by the Assembly Higher Education Committee before the April 26 deadline for legislators to get bills with notable fiscal impacts to the Appropriations Committee. Now, the bill will have to be reintroduced next year to get a hearing.\u003c/p>\n\u003cp>“It’s really too bad. Lots of kids are not being well-served now. But on the other hand, I hope this will be an opportunity to regroup and present a more robust version of the bill,” said Claude Goldenberg, a Stanford University professor emeritus of education who supported the bill.\u003c/p>\n\u003cp>Goldenberg said a future version of the bill should include a “more comprehensive definition” of the “science of reading” and should make clear that this includes research on teaching reading to all students, including English learners.\u003c/p>\n\u003cp>“English learners, for example, would benefit if teachers knew and used research that is part of the science of reading and applies whether they’re learning in their home language or in English. Same for children with limited literacy opportunities outside of school and children having difficulty learning to read,” Goldenberg said.\u003c/p>\n\u003ch2>‘Backroom politics’\u003c/h2>\n\u003cp>Lori DePole, co-state director of Decoding Dyslexia CA, one of the supporters of the bill, expressed frustration Thursday evening over the decision to table it.\u003c/p>\n\u003cp>“It is shameful that when more than half of CA kids aren’t reading at grade level that our legislators are okay with the status quo, and they have killed this literacy legislation without even allowing it to be heard,” she said in a statement.\u003c/p>\n\u003cp>“… CA kids’ futures are too important to allow backroom politics to silence this issue. We will no longer accept lip service in addressing our literacy crisis. It is time for action, and we aren’t going away.”\u003c/p>\n\u003cp>Advocates for students with dyslexia support the phonics-based teaching methods as especially effective for children with a learning disability.\u003c/p>\n\u003cp>Muratsuchi said he supports the science of reading. “However, we need to make sure that we do this right by serving the needs of all California students, including our English learners,” he said in a statement to EdSource. “California is the most language-diverse state in the country, and we need to develop a literacy instruction strategy that works for all of our students.\u003c/p>\n\u003cp>“I thank Speaker Robert Rivas for his decision to pursue a more deliberative process involving all education stakeholders before enacting a costly overhaul of how reading is taught statewide,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>EdSource reporter Karen D’Souza contributed to this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bill that would have required California teachers to use the “science of reading,” which spotlights phonics, to teach children to read has died without a hearing.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/bill/AB2222/2023\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2222\u003c/a>, authored by Assemblymember Blanca Rubio (D-Baldwin Park) will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who described the state’s student reading and literacy rates as “a serious problem,” adding that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I want the Legislature to study this problem closely, so we can be sure stakeholders are engaged and, most importantly, that all students benefit, especially our diverse learners,” Rivas said in a statement to EdSource, referring to English learners.\u003c/p>\n\u003cp>The bill, which had the support of the California State PTA, state NAACP and more than 50 other organizations, hit a snag two weeks ago when the California Teachers Association — the state’s largest teachers union — sent a letter stating its opposition to the bill to Assembly Education Committee Chairman Al Muratsuchi.\u003c/p>\n\u003cp>The\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\"> union claimed\u003c/a> that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and would cut teachers out of decisions, especially on curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rubio, who could not be reached late Thursday\u003cstrong>,\u003c/strong> told EdSource last week that Muratsuchi asked her to work with the teachers union on a compromise.\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised the bill didn’t get a hearing considering the importance of the issue.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We understand it’s a tough budget year, but we also believe that the most important priority for the education budget is helping our kids learn how to read,” he said.\u003c/p>\n\u003cp>But he called the move to table the bill a “bump in the road.”\u003c/p>\n\u003cp>“When we launched with Assemblymember Rubio and the sponsors behind this, we knew it might be a multi-year effort,” he said. “So you get up tomorrow and keep it moving forward.