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"content": "\u003cp>The College Board on Wednesday released an updated framework for its new Advanced Placement African American Studies course, months after the nonprofit testing company came under \u003ca href=\"https://apnews.com/article/black-history-ap-african-american-studies-class-722fb29dbaa13dd5c42d70c5129df48e\">intense scrutiny\u003c/a> for engaging with conservative critics.\u003c/p>\n\u003cp>The revision includes more material on topics including the Tulsa Race Massacre, Black culture’s influence on film and sports, and discriminatory practices related to housing, known as redlining. The new framework will be used when the course officially launches next academic year.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Nelva Williamson, teacher, Young Women’s College Preparatory Academy\"]‘There is a lot of content to cover, and that is because students have not been exposed to this. So it feels overwhelming at times that there’s a lot that they don’t know.’[/pullquote]The course gained national attention early this year when Florida Gov. Ron DeSantis, now a Republican presidential candidate, said he would \u003ca href=\"https://apnews.com/article/ron-desantis-florida-education-6603c0aa4de0098423eb7b6c04846d0c\">ban it in his state\u003c/a> because it pushed a political agenda. The College Board later removed several topics from the exam, including Black Lives Matter, slavery reparations and queer life, and was \u003ca href=\"https://apnews.com/article/black-history-ap-african-american-studies-class-722fb29dbaa13dd5c42d70c5129df48e\">criticized for bowing to political pressure\u003c/a>.\u003c/p>\n\u003cp>The latest changes address some of that criticism.\u003c/p>\n\u003cp>The course outline includes written works about feminism and intersectionality, which is a framework for understanding the effects of overlapping systems of discrimination or disadvantage. A unit on “The Black Feminist Movement, Womanism and Intersectionality” includes the 1977 Combahee River Collective Statement by a group of Black feminist lesbians who fought against capitalism, imperialism and patriarchy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The College Board, a nonprofit testing company, had faced criticism last winter for removing intersectionality from this unit.\u003c/p>\n\u003cp>The \u003ca href=\"https://newsroom.collegeboard.org/advanced-placement-program-releases-revised-african-american-studies-framework\">course framework\u003c/a> also adds “Legacy” by provocative poet and activist \u003ca href=\"https://apnews.com/general-news-arts-and-entertainment-d2e7b13b58af4ec8b9b464dd37b99298\">Amiri Baraka\u003c/a> as an optional resource in a section on Black arts after Baraka was among several prominent Black voices removed last winter. Black female writers, including bell hooks and Audre Lorde, were also spotted in the latest revisions.\u003c/p>\n\u003cp>[aside postID=\"mindshift_60971,mindshift_60879\" label=\"Related Stories\"]Several sources that were required course content in the framework released in February were listed as optional in the latest revision, including an interactive map of the 1919 \u003ca href=\"https://apnews.com/article/arkansas-ar-state-wire-chicago-red-summer-us-news-d7830d62a99f4cdd8f0a0d08cefb92c5\">Red Summer\u003c/a> riots by white supremacists, a speech by Frederick Douglass and writings between Malcolm X and Maya Angelou in Ghana.\u003c/p>\n\u003cp>In April, the College Board had said it would revise the course after the Florida controversy, promising an “ \u003ca href=\"https://apnews.com/article/education-black-history-advanced-placement-8c0492552e59db4de3ec3cc8e35100c2\">unflinching encounter with the facts\u003c/a>,” an announcement that some scholars interpreted as an admission that it had watered down the course. However, the nonprofit did not add back every topic downgraded in last winter’s update. The Black Lives Matter movement is still not included in the final AP exam, although it is mentioned along with other grassroots organizing examples and listed among sample topics schools could choose from for further discussion.\u003c/p>\n\u003cp>“There is a lot of content to cover, and that is because students have not been exposed to this. So it feels overwhelming at times that there’s a lot that they don’t know,” said Nelva Williamson, who is a member of the course’s development committee and who teaches one pilot class of AP African American Studies to 31 students at Young Women’s College Preparatory Academy in Houston.\u003c/p>\n\u003cp>Williamson said those who teach the course are asked each month what is going well and what needs work. “But then there’s also this piece: ‘What would you like to see?’” Williamson, who has been teaching for more than 40 years, said of piloting the AP course. “The updates are based on teacher recommendations, and changes coincide with the latest scholarship and resources used at the collegiate level.”\u003c/p>\n\u003cp>The College Board offers AP courses across the academic spectrum, including math, science, social studies, foreign languages and fine arts. The courses are optional and taught at a college level. Students who score high enough on the final exam usually can earn course credit at their university.\u003c/p>\n\u003cp>The AP African American Studies course was initially piloted in 60 schools in 2022 and was expanded this academic year to about 700 schools and about 13,000 students.\u003c/p>\n\u003cp>The revised framework “defines the course content, what students will see on the AP exam, and represents more than three years of rigorous development by nearly 300 African American Studies scholars, high school AP teachers and experts within the AP Program,” the College Board said in a statement.\u003c/p>\n\u003cp>Next year, the AP course will be available to all schools in the U.S. But it remains unclear how many will actually offer it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We are encouraged by the groundswell of interest in the class,” said Holly Stepp, spokesperson for the College Board.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The course gained national attention early this year when Florida Gov. Ron DeSantis, now a Republican presidential candidate, said he would \u003ca href=\"https://apnews.com/article/ron-desantis-florida-education-6603c0aa4de0098423eb7b6c04846d0c\">ban it in his state\u003c/a> because it pushed a political agenda. The College Board later removed several topics from the exam, including Black Lives Matter, slavery reparations and queer life, and was \u003ca href=\"https://apnews.com/article/black-history-ap-african-american-studies-class-722fb29dbaa13dd5c42d70c5129df48e\">criticized for bowing to political pressure\u003c/a>.\u003c/p>\n\u003cp>The latest changes address some of that criticism.\u003c/p>\n\u003cp>The course outline includes written works about feminism and intersectionality, which is a framework for understanding the effects of overlapping systems of discrimination or disadvantage. A unit on “The Black Feminist Movement, Womanism and Intersectionality” includes the 1977 Combahee River Collective Statement by a group of Black feminist lesbians who fought against capitalism, imperialism and patriarchy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Several sources that were required course content in the framework released in February were listed as optional in the latest revision, including an interactive map of the 1919 \u003ca href=\"https://apnews.com/article/arkansas-ar-state-wire-chicago-red-summer-us-news-d7830d62a99f4cdd8f0a0d08cefb92c5\">Red Summer\u003c/a> riots by white supremacists, a speech by Frederick Douglass and writings between Malcolm X and Maya Angelou in Ghana.\u003c/p>\n\u003cp>In April, the College Board had said it would revise the course after the Florida controversy, promising an “ \u003ca href=\"https://apnews.com/article/education-black-history-advanced-placement-8c0492552e59db4de3ec3cc8e35100c2\">unflinching encounter with the facts\u003c/a>,” an announcement that some scholars interpreted as an admission that it had watered down the course. However, the nonprofit did not add back every topic downgraded in last winter’s update. The Black Lives Matter movement is still not included in the final AP exam, although it is mentioned along with other grassroots organizing examples and listed among sample topics schools could choose from for further discussion.\u003c/p>\n\u003cp>“There is a lot of content to cover, and that is because students have not been exposed to this. So it feels overwhelming at times that there’s a lot that they don’t know,” said Nelva Williamson, who is a member of the course’s development committee and who teaches one pilot class of AP African American Studies to 31 students at Young Women’s College Preparatory Academy in Houston.\u003c/p>\n\u003cp>Williamson said those who teach the course are asked each month what is going well and what needs work. “But then there’s also this piece: ‘What would you like to see?’” Williamson, who has been teaching for more than 40 years, said of piloting the AP course. “The updates are based on teacher recommendations, and changes coincide with the latest scholarship and resources used at the collegiate level.”\u003c/p>\n\u003cp>The College Board offers AP courses across the academic spectrum, including math, science, social studies, foreign languages and fine arts. The courses are optional and taught at a college level. Students who score high enough on the final exam usually can earn course credit at their university.\u003c/p>\n\u003cp>The AP African American Studies course was initially piloted in 60 schools in 2022 and was expanded this academic year to about 700 schools and about 13,000 students.\u003c/p>\n\u003cp>The revised framework “defines the course content, what students will see on the AP exam, and represents more than three years of rigorous development by nearly 300 African American Studies scholars, high school AP teachers and experts within the AP Program,” the College Board said in a statement.\u003c/p>\n\u003cp>Next year, the AP course will be available to all schools in the U.S. But it remains unclear how many will actually offer it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We are encouraged by the groundswell of interest in the class,” said Holly Stepp, spokesperson for the College Board.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "California’s Lowest-Performing Schools See Reading Success with Funding Boost | KQED",
"content": "\u003cp>Research by Stanford University found that 75 of the lowest-performing California elementary schools that received funding from an out-of-court settlement made significant progress on third-grade state Smarter Balanced tests this year.\u003c/p>\n\u003cp>The results indicate that the $50 million the schools received for effective reading instruction in the primary grades carried over to third grade after two years of funding.\u003c/p>\n\u003cp>“The fact that we were able to budge third-grade comprehension assessments with a grant that was focused on TK, kindergarten, first grade, second grade, with a light touch on third grade, is amazing,” said Margaret Goldberg, literacy coach at Nystrom Elementary in West Contra Costa Unified, one of the schools that received the Early Literacy Support Block Grants, or \u003ca class=\"external\" href=\"https://www.cde.ca.gov/pd/ps/elsbgrant.asp\" target=\"_blank\" rel=\"noopener\">ELSBs\u003c/a>.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Sarah Novicoff, a doctoral candidate in educational policy, Stanford University\"]‘This is a story about how schools that get money tend to do better — money does matter in schools, and this is another piece of evidence into that bucket.’[/pullquote]The 75 schools had the lowest scores in the state in 2019 on the third-grade Smarter Balanced test. They received the money, averaging $1,144 per year for the 15,541 K-three students, under the settlement in the lawsuit, \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a>, brought by the public interest law firm Public Counsel. It argued that the state violated the students’ constitutional right to an education by failing to teach them how to read adequately.\u003c/p>\n\u003cp>Eligible schools were chosen from various districts, including Los Angeles Unified, San Francisco Unified, West Contra Costa Unified and others. The funding promoted the literacy instruction known as the “science of reading,” which includes explicit phonics instruction in kindergarten and first grade, along with the development of vocabulary, oral language, comprehension and writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schools had the flexibility to choose to fund literacy coaches and bilingual reading specialists, new curriculum and instructional materials, expanded access to libraries and literacy training for parents. Schools were encouraged to participate in professional development in the science of reading and seek guidance on their literacy plans from the Sacramento County Office of Education, which oversaw the grants.\u003c/p>\n\u003cp>[aside postID=\"news_11965181,mindshift_62794,mindshift_61475\" label=\"Related Stories\"]Released Monday, the study concluded that the block grants “generated significant (and cost-effective) improvements in English language arts achievement in its first two years of implementation as well as smaller, spillover improvements in math achievement,” wrote researchers Thomas Dee, a professor at Stanford’s Graduate School of Education, and Sarah Novicoff, a Stanford doctoral candidate in educational policy.\u003c/p>\n\u003cp>Students in the funded schools were scoring at the bottom of the scale in 2019, and despite significant progress, few had achieved reading at grade level in 2023. Dee and Novicoff credited the early education grant for increasing third graders’ achievement by 0.14 standard deviation, the equivalent of a 25% increase in a year of learning, compared with demographically similar students who did not receive the funding. Researchers also found a similar gain by comparing the scores of third graders in the schools with the grants with third-grade scores of fifth graders from the same schools who had not benefited from the funding.\u003c/p>\n\u003cp>The Smarter Balanced reports results in four performance bands: standard not met, standard nearly met, standard met and standard exceeded. The schools with the grants succeeded in raising scores by 6 percentage points from the lowest category to standard nearly met, significantly reducing the number of students requiring intensive help. Still, after two years of funding, only 13.5% of students are proficient in reading, having met or exceeded standard. That’s 3 percentage points higher than in 2018 and 1 percentage point above pre-pandemic 2019. Schools with similar students who are not receiving the grants remain below where they were before COVID-19, according to the research.\u003c/p>\n\u003cp>Dee and Novicoff were unable to analyze why some schools performed better than others, which could be useful in shaping the state’s policy on early literacy. Unlike some states with comprehensive literacy plans, California does not collect any assessment data that school districts collect from TK to second grade. And, under the rules that the state negotiated in the settlement, participating schools were not required to submit their assessment data to the California Department of Education; most voluntarily did in the second year, but many did not in the first year. It’s also unclear how many schools adhered to their literacy plans or focused on less effective or ineffective strategies for improvement.\u003c/p>\n\u003cp>Researchers used the only complete set of state-level data to which they had access — third-grade reading comprehension assessments. Those scores may have understated the progress in reading that many schools made on district assessments in the first and second grades.\u003c/p>\n\u003cp>Public Counsel filed the \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a> lawsuit in 2017, and the settlement went into effect during the height of the pandemic. Dee said the program’s early success during COVID-19, amid teacher shortages and extremely high chronic absences, made the results even more striking.\u003c/p>\n\u003cp>The third graders who took the Smarter Balanced test in 2023 “were the hardest hit by the pandemic. They were in kindergarten when it was interrupted by COVID,” Goldberg said. “They attended first grade remotely. In second grade, in schools like mine, which chose to adopt new curriculum, their teachers had never taught the curriculum before\u003cem>.” \u003c/em>\u003c/p>\n\u003cp>Dee noted the academic gains from the grant were relatively large compared with the cost, making the program quite cost-effective — an effect size that is 13 times higher than general, untargeted spending.\u003c/p>\n\u003cp>Goldberg said the grant was efficient “because early intervention is cheaper and it’s more effective than waiting until third grade or later grades to provide reading support.”\u003c/p>\n\u003cp>The grant funding ends in June 2024. Dee said whether schools can sustain improved scores without specific funding support is an open question. Novicoff mentioned that the grant schools may be able to continue receiving support for literacy coaches and reading specialists if they receive funding from the new \u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/ca/literacycoaches.asp\" target=\"_blank\" rel=\"noopener\">Literacy Coach and Reading Specialist Grant program\u003c/a>.\u003c/p>\n\u003cp>Instead of being based on performance, the literacy coach grants are awarded to schools with high \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/calpadsfiles.asp\" target=\"_blank\" rel=\"noopener\">unduplicated pupil\u003c/a> percentages, or the number of students who are eligible for free or reduced meals, are English language learners or are foster youth. Schools eligible for an early literacy grant may also qualify for a literacy coach grant.\u003c/p>\n\u003cp>Dee said design and implementation are key if the state hopes to continue or scale this success. This means paying close attention to school-based literacy action plans, oversight and resources with some flexibility.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is a story about how schools that get money tend to do better — money does matter in schools, and this is another piece of evidence into that bucket,” Novicoff said, “but it also shows that what we can do with the money and how you structure that funding really does matter.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The 75 schools had the lowest scores in the state in 2019 on the third-grade Smarter Balanced test. They received the money, averaging $1,144 per year for the 15,541 K-three students, under the settlement in the lawsuit, \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a>, brought by the public interest law firm Public Counsel. It argued that the state violated the students’ constitutional right to an education by failing to teach them how to read adequately.\u003c/p>\n\u003cp>Eligible schools were chosen from various districts, including Los Angeles Unified, San Francisco Unified, West Contra Costa Unified and others. The funding promoted the literacy instruction known as the “science of reading,” which includes explicit phonics instruction in kindergarten and first grade, along with the development of vocabulary, oral language, comprehension and writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools had the flexibility to choose to fund literacy coaches and bilingual reading specialists, new curriculum and instructional materials, expanded access to libraries and literacy training for parents. Schools were encouraged to participate in professional development in the science of reading and seek guidance on their literacy plans from the Sacramento County Office of Education, which oversaw the grants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Released Monday, the study concluded that the block grants “generated significant (and cost-effective) improvements in English language arts achievement in its first two years of implementation as well as smaller, spillover improvements in math achievement,” wrote researchers Thomas Dee, a professor at Stanford’s Graduate School of Education, and Sarah Novicoff, a Stanford doctoral candidate in educational policy.\u003c/p>\n\u003cp>Students in the funded schools were scoring at the bottom of the scale in 2019, and despite significant progress, few had achieved reading at grade level in 2023. Dee and Novicoff credited the early education grant for increasing third graders’ achievement by 0.14 standard deviation, the equivalent of a 25% increase in a year of learning, compared with demographically similar students who did not receive the funding. Researchers also found a similar gain by comparing the scores of third graders in the schools with the grants with third-grade scores of fifth graders from the same schools who had not benefited from the funding.\u003c/p>\n\u003cp>The Smarter Balanced reports results in four performance bands: standard not met, standard nearly met, standard met and standard exceeded. The schools with the grants succeeded in raising scores by 6 percentage points from the lowest category to standard nearly met, significantly reducing the number of students requiring intensive help. Still, after two years of funding, only 13.5% of students are proficient in reading, having met or exceeded standard. That’s 3 percentage points higher than in 2018 and 1 percentage point above pre-pandemic 2019. Schools with similar students who are not receiving the grants remain below where they were before COVID-19, according to the research.