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandates this change in reading instruction. In 2023, just 43% of California third-graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“The California NAACP was right; this is a civil rights issue,” said Kareem Weaver, a member of the Oakland NAACP Education Committee and co-founder of the literacy advocacy group FULCRUM. “And you don’t play politics with civil rights. The misinformation and ideological posturing on AB 2222 effectively leveraged the politics of fear. We have to do better, for kids’ sake, and can’t give up.”\u003c/p>\n\u003ch2>What is the science of reading?\u003c/h2>\n\u003cp>The science of reading refers to research-based teaching strategies that reflect how the brain learns to read. While it includes phonics-based instruction, which teaches children to decode words by sounding them out, it also includes four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds, vocabulary, comprehension and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>The legislation would have gone against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003ch2>English learner advocates opposed bill\u003c/h2>\n\u003cp>It appears lawmakers heard the pleas of advocates for English learners who opposed the bill.\u003c/p>\n\u003cp>“We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students,” said Martha Hernandez, executive director of Californians Together, one of the organizations that opposed the bill. “AB 2222 is not the prescription that is needed for our multilingual, diverse state.”\u003c/p>\n\u003cp>She said she is willing to work with lawmakers for a literacy plan based on reading research but that “centrally addresses” the needs of English learners.\u003c/p>\n\u003cp>California’s proposed legislation to adopt the science of reading approach to early literacy would have been in sync with other states that have passed similar legislation. States nationwide are rejecting balanced literacy as failing to effectively teach children how to read since it de-emphasizes explicit instruction in phonics and instead trains children to use pictures to identify words on sight, also known as three-cueing.\u003c/p>\n\u003cp>Muratsuchi had until the end of the day Thursday to put the bill on the calendar for the April 17 meeting of the Assembly Education Committee. It would then have had to be heard by the Assembly Higher Education Committee before the April 26 deadline for legislators to get bills with notable fiscal impacts to the Appropriations Committee. Now, the bill will have to be reintroduced next year to get a hearing.\u003c/p>\n\u003cp>“It’s really too bad. Lots of kids are not being well-served now. But on the other hand, I hope this will be an opportunity to regroup and present a more robust version of the bill,” said Claude Goldenberg, a Stanford University professor emeritus of education who supported the bill.\u003c/p>\n\u003cp>Goldenberg said a future version of the bill should include a “more comprehensive definition” of the “science of reading” and should make clear that this includes research on teaching reading to all students, including English learners.\u003c/p>\n\u003cp>“English learners, for example, would benefit if teachers knew and used research that is part of the science of reading and applies whether they’re learning in their home language or in English. Same for children with limited literacy opportunities outside of school and children having difficulty learning to read,” Goldenberg said.\u003c/p>\n\u003ch2>‘Backroom politics’\u003c/h2>\n\u003cp>Lori DePole, co-state director of Decoding Dyslexia CA, one of the supporters of the bill, expressed frustration Thursday evening over the decision to table it.\u003c/p>\n\u003cp>“It is shameful that when more than half of CA kids aren’t reading at grade level that our legislators are okay with the status quo, and they have killed this literacy legislation without even allowing it to be heard,” she said in a statement.\u003c/p>\n\u003cp>“… CA kids’ futures are too important to allow backroom politics to silence this issue. We will no longer accept lip service in addressing our literacy crisis. It is time for action, and we aren’t going away.”\u003c/p>\n\u003cp>Advocates for students with dyslexia support the phonics-based teaching methods as especially effective for children with a learning disability.\u003c/p>\n\u003cp>Muratsuchi said he supports the science of reading. “However, we need to make sure that we do this right by serving the needs of all California students, including our English learners,” he said in a statement to EdSource. “California is the most language-diverse state in the country, and we need to develop a literacy instruction strategy that works for all of our students.\u003c/p>\n\u003cp>“I thank Speaker Robert Rivas for his decision to pursue a more deliberative process involving all education stakeholders before enacting a costly overhaul of how reading is taught statewide,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
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"id": "freakonomics-radio",
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"rss": "https://feeds.npr.org/510308/podcast.xml"
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
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