\u003c/p>\n\u003cp>Dee and Novicoff were unable to analyze why some schools performed better than others, which could be useful in shaping the state’s policy on early literacy. Unlike some states with comprehensive literacy plans, California does not collect any assessment data that school districts collect from TK to second grade. And, under the rules that the state negotiated in the settlement, participating schools were not required to submit their assessment data to the California Department of Education; most voluntarily did in the second year, but many did not in the first year. It’s also unclear how many schools adhered to their literacy plans or focused on less effective or ineffective strategies for improvement.\u003c/p>\n\u003cp>Researchers used the only complete set of state-level data to which they had access — third-grade reading comprehension assessments. Those scores may have understated the progress in reading that many schools made on district assessments in the first and second grades.\u003c/p>\n\u003cp>Public Counsel filed the \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a> lawsuit in 2017, and the settlement went into effect during the height of the pandemic. Dee said the program’s early success during COVID-19, amid teacher shortages and extremely high chronic absences, made the results even more striking.\u003c/p>\n\u003cp>The third graders who took the Smarter Balanced test in 2023 “were the hardest hit by the pandemic. They were in kindergarten when it was interrupted by COVID,” Goldberg said. “They attended first grade remotely. In second grade, in schools like mine, which chose to adopt new curriculum, their teachers had never taught the curriculum before\u003cem>.” \u003c/em>\u003c/p>\n\u003cp>Dee noted the academic gains from the grant were relatively large compared with the cost, making the program quite cost-effective — an effect size that is 13 times higher than general, untargeted spending.\u003c/p>\n\u003cp>Goldberg said the grant was efficient “because early intervention is cheaper and it’s more effective than waiting until third grade or later grades to provide reading support.”\u003c/p>\n\u003cp>The grant funding ends in June 2024. Dee said whether schools can sustain improved scores without specific funding support is an open question. Novicoff mentioned that the grant schools may be able to continue receiving support for literacy coaches and reading specialists if they receive funding from the new \u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/ca/literacycoaches.asp\" target=\"_blank\" rel=\"noopener\">Literacy Coach and Reading Specialist Grant program\u003c/a>.\u003c/p>\n\u003cp>Instead of being based on performance, the literacy coach grants are awarded to schools with high \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/calpadsfiles.asp\" target=\"_blank\" rel=\"noopener\">unduplicated pupil\u003c/a> percentages, or the number of students who are eligible for free or reduced meals, are English language learners or are foster youth. Schools eligible for an early literacy grant may also qualify for a literacy coach grant.\u003c/p>\n\u003cp>Dee said design and implementation are key if the state hopes to continue or scale this success. This means paying close attention to school-based literacy action plans, oversight and resources with some flexibility.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is a story about how schools that get money tend to do better — money does matter in schools, and this is another piece of evidence into that bucket,” Novicoff said, “but it also shows that what we can do with the money and how you structure that funding really does matter.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Threats, Stress and Politics Are Pushing More California School Superintendents Out the Door",
"headTitle": "Threats, Stress and Politics Are Pushing More California School Superintendents Out the Door | KQED",
"content": "\u003cp>The number of California school superintendents leaving their jobs is climbing, despite an overall increase in salaries and benefits.\u003c/p>\n\u003cp>Some have reached retirement age or are moving to less stressful jobs. Some are being pushed out by newly elected school board majorities.\u003c/p>\n\u003cp>Superintendent turnover in California grew from 11.7% after the 2019–20 school year, to 20.9% after the 2020–21 school year. Just over 18% left after the 2021–22 school year, said Rachel S. White, an assistant professor at the University of Tennessee, Knoxville, who runs a research lab that collects data about school superintendents.\u003c/p>\n\u003cp>Turnover is particularly high this year because many superintendents who stuck it out during pandemic school closures, and the tumultuous years since, have had enough, White said.\u003c/p>\n\u003cp>“This year, before the 2023 school year, I think people finally broke,” she said.\u003c/p>\n\u003ch2>‘Infinitely harder’ since pandemic\u003c/h2>\n\u003cp>Chris Evans, 52, decided to step down as superintendent of Natomas Unified in Sacramento at the end of last school year. He stayed on to help the new superintendent transition.\u003c/p>\n\u003cp>“The job was always hard to begin with, and it’s become infinitely harder,” said Evans, who led the district for 11 years.\u003c/p>\n\u003cp>“There are a number of folks in their 50s and 60s who are saying they are done,” he said.\u003c/p>\n\u003cp>Superintendents’ jobs changed dramatically after the pandemic closed schools in March 2020. Instead of focusing on academics, strategic planning, school finances and community relations, superintendents were charged with navigating pandemic mandates and negotiating these changes with district unions. Superintendents also were tasked with ensuring there were enough computers and connectivity for students and staff to support virtual learning, all while dealing with parents who were angry their \u003ca href=\"https://edsource.org/2021/california-parents-continue-to-disagree-on-return-to-school-as-covid-19-cases-decline/650181\">children were not in physical classrooms\u003c/a>.\u003c/p>\n\u003cp>The reopening of schools did little to turn down the heat at school board meetings, which were politicized over issues such as the teaching of\u003ca href=\"https://edsource.org/2023/national-wave-of-anti-crt-measures-trickle-into-california-schools/688862\"> critical race theory\u003c/a> and its tenets of systemic racism, and\u003ca href=\"https://edsource.org/2023/lgbtq-students-in-conservative-crosshairs/698052\"> LGBTQ+ topics\u003c/a>. School superintendents often found themselves the focus of community and parental ire — so much that some school districts paid for security for their superintendent.[pullquote align=\"right\" size=\"medium\" citation=\"Gregory Franklin, former superintendent, Tustin Unified School District\"]‘I can’t ever remember hearing of a superintendent that had gotten a death threat before. Now, I know personally four or five.’[/pullquote]Gregory Franklin, the former superintendent of Tustin Unified School District in Orange County, said he has never been threatened, but he knows other superintendents who have.\u003c/p>\n\u003cp>“I can’t ever remember hearing of a superintendent that had gotten a death threat before,” said Franklin, who left Tustin Unified at the end of 2021 for another job. “Now, I know personally four or five. It’s just kind of shocking. So, I think, all of that being said, that when other possibilities present themselves, people are taking them.”\u003c/p>\n\u003cp>The superintendent turnover problem is not unique to California, according to the \u003ca class=\"external\" href=\"https://www.ilogroup.com/wp-content/uploads/2022/12/The-Superintendent-Research-Project_Dec-2022-Update.pdf\" target=\"_blank\" rel=\"noopener\">Superintendent Research Project (PDF)\u003c/a>. Nearly half of the country’s 500 largest school districts have changed leadership or are undergoing leadership changes since the pandemic began in March 2020. The study found that superintendent turnover across the country increased by 46% in the first two years of the pandemic, as compared to the two years before it began.\u003c/p>\n\u003cp>“What we are seeing is that the challenges are greater than ever before and the political environment is creating great instability in the institution, which is resulting in shorter tenure for superintendents,” said Dennis Smith, managing search partner for Leadership Associates, a recruitment agency that does many of the superintendent searches in California.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Demand is high\u003c/h2>\n\u003cp>The list of California school districts searching for new superintendents is strikingly long. It includes Sacramento City Unified, \u003ca class=\"external\" href=\"https://sites.google.com/eurekacityschools.org/superintendent-search/job_desc\" target=\"_blank\" rel=\"noopener\">Eureka City Schools\u003c/a>, Palm Springs Unified, Eastside Union, Pasadena Unified, Pajaro Valley Unified, Pacific Grove Unified, Culver City Unified, Newman-Crows Landing Unified, Solana Beach School District, Culver City Unified, \u003ca class=\"external\" href=\"https://www.dixonusd.org/superintendent-search/\" target=\"_blank\" rel=\"noopener\">Dixon Unified,\u003c/a> Millbrae Elementary, Woodlake Unified, Hillsborough City, Merced City, Black Oak Mine Unified, North Monterey Unified and Dos Palos-Oro Loma Joint Unified.\u003c/p>\n\u003cp>The California School Boards Association projected a superintendent shortage five years ago, as baby boomers started to retire in large numbers, said Susan Heredia, the group’s past president.\u003c/p>\n\u003cp>In the 15 months since Brett McFadden began work as a deputy superintendent at the Monterey County Office of Education, a quarter of the county’s 24 school districts have changed superintendents, he said. McFadden, himself, served as Nevada Joint Union High School District superintendent until last school year.[aside label=\"related coverage\" tag=\"education\"]“If you look at the last 100 superintendents that had to leave their positions or their districts, you would be very hard-pressed to find any one of them that left because of test scores or left because of educational issues,” McFadden said. “They leave because of local politics, board relations, labor relations, a facility bond matter or a budget thing.”\u003c/p>\n\u003cp>McFadden calls the pandemic the kindling that ignited the rise in single-issue adult-driven disputes, like those around masking and vaccinations, at school board meetings.\u003c/p>\n\u003cp>Demand is so high for superintendents that McFadden is already getting calls from search firms hoping to entice him to apply for jobs.\u003c/p>\n\u003cp>“You know the paint on the door isn’t even dry yet with my name on it,” he said. “These search firms are now just aggressively looking for candidates.”\u003c/p>\n\u003cp>Of the 30 candidates that apply for each candidate search, maybe eight to 10 meet the district’s qualifications, Evans, formerly of Natomas Unified, said. Of those, there are only maybe three or four that could potentially be hired for the job, he said.\u003c/p>\n\u003cp>The high demand is driving up salaries and benefits packages, with total compensation surpassing the $500,000 mark in some cases.\u003c/p>\n\u003ch2>Firings making applicants wary\u003c/h2>\n\u003cp>Another factor pushing some superintendents out the door is the election of new board members determined to make significant changes to leadership in their districts — a trend that has spurred the firing of an unprecedented number of superintendents since the pandemic began in 2020, Smith said.\u003c/p>\n\u003cp>School board meetings, broadcast live, have been watched throughout the state — especially by other superintendents.\u003c/p>\n\u003cp>McFadden remembers watching Pajaro Valley Unified school board meetings in 2021 when the board\u003ca href=\"https://edsource.org/updates/pajaro-valleys-popular-superintendent-fired-and-reinstated-in-a-chaotic-week\"> fired Superintendent Michelle Rodriguez\u003c/a> without notice and then reinstated her days later after a public uproar. Rodriguez left to lead the \u003ca href=\"https://edsource.org/updates/stockton-unified-hires-pajaro-valley-superintendent-for-top-post\">Stockton Unified School District \u003c/a>this year.\u003c/p>\n\u003cp>“You’d expect this in a Spanish novella or something, but you don’t expect it in your neighboring district,” McFadeen said.\u003c/p>\n\u003cp>Superintendents are watching these meetings and paying more attention than ever to whether they fit well with the community that the district is located in before they apply for a job, said White, of the University of Tennessee.\u003c/p>\n\u003cp>“I think it’s just a heightened awareness right now,” White said. “Especially if I’m going to pick up and move my entire family and start a position in a new place. I don’t want to be fired in two years.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Brett McFadden, deputy superintendent, Monterey County Office of Education\"]‘If you look at the last 100 superintendents that had to leave their positions or their districts, you would be very hard-pressed to find any one of them that left because of test scores or left because of educational issues. They leave because of local politics, board relations, labor relations, a facility bond matter or a budget thing.’[/pullquote]Temecula Valley Unified has been a hotbed of controversy since a trio of conservative trustees took control of the board a year ago. The board fired Superintendent Jodi McClay in June and banned the teaching of critical race theory, passed a parental policy requiring staff to notify parents if students are transgender, and removed social studies material because it included a section on San Francisco LGBTQ+ rights activist Harvey Milk.\u003c/p>\n\u003cp>Although the search for a candidate ended on Nov. 13 with the hiring of Gary Woods, a former Beverly Hills Unified superintendent, the search firm indicated to one board member that there were fewer candidates than in the past. Quite a few candidates did not meet the requirements outlined by the district, and some weren’t even from the education field, board member Allison Barclay told EdSource in early November.\u003c/p>\n\u003cp>“I would assume that if you’re looking for a position anywhere, any company, any school district, you’re really going to look at what the situation is you’re walking into financially, culture-wise, all of those things,” Barclay said. “And so, having a school district that is making national news is probably not appealing to as many people as might be attracted to it when it wasn’t making national news and was just simply known as an award-winning school district. So, I can’t imagine that that’s been helpful.”\u003c/p>\n\u003cp>State legislators responded to the spate of firings by \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=202320240SB494\" target=\"_blank\" rel=\"noopener\">passing a bill\u003c/a> that creates a cooling-off period and prohibits school boards from firing a superintendent or assistant superintendent within 30 days of new board members being seated or recalled.\u003c/p>\n\u003cp>The law, signed by the governor in October, also prevents school boards from firing school leaders at special or emergency board meetings, which require only 24 hours’ notice, instead of at a regular meeting, which requires at least 72 hours notice.\u003c/p>\n\u003ch2>Less experienced leaders hired\u003c/h2>\n\u003cp>In many cases, assistant or deputy superintendents in larger districts are moving into the lead role in smaller districts, or superintendents in smaller districts are taking the opportunity to move to more lucrative jobs in larger districts. Newer, younger superintendents are becoming more common, Smith, of Leadership Associates, said.\u003c/p>\n\u003cp>“I’m seeing different, perhaps less-seasoned individuals coming into the roles,” McFadden said. “That doesn’t mean they are less talented or more talented.”\u003c/p>\n\u003cp>To help new superintendents prepare for their new role, the Association of California School Administrators offers a \u003ca class=\"external\" href=\"https://acsa.org/Professional-Learning/Trainings/new-superintendents-seminar-series\" target=\"_blank\" rel=\"noopener\">new superintendents’ \u003c/a>seminar series, \u003ca class=\"external\" href=\"https://acsa.org/Professional-Learning/Academies\" target=\"_blank\" rel=\"noopener\">academy\u003c/a> and workshop before its annual symposium.\u003c/p>\n\u003cp>Superintendents report directly to the school board, something first-time superintendents have never done before, said James Finkelstein, professor emeritus of public policy at George Mason University in Virginia. The new superintendent now has multiple bosses, often with divergent interests. They also have to deal directly with parents and external interest groups.\u003c/p>\n\u003cp>“No amount of academic training or a certificate can prepare someone for this trial by fire,” Finkelstein said. “The bottom line is that there is no substitute for experience. But the Catch-22 is that the only way to get the experience is by doing the job. Every school district would like an experienced superintendent who has demonstrated success in their previous position. But finding those individuals is increasingly difficult, especially given the dramatic turnover since COVID.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/threats-stress-and-politics-pushing-school-superintendents-out-the-door/701596\">\u003cem>This story was originally published 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>The number of California school superintendents leaving their jobs is climbing, despite an overall increase in salaries and benefits.\u003c/p>\n\u003cp>Some have reached retirement age or are moving to less stressful jobs. Some are being pushed out by newly elected school board majorities.\u003c/p>\n\u003cp>Superintendent turnover in California grew from 11.7% after the 2019–20 school year, to 20.9% after the 2020–21 school year. Just over 18% left after the 2021–22 school year, said Rachel S. White, an assistant professor at the University of Tennessee, Knoxville, who runs a research lab that collects data about school superintendents.\u003c/p>\n\u003cp>Turnover is particularly high this year because many superintendents who stuck it out during pandemic school closures, and the tumultuous years since, have had enough, White said.\u003c/p>\n\u003cp>“This year, before the 2023 school year, I think people finally broke,” she said.\u003c/p>\n\u003ch2>‘Infinitely harder’ since pandemic\u003c/h2>\n\u003cp>Chris Evans, 52, decided to step down as superintendent of Natomas Unified in Sacramento at the end of last school year. He stayed on to help the new superintendent transition.\u003c/p>\n\u003cp>“The job was always hard to begin with, and it’s become infinitely harder,” said Evans, who led the district for 11 years.\u003c/p>\n\u003cp>“There are a number of folks in their 50s and 60s who are saying they are done,” he said.\u003c/p>\n\u003cp>Superintendents’ jobs changed dramatically after the pandemic closed schools in March 2020. Instead of focusing on academics, strategic planning, school finances and community relations, superintendents were charged with navigating pandemic mandates and negotiating these changes with district unions. Superintendents also were tasked with ensuring there were enough computers and connectivity for students and staff to support virtual learning, all while dealing with parents who were angry their \u003ca href=\"https://edsource.org/2021/california-parents-continue-to-disagree-on-return-to-school-as-covid-19-cases-decline/650181\">children were not in physical classrooms\u003c/a>.\u003c/p>\n\u003cp>The reopening of schools did little to turn down the heat at school board meetings, which were politicized over issues such as the teaching of\u003ca href=\"https://edsource.org/2023/national-wave-of-anti-crt-measures-trickle-into-california-schools/688862\"> critical race theory\u003c/a> and its tenets of systemic racism, and\u003ca href=\"https://edsource.org/2023/lgbtq-students-in-conservative-crosshairs/698052\"> LGBTQ+ topics\u003c/a>. School superintendents often found themselves the focus of community and parental ire — so much that some school districts paid for security for their superintendent.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Gregory Franklin, the former superintendent of Tustin Unified School District in Orange County, said he has never been threatened, but he knows other superintendents who have.\u003c/p>\n\u003cp>“I can’t ever remember hearing of a superintendent that had gotten a death threat before,” said Franklin, who left Tustin Unified at the end of 2021 for another job. “Now, I know personally four or five. It’s just kind of shocking. So, I think, all of that being said, that when other possibilities present themselves, people are taking them.”\u003c/p>\n\u003cp>The superintendent turnover problem is not unique to California, according to the \u003ca class=\"external\" href=\"https://www.ilogroup.com/wp-content/uploads/2022/12/The-Superintendent-Research-Project_Dec-2022-Update.pdf\" target=\"_blank\" rel=\"noopener\">Superintendent Research Project (PDF)\u003c/a>. Nearly half of the country’s 500 largest school districts have changed leadership or are undergoing leadership changes since the pandemic began in March 2020. The study found that superintendent turnover across the country increased by 46% in the first two years of the pandemic, as compared to the two years before it began.\u003c/p>\n\u003cp>“What we are seeing is that the challenges are greater than ever before and the political environment is creating great instability in the institution, which is resulting in shorter tenure for superintendents,” said Dennis Smith, managing search partner for Leadership Associates, a recruitment agency that does many of the superintendent searches in California.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Demand is high\u003c/h2>\n\u003cp>The list of California school districts searching for new superintendents is strikingly long. It includes Sacramento City Unified, \u003ca class=\"external\" href=\"https://sites.google.com/eurekacityschools.org/superintendent-search/job_desc\" target=\"_blank\" rel=\"noopener\">Eureka City Schools\u003c/a>, Palm Springs Unified, Eastside Union, Pasadena Unified, Pajaro Valley Unified, Pacific Grove Unified, Culver City Unified, Newman-Crows Landing Unified, Solana Beach School District, Culver City Unified, \u003ca class=\"external\" href=\"https://www.dixonusd.org/superintendent-search/\" target=\"_blank\" rel=\"noopener\">Dixon Unified,\u003c/a> Millbrae Elementary, Woodlake Unified, Hillsborough City, Merced City, Black Oak Mine Unified, North Monterey Unified and Dos Palos-Oro Loma Joint Unified.\u003c/p>\n\u003cp>The California School Boards Association projected a superintendent shortage five years ago, as baby boomers started to retire in large numbers, said Susan Heredia, the group’s past president.\u003c/p>\n\u003cp>In the 15 months since Brett McFadden began work as a deputy superintendent at the Monterey County Office of Education, a quarter of the county’s 24 school districts have changed superintendents, he said. McFadden, himself, served as Nevada Joint Union High School District superintendent until last school year.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“If you look at the last 100 superintendents that had to leave their positions or their districts, you would be very hard-pressed to find any one of them that left because of test scores or left because of educational issues,” McFadden said. “They leave because of local politics, board relations, labor relations, a facility bond matter or a budget thing.”\u003c/p>\n\u003cp>McFadden calls the pandemic the kindling that ignited the rise in single-issue adult-driven disputes, like those around masking and vaccinations, at school board meetings.\u003c/p>\n\u003cp>Demand is so high for superintendents that McFadden is already getting calls from search firms hoping to entice him to apply for jobs.\u003c/p>\n\u003cp>“You know the paint on the door isn’t even dry yet with my name on it,” he said. “These search firms are now just aggressively looking for candidates.”\u003c/p>\n\u003cp>Of the 30 candidates that apply for each candidate search, maybe eight to 10 meet the district’s qualifications, Evans, formerly of Natomas Unified, said. Of those, there are only maybe three or four that could potentially be hired for the job, he said.\u003c/p>\n\u003cp>The high demand is driving up salaries and benefits packages, with total compensation surpassing the $500,000 mark in some cases.\u003c/p>\n\u003ch2>Firings making applicants wary\u003c/h2>\n\u003cp>Another factor pushing some superintendents out the door is the election of new board members determined to make significant changes to leadership in their districts — a trend that has spurred the firing of an unprecedented number of superintendents since the pandemic began in 2020, Smith said.\u003c/p>\n\u003cp>School board meetings, broadcast live, have been watched throughout the state — especially by other superintendents.\u003c/p>\n\u003cp>McFadden remembers watching Pajaro Valley Unified school board meetings in 2021 when the board\u003ca href=\"https://edsource.org/updates/pajaro-valleys-popular-superintendent-fired-and-reinstated-in-a-chaotic-week\"> fired Superintendent Michelle Rodriguez\u003c/a> without notice and then reinstated her days later after a public uproar. Rodriguez left to lead the \u003ca href=\"https://edsource.org/updates/stockton-unified-hires-pajaro-valley-superintendent-for-top-post\">Stockton Unified School District \u003c/a>this year.\u003c/p>\n\u003cp>“You’d expect this in a Spanish novella or something, but you don’t expect it in your neighboring district,” McFadeen said.\u003c/p>\n\u003cp>Superintendents are watching these meetings and paying more attention than ever to whether they fit well with the community that the district is located in before they apply for a job, said White, of the University of Tennessee.\u003c/p>\n\u003cp>“I think it’s just a heightened awareness right now,” White said. “Especially if I’m going to pick up and move my entire family and start a position in a new place. I don’t want to be fired in two years.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘If you look at the last 100 superintendents that had to leave their positions or their districts, you would be very hard-pressed to find any one of them that left because of test scores or left because of educational issues. They leave because of local politics, board relations, labor relations, a facility bond matter or a budget thing.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Temecula Valley Unified has been a hotbed of controversy since a trio of conservative trustees took control of the board a year ago. The board fired Superintendent Jodi McClay in June and banned the teaching of critical race theory, passed a parental policy requiring staff to notify parents if students are transgender, and removed social studies material because it included a section on San Francisco LGBTQ+ rights activist Harvey Milk.\u003c/p>\n\u003cp>Although the search for a candidate ended on Nov. 13 with the hiring of Gary Woods, a former Beverly Hills Unified superintendent, the search firm indicated to one board member that there were fewer candidates than in the past. Quite a few candidates did not meet the requirements outlined by the district, and some weren’t even from the education field, board member Allison Barclay told EdSource in early November.\u003c/p>\n\u003cp>“I would assume that if you’re looking for a position anywhere, any company, any school district, you’re really going to look at what the situation is you’re walking into financially, culture-wise, all of those things,” Barclay said. “And so, having a school district that is making national news is probably not appealing to as many people as might be attracted to it when it wasn’t making national news and was just simply known as an award-winning school district. So, I can’t imagine that that’s been helpful.”\u003c/p>\n\u003cp>State legislators responded to the spate of firings by \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=202320240SB494\" target=\"_blank\" rel=\"noopener\">passing a bill\u003c/a> that creates a cooling-off period and prohibits school boards from firing a superintendent or assistant superintendent within 30 days of new board members being seated or recalled.\u003c/p>\n\u003cp>The law, signed by the governor in October, also prevents school boards from firing school leaders at special or emergency board meetings, which require only 24 hours’ notice, instead of at a regular meeting, which requires at least 72 hours notice.\u003c/p>\n\u003ch2>Less experienced leaders hired\u003c/h2>\n\u003cp>In many cases, assistant or deputy superintendents in larger districts are moving into the lead role in smaller districts, or superintendents in smaller districts are taking the opportunity to move to more lucrative jobs in larger districts. Newer, younger superintendents are becoming more common, Smith, of Leadership Associates, said.\u003c/p>\n\u003cp>“I’m seeing different, perhaps less-seasoned individuals coming into the roles,” McFadden said. “That doesn’t mean they are less talented or more talented.”\u003c/p>\n\u003cp>To help new superintendents prepare for their new role, the Association of California School Administrators offers a \u003ca class=\"external\" href=\"https://acsa.org/Professional-Learning/Trainings/new-superintendents-seminar-series\" target=\"_blank\" rel=\"noopener\">new superintendents’ \u003c/a>seminar series, \u003ca class=\"external\" href=\"https://acsa.org/Professional-Learning/Academies\" target=\"_blank\" rel=\"noopener\">academy\u003c/a> and workshop before its annual symposium.\u003c/p>\n\u003cp>Superintendents report directly to the school board, something first-time superintendents have never done before, said James Finkelstein, professor emeritus of public policy at George Mason University in Virginia. The new superintendent now has multiple bosses, often with divergent interests. They also have to deal directly with parents and external interest groups.\u003c/p>\n\u003cp>“No amount of academic training or a certificate can prepare someone for this trial by fire,” Finkelstein said. “The bottom line is that there is no substitute for experience. But the Catch-22 is that the only way to get the experience is by doing the job. Every school district would like an experienced superintendent who has demonstrated success in their previous position. But finding those individuals is increasingly difficult, especially given the dramatic turnover since COVID.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/threats-stress-and-politics-pushing-school-superintendents-out-the-door/701596\">\u003cem>This story was originally published in EdSource\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Thousands of faculty on four California State University campuses, are holding a series of one-day strikes this week, starting Monday, to demand higher pay and more parental leave for professors, librarians, counselors, coaches and other academic employees of the country’s largest public university system.\u003c/p>\n\u003cp>Cal Poly Pomona faculty are striking Monday, followed by faculty walkouts later this week at San Francisco State, Cal State Los Angeles and Sacramento State. The 1-day rolling work stoppages mark the latest push by the California Faculty Association to fight for better pay and benefits for the roughly 29,000 workers it represents.[aside label=\"more CSU coverage\" tag=\"csu\"]The union is seeking a 12% salary raise and an increase in parental leave from six weeks to a full semester. They also want more manageable workloads for faculty, better access to breastfeeding stations and more gender-inclusive restrooms.\u003c/p>\n\u003cp>“What we’re doing is in the spirit of maintaining the integrity of what the public education system should be for,” said Maria Gisela Sanchez, a counselor at Cal Poly Pomona, who picketed Monday. “Public education belongs to all of us.”\u003c/p>\n\u003cp>Anne Luna, president of the union’s Sacramento chapter, said CSU faculty need this boost to cover the rapidly rising cost of rent, groceries, child care and other necessities.\u003c/p>\n\u003cp>“They can afford to provide fair compensation and safe working conditions,” Luna said in a statement. “It’s time to stop funneling tuition and taxpayer money into a top-heavy administration.”\u003c/p>\n\u003cp>The CSU chancellor’s office says the pay increase the union is demanding would cost the system $380 million in new recurring spending — more than twice the amount the system will receive from the state in increased funding for the next school year.\u003c/p>\n\u003cp>Leora Freedman, the vice chancellor for human resources, said in a statement that while the university system can’t meet the union’s demands, it still aims to pay its workers fairly and provide competitive benefits.\u003c/p>\n\u003cp>“We recognize the need to increase compensation and are committed to doing so, but our financial commitments must be fiscally sustainable,” Freedman said.\u003c/p>\n\u003cp>She said the chancellor’s office respects workers’ right to strike and is preparing to minimize disruptions on campuses.\u003c/p>\n\u003cp>Cal Poly Pomona leadership said the campus would remain open on Monday and that some faculty would still hold classes. Instructors participating in the strike notified students about cancellations and gave them instructions to prepare for the next class.\u003c/p>\n\u003cp>Kate Ozment, an English assistant professor and assembly delegate for the union’s Cal Poly Pomona chapter, said the only reason she could afford to take her job at the university after earning $18,000 annually as a graduate student in Texas was because she is married.\u003c/p>\n\u003cp>“That’s what we’re seeing is that people who are two-income households or have generational wealth are the ones who can afford to take these jobs,” she said. “That’s not actually what the CSU is supposed to be about.”\u003c/p>\n\u003cp>The walkout comes as other non-faculty workers at CSU are also fighting for better pay and bargaining rights. In October, student workers across the university system’s 23 campuses became eligible to vote to form a union.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And last month, the Teamsters Local 2010 union, which represents some 1,100 plumbers, electricians and maintenance workers employed by the university system, held a one-day strike to demand better pay. The union said its members planned to strike this week, in solidarity with faculty at the four campuses.\u003c/p>\n\u003cp>Jason Rabinowitz, secretary-treasurer for Teamsters Local 2010, said skilled workers have been paid far less than workers in similar roles at University of California campuses.\u003c/p>\n\u003cp>“Teamsters will continue to stand together and to stand with our fellow Unions, until CSU treats our members, faculty, and all workers at CSU with the fairness we deserve,” Rabinowitz said in a statement.\u003c/p>\n\u003cp>The strike follows a big year for labor, one in which \u003ca href=\"https://apnews.com/article/kaiser-health-care-workers-strike-b8b40ce8c082c0b8c4f1c0fb7ec38741\">health care professionals\u003c/a>, \u003ca href=\"https://apnews.com/article/actors-strike-ends-hollywood-5769ab584bca99fe708c67d00d2ec241\">Hollywood actors and writers\u003c/a>, and \u003ca href=\"https://apnews.com/article/general-motors-ford-stellantis-uaw-strike-34f6f0d7ca32a671783594722b20fb24\">auto workers\u003c/a> successfully agitated for better pay and working conditions. And in California this year, legislators approved new state laws granting workers \u003ca href=\"https://apnews.com/article/california-paid-sick-days-manual-vote-counts-1fa0896084e3873efd365b447e87d140\">more paid sick leave\u003c/a>, as well as increased wages for \u003ca href=\"https://apnews.com/article/california-health-care-workers-minimum-wage-274c712eec29573731a479bc7ef9b452\">health care\u003c/a> and \u003ca href=\"https://apnews.com/article/california-minimum-wage-increase-fast-food-newsom-69c26b7f07f2647149c37677446cea30\">fast food workers\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of faculty on four California State University campuses, are holding a series of one-day strikes this week, starting Monday, to demand higher pay and more parental leave for professors, librarians, counselors, coaches and other academic employees of the country’s largest public university system.\u003c/p>\n\u003cp>Cal Poly Pomona faculty are striking Monday, followed by faculty walkouts later this week at San Francisco State, Cal State Los Angeles and Sacramento State. The 1-day rolling work stoppages mark the latest push by the California Faculty Association to fight for better pay and benefits for the roughly 29,000 workers it represents.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The union is seeking a 12% salary raise and an increase in parental leave from six weeks to a full semester. They also want more manageable workloads for faculty, better access to breastfeeding stations and more gender-inclusive restrooms.\u003c/p>\n\u003cp>“What we’re doing is in the spirit of maintaining the integrity of what the public education system should be for,” said Maria Gisela Sanchez, a counselor at Cal Poly Pomona, who picketed Monday. “Public education belongs to all of us.”\u003c/p>\n\u003cp>Anne Luna, president of the union’s Sacramento chapter, said CSU faculty need this boost to cover the rapidly rising cost of rent, groceries, child care and other necessities.\u003c/p>\n\u003cp>“They can afford to provide fair compensation and safe working conditions,” Luna said in a statement. “It’s time to stop funneling tuition and taxpayer money into a top-heavy administration.”\u003c/p>\n\u003cp>The CSU chancellor’s office says the pay increase the union is demanding would cost the system $380 million in new recurring spending — more than twice the amount the system will receive from the state in increased funding for the next school year.\u003c/p>\n\u003cp>Leora Freedman, the vice chancellor for human resources, said in a statement that while the university system can’t meet the union’s demands, it still aims to pay its workers fairly and provide competitive benefits.\u003c/p>\n\u003cp>“We recognize the need to increase compensation and are committed to doing so, but our financial commitments must be fiscally sustainable,” Freedman said.\u003c/p>\n\u003cp>She said the chancellor’s office respects workers’ right to strike and is preparing to minimize disruptions on campuses.\u003c/p>\n\u003cp>Cal Poly Pomona leadership said the campus would remain open on Monday and that some faculty would still hold classes. Instructors participating in the strike notified students about cancellations and gave them instructions to prepare for the next class.\u003c/p>\n\u003cp>Kate Ozment, an English assistant professor and assembly delegate for the union’s Cal Poly Pomona chapter, said the only reason she could afford to take her job at the university after earning $18,000 annually as a graduate student in Texas was because she is married.\u003c/p>\n\u003cp>“That’s what we’re seeing is that people who are two-income households or have generational wealth are the ones who can afford to take these jobs,” she said. “That’s not actually what the CSU is supposed to be about.”\u003c/p>\n\u003cp>The walkout comes as other non-faculty workers at CSU are also fighting for better pay and bargaining rights. In October, student workers across the university system’s 23 campuses became eligible to vote to form a union.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And last month, the Teamsters Local 2010 union, which represents some 1,100 plumbers, electricians and maintenance workers employed by the university system, held a one-day strike to demand better pay. The union said its members planned to strike this week, in solidarity with faculty at the four campuses.\u003c/p>\n\u003cp>Jason Rabinowitz, secretary-treasurer for Teamsters Local 2010, said skilled workers have been paid far less than workers in similar roles at University of California campuses.\u003c/p>\n\u003cp>“Teamsters will continue to stand together and to stand with our fellow Unions, until CSU treats our members, faculty, and all workers at CSU with the fairness we deserve,” Rabinowitz said in a statement.\u003c/p>\n\u003cp>The strike follows a big year for labor, one in which \u003ca href=\"https://apnews.com/article/kaiser-health-care-workers-strike-b8b40ce8c082c0b8c4f1c0fb7ec38741\">health care professionals\u003c/a>, \u003ca href=\"https://apnews.com/article/actors-strike-ends-hollywood-5769ab584bca99fe708c67d00d2ec241\">Hollywood actors and writers\u003c/a>, and \u003ca href=\"https://apnews.com/article/general-motors-ford-stellantis-uaw-strike-34f6f0d7ca32a671783594722b20fb24\">auto workers\u003c/a> successfully agitated for better pay and working conditions. And in California this year, legislators approved new state laws granting workers \u003ca href=\"https://apnews.com/article/california-paid-sick-days-manual-vote-counts-1fa0896084e3873efd365b447e87d140\">more paid sick leave\u003c/a>, as well as increased wages for \u003ca href=\"https://apnews.com/article/california-health-care-workers-minimum-wage-274c712eec29573731a479bc7ef9b452\">health care\u003c/a> and \u003ca href=\"https://apnews.com/article/california-minimum-wage-increase-fast-food-newsom-69c26b7f07f2647149c37677446cea30\">fast food workers\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Barring a breakthrough in negotiations, the California State University faculty will go on one-day strikes at \u003ca href=\"https://calmatters.org/newsletter/cal-state-strike/\">four campuses next week\u003c/a> as they fight for 12% wage hikes this academic year plus other key concessions — increases that the system of nearly 460,000 students says it cannot afford.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Kevin Wehr, bargaining team chair and professor, California Faculty Association and Sacramento State\"]‘We’re going to demonstrate to them that we can shut down any campus we want with only a couple of weeks’ notice.’[/pullquote]The action would dash hopes of a labor peace between the union of 29,000 professors, lecturers, librarians, counselors, and coaches on one end and management of the nation’s largest public four-year university system on the other. And it would only be the beginning: If Cal State leadership doesn’t meet faculty demands, union leadership is promising more labor unrest in 2024.\u003c/p>\n\u003cp>“The decision was made to start on the smaller side…to allow us to give some space to escalate,” said Kevin Wehr, bargaining team chair for the California Faculty Association and a professor at Sacramento State. “We don’t feel the need necessarily to go from zero to 60.”\u003c/p>\n\u003cp data-reader-unique-id=\"20\">The planned dates and campuses are:\u003c/p>\n\u003cul data-reader-unique-id=\"24\">\n\u003cli data-reader-unique-id=\"25\">Dec. 4, Cal Poly Pomona\u003c/li>\n\u003cli data-reader-unique-id=\"26\">Dec. 5, San Francisco State\u003c/li>\n\u003cli data-reader-unique-id=\"27\">Dec. 6, CSU Los Angeles\u003c/li>\n\u003cli data-reader-unique-id=\"28\">Dec. 7, Sacramento State\u003c/li>\n\u003c/ul>\n\u003cp>The four schools are among the largest in the system and \u003ca href=\"https://tableau.calstate.edu/views/SelfEnrollmentDashboard/EnrollmentSummary?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3AshowVizHome=no\">enroll around\u003c/a> 105,000 students combined. The labor walkouts are meant to signal to Cal State leadership that the union can quickly organize its members.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We’re going to demonstrate to them that we can shut down any campus we want with only a couple of weeks’ notice,” Wehr said, who added the union doesn’t plan to stage any other work stoppages in December.\u003c/p>\n\u003cp>Cal State officials will hold a virtual press conference on Friday to discuss the state of play between the system and the California Faculty Association. Friday will also mark the end of a state labor mediation process that \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/04/FAQ-2023-web.pdf\">began in August\u003c/a>. By then, a \u003ca href=\"https://www.calfac.org/factfinding-begins-as-campus-activism-increases/\">fact-finding report \u003c/a>written by a third-party labor negotiator should become public, shedding more light on why the two sides are at loggerheads.\u003c/p>\n\u003cp>Last month, 95% of faculty members who voted approved a resolution granting union leaders the ability to call for a strike. The union refused to say what percentage of its membership participated in that vote. In response, a \u003ca href=\"https://calmatters.org/newsletter/cal-state-faculty-strike/\">Cal State spokesperson told CalMatters \u003c/a>that it “remains committed to the collective bargaining process and reaching a negotiated agreement with the (faculty union) as we have done with five of our other employee unions in recent weeks.”\u003c/p>\n\u003cp>[aside postID=\"news_11967471,news_11961149,news_11955960\" label=\"Related Stories\"]In the past month, Cal State has \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/multiple/communique_union-update_a-11-9-23.pdf\">come to agreements with five other unions\u003c/a> representing around 30,000 non-academic staff. The labor deals ensured that Cal State wouldn’t contend with all its unionized workers striking, which would have been calamitous for the system. A smaller union of about 1,100 trade workers \u003ca href=\"https://www.kpbs.org/news/local/2023/11/14/teamsters-strike-for-the-day-on-all-csu-campuses-over-stalled-contract-negotiations\">went on strike for one day this month\u003c/a>.\u003c/p>\n\u003ch2>Cal State lacks revenue\u003c/h2>\n\u003cp>Cal State has grappled with what it says are insufficient revenues to properly educate its students. In May, officials said the system \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">needs to generate at least $1.5 billion more \u003c/a>annually to provide students with the academic, cultural and supportive services they need.\u003c/p>\n\u003cp>That report triggered a multi-month discussion about upping revenue, culminating with the system’s board of trustees approving tuition hikes of \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">6% for each of the next five years\u003c/a>, starting next fall. But even those hikes aren’t enough to fully fund the system, \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=But%20even%20with,staff%2C%20it%20says.\">Cal State officials said\u003c/a>. The faculty union and student groups \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20union%20reiterated%20its%20opposition\">bitterly opposed\u003c/a> those hikes. The union also \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">released an accounting study last month\u003c/a> that argued Cal State can tap more of its reserves to cover academic expenses, such as faculty pay.\u003c/p>\n\u003cp>The impasse over finances and tuition played out in the same year Cal State’s new chancellor received a nearly $800,000 base salary — \u003ca href=\"https://www.sfchronicle.com/california/article/csu-university-tuition-increase-18348382.php#:~:text=66%25%20higher%20than%20Chancellor%20Timothy%20White%20earned%20when%20he%20retired%20in%202020\">66% more than what a predecessor earned in 2020\u003c/a>. Last year, several campus presidents \u003ca href=\"https://www.calfac.org/wp-content/uploads/2022/08/Exec-Comp-1.pdf#page=4\">received raises of as much as 29%\u003c/a> after a system report said \u003ca href=\"https://edsource.org/2022/cal-state-presidents-to-see-at-least-7-salary-increase/675482\">many were underpaid\u003c/a>.\u003c/p>\n\u003cp>In its most recent offer on Monday, Cal State leaders proposed 5% raises this year to the faculty union and two years of subsequent 5% raises between 2024-25 and 2025-26. On paper, that adds up to 15% across three years, above the 12% faculty seek in 2023-24.\u003c/p>\n\u003ch2>‘Lack of trust’\u003c/h2>\n\u003cp>But those future hikes are contingent on the system receiving funding that Gov. Gavin Newsom has promised Cal State for the next three years as part of his five-year compact of 5% annual increases. These are promised, but not guaranteed, jumps in state support in exchange for improvements in graduation rates and other academic advances. Newsom and the Legislature approved the 5% increases in state aid to Cal State — and the University of California — \u003ca href=\"https://ebudget.ca.gov/2023-24/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=3\">in each of the last two years\u003c/a>, despite facing a \u003ca href=\"https://calmatters.org/politics/2023/06/california-budget-deal-what-you-need-to-know/\">multi-billion deficit in June\u003c/a>.\u003c/p>\n\u003cp>Still, the union doesn’t want to take a deal that is at the mercy of a state budget negotiation process between the governor and lawmakers. Labor leaders feel spurned already; in 2022, \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/article31.pdf#page=3\">they expected\u003c/a> Cal State to receive enough state support for faculty \u003ca href=\"https://www.calfac.org/wp-content/uploads/2022/01/2022-Tentative-Agreement-FAQs-final-1.20.2022.pdf\">to get 4% raises\u003c/a>. Instead, the system lawmakers and the governor provided the system \u003ca href=\"https://www.calfac.org/governor-legislative-leaders-take-back-on-promises-to-faculty-cut-increases-in-11th-hour-budget-agreement/#:~:text=And%20because%20of%20this%20last%2Dminute%20political%20trade%2Daway%20from%20the%20Governor%20and%20legislative%20leaders%2C%20as%20of%20now%2C%20CSU%20faculty%20will%20receive%20three%20percent%20raises.\">enough to approve 3% salary bumps\u003c/a>.\u003c/p>\n\u003cp>“There’s a definite lack of trust with any budget contingency language now,” Wehr said.\u003c/p>\n\u003cp>The union is also hesitant to accept any multi-year deal now because of a technicality in its contract with Cal State. Right now, \u003ca href=\"https://www.cfabargaining.org/#:~:text=Throughout%202023%2C%20we%20are%20bargaining%20with%20CSU%20management%20on%20selected%20portions%20of%20our%20contract%20(Articles%2020%2C%2023%2C%2031%2C%20and%2037).\">the two sides are able to negotiate\u003c/a> on just the salary portion of the collective bargaining agreement and several benefits provisions. The full contract expires June 30, 2024, meaning that the union cannot negotiate on other details that will only become fair game to discuss next summer.\u003c/p>\n\u003cp>Agreeing to a multi-year contract now overrides that expiration date and locks into place any matter the two sides haven’t yet discussed. In effect, Wehr said the union would need to agree to a whole new contract now to approve a full multi-year deal.\u003c/p>\n\u003cp>“Management must think that faculty can’t do math,” a \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/11/Message-to-Members-CFA-Members-Picket-Lines-Start-Next-Week-2.pdf\">faculty union letter to its members said\u003c/a>. “Management claims their latest salary offer as ‘15 percent over three years’ (even they acknowledge that is not guaranteed). We are demanding a 12-percent General Salary Increase for just 2023-24 to keep pace with rising costs of living. We will fight for more when the full contract opens next year. The three-year nature of management’s proposal would mean that we cannot bargain over other workplace issues for three years!”\u003c/p>\n\u003cp>Beyond the wage increases of 12% for all faculty, \u003ca href=\"https://www.cfabargaining.org/proposals#:~:text=The%20CFA%20Bargaining,other%20correspondence%20below.\">the union seeks\u003c/a> to lift pay for the lowest-paid instructors, expand parental leave, provide lactation rooms for new parents and more.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Cal State would need to give the faculty union a deal that matches, or comes close, to its demands to end the wave of strikes, Wehr said.” If they come at us with seven (percent), I don’t think faculty would accept that,” he said. “It would have to be 12% or very close to it.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Barring a breakthrough in negotiations, the California State University faculty will go on one-day strikes at \u003ca href=\"https://calmatters.org/newsletter/cal-state-strike/\">four campuses next week\u003c/a> as they fight for 12% wage hikes this academic year plus other key concessions — increases that the system of nearly 460,000 students says it cannot afford.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The action would dash hopes of a labor peace between the union of 29,000 professors, lecturers, librarians, counselors, and coaches on one end and management of the nation’s largest public four-year university system on the other. And it would only be the beginning: If Cal State leadership doesn’t meet faculty demands, union leadership is promising more labor unrest in 2024.\u003c/p>\n\u003cp>“The decision was made to start on the smaller side…to allow us to give some space to escalate,” said Kevin Wehr, bargaining team chair for the California Faculty Association and a professor at Sacramento State. “We don’t feel the need necessarily to go from zero to 60.”\u003c/p>\n\u003cp data-reader-unique-id=\"20\">The planned dates and campuses are:\u003c/p>\n\u003cul data-reader-unique-id=\"24\">\n\u003cli data-reader-unique-id=\"25\">Dec. 4, Cal Poly Pomona\u003c/li>\n\u003cli data-reader-unique-id=\"26\">Dec. 5, San Francisco State\u003c/li>\n\u003cli data-reader-unique-id=\"27\">Dec. 6, CSU Los Angeles\u003c/li>\n\u003cli data-reader-unique-id=\"28\">Dec. 7, Sacramento State\u003c/li>\n\u003c/ul>\n\u003cp>The four schools are among the largest in the system and \u003ca href=\"https://tableau.calstate.edu/views/SelfEnrollmentDashboard/EnrollmentSummary?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3AshowVizHome=no\">enroll around\u003c/a> 105,000 students combined. The labor walkouts are meant to signal to Cal State leadership that the union can quickly organize its members.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re going to demonstrate to them that we can shut down any campus we want with only a couple of weeks’ notice,” Wehr said, who added the union doesn’t plan to stage any other work stoppages in December.\u003c/p>\n\u003cp>Cal State officials will hold a virtual press conference on Friday to discuss the state of play between the system and the California Faculty Association. Friday will also mark the end of a state labor mediation process that \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/04/FAQ-2023-web.pdf\">began in August\u003c/a>. By then, a \u003ca href=\"https://www.calfac.org/factfinding-begins-as-campus-activism-increases/\">fact-finding report \u003c/a>written by a third-party labor negotiator should become public, shedding more light on why the two sides are at loggerheads.\u003c/p>\n\u003cp>Last month, 95% of faculty members who voted approved a resolution granting union leaders the ability to call for a strike. The union refused to say what percentage of its membership participated in that vote. In response, a \u003ca href=\"https://calmatters.org/newsletter/cal-state-faculty-strike/\">Cal State spokesperson told CalMatters \u003c/a>that it “remains committed to the collective bargaining process and reaching a negotiated agreement with the (faculty union) as we have done with five of our other employee unions in recent weeks.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In the past month, Cal State has \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/multiple/communique_union-update_a-11-9-23.pdf\">come to agreements with five other unions\u003c/a> representing around 30,000 non-academic staff. The labor deals ensured that Cal State wouldn’t contend with all its unionized workers striking, which would have been calamitous for the system. A smaller union of about 1,100 trade workers \u003ca href=\"https://www.kpbs.org/news/local/2023/11/14/teamsters-strike-for-the-day-on-all-csu-campuses-over-stalled-contract-negotiations\">went on strike for one day this month\u003c/a>.\u003c/p>\n\u003ch2>Cal State lacks revenue\u003c/h2>\n\u003cp>Cal State has grappled with what it says are insufficient revenues to properly educate its students. In May, officials said the system \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">needs to generate at least $1.5 billion more \u003c/a>annually to provide students with the academic, cultural and supportive services they need.\u003c/p>\n\u003cp>That report triggered a multi-month discussion about upping revenue, culminating with the system’s board of trustees approving tuition hikes of \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">6% for each of the next five years\u003c/a>, starting next fall. But even those hikes aren’t enough to fully fund the system, \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=But%20even%20with,staff%2C%20it%20says.\">Cal State officials said\u003c/a>. The faculty union and student groups \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20union%20reiterated%20its%20opposition\">bitterly opposed\u003c/a> those hikes. The union also \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">released an accounting study last month\u003c/a> that argued Cal State can tap more of its reserves to cover academic expenses, such as faculty pay.\u003c/p>\n\u003cp>The impasse over finances and tuition played out in the same year Cal State’s new chancellor received a nearly $800,000 base salary — \u003ca href=\"https://www.sfchronicle.com/california/article/csu-university-tuition-increase-18348382.php#:~:text=66%25%20higher%20than%20Chancellor%20Timothy%20White%20earned%20when%20he%20retired%20in%202020\">66% more than what a predecessor earned in 2020\u003c/a>. Last year, several campus presidents \u003ca href=\"https://www.calfac.org/wp-content/uploads/2022/08/Exec-Comp-1.pdf#page=4\">received raises of as much as 29%\u003c/a> after a system report said \u003ca href=\"https://edsource.org/2022/cal-state-presidents-to-see-at-least-7-salary-increase/675482\">many were underpaid\u003c/a>.\u003c/p>\n\u003cp>In its most recent offer on Monday, Cal State leaders proposed 5% raises this year to the faculty union and two years of subsequent 5% raises between 2024-25 and 2025-26. On paper, that adds up to 15% across three years, above the 12% faculty seek in 2023-24.\u003c/p>\n\u003ch2>‘Lack of trust’\u003c/h2>\n\u003cp>But those future hikes are contingent on the system receiving funding that Gov. Gavin Newsom has promised Cal State for the next three years as part of his five-year compact of 5% annual increases. These are promised, but not guaranteed, jumps in state support in exchange for improvements in graduation rates and other academic advances. Newsom and the Legislature approved the 5% increases in state aid to Cal State — and the University of California — \u003ca href=\"https://ebudget.ca.gov/2023-24/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=3\">in each of the last two years\u003c/a>, despite facing a \u003ca href=\"https://calmatters.org/politics/2023/06/california-budget-deal-what-you-need-to-know/\">multi-billion deficit in June\u003c/a>.\u003c/p>\n\u003cp>Still, the union doesn’t want to take a deal that is at the mercy of a state budget negotiation process between the governor and lawmakers. Labor leaders feel spurned already; in 2022, \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/article31.pdf#page=3\">they expected\u003c/a> Cal State to receive enough state support for faculty \u003ca href=\"https://www.calfac.org/wp-content/uploads/2022/01/2022-Tentative-Agreement-FAQs-final-1.20.2022.pdf\">to get 4% raises\u003c/a>. Instead, the system lawmakers and the governor provided the system \u003ca href=\"https://www.calfac.org/governor-legislative-leaders-take-back-on-promises-to-faculty-cut-increases-in-11th-hour-budget-agreement/#:~:text=And%20because%20of%20this%20last%2Dminute%20political%20trade%2Daway%20from%20the%20Governor%20and%20legislative%20leaders%2C%20as%20of%20now%2C%20CSU%20faculty%20will%20receive%20three%20percent%20raises.\">enough to approve 3% salary bumps\u003c/a>.\u003c/p>\n\u003cp>“There’s a definite lack of trust with any budget contingency language now,” Wehr said.\u003c/p>\n\u003cp>The union is also hesitant to accept any multi-year deal now because of a technicality in its contract with Cal State. Right now, \u003ca href=\"https://www.cfabargaining.org/#:~:text=Throughout%202023%2C%20we%20are%20bargaining%20with%20CSU%20management%20on%20selected%20portions%20of%20our%20contract%20(Articles%2020%2C%2023%2C%2031%2C%20and%2037).\">the two sides are able to negotiate\u003c/a> on just the salary portion of the collective bargaining agreement and several benefits provisions. The full contract expires June 30, 2024, meaning that the union cannot negotiate on other details that will only become fair game to discuss next summer.\u003c/p>\n\u003cp>Agreeing to a multi-year contract now overrides that expiration date and locks into place any matter the two sides haven’t yet discussed. In effect, Wehr said the union would need to agree to a whole new contract now to approve a full multi-year deal.\u003c/p>\n\u003cp>“Management must think that faculty can’t do math,” a \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/11/Message-to-Members-CFA-Members-Picket-Lines-Start-Next-Week-2.pdf\">faculty union letter to its members said\u003c/a>. “Management claims their latest salary offer as ‘15 percent over three years’ (even they acknowledge that is not guaranteed). We are demanding a 12-percent General Salary Increase for just 2023-24 to keep pace with rising costs of living. We will fight for more when the full contract opens next year. The three-year nature of management’s proposal would mean that we cannot bargain over other workplace issues for three years!”\u003c/p>\n\u003cp>Beyond the wage increases of 12% for all faculty, \u003ca href=\"https://www.cfabargaining.org/proposals#:~:text=The%20CFA%20Bargaining,other%20correspondence%20below.\">the union seeks\u003c/a> to lift pay for the lowest-paid instructors, expand parental leave, provide lactation rooms for new parents and more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cal State would need to give the faculty union a deal that matches, or comes close, to its demands to end the wave of strikes, Wehr said.” If they come at us with seven (percent), I don’t think faculty would accept that,” he said. “It would have to be 12% or very close to it.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>After a contentious road to approve a new set of statewide guidelines on teaching students math, California officials must still figure out how to support school districts with implementation.\u003c/p>\n\u003cp>The 2023 math framework, which the State Board of Education passed\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\"> in July\u003c/a>, is a 1,000-page document that details what many state and education officials accept as the best practices to teach mathematics. Although \u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">not everyone agreed and controversies arose\u003c/a> during the four years of work it took to reach approval, math experts and organizations across the state are beginning to discuss what a statewide rollout could look like. [pullquote size=\"medium\" align=\"right\" citation=\"Mike Torres, director of curriculum frameworks and instructional resources, California Department of Education\"]‘This situation with the mathematics framework is not different. There isn’t any specific funding where we can pay experts to help us participate in webinars … or put on events.’[/pullquote]The state hasn’t provided funding for implementation, which is typical, said Mike Torres, director of curriculum frameworks and instructional resources for the Department of Education.\u003c/p>\n\u003cp>Historically, framework rollouts have not been funded and are implemented with outside collaborators who are experts in the topic. For the most part, district officials must find ways to fund professional development independently.\u003c/p>\n\u003cp>“This situation with the mathematics framework is not different,” Torres said. “There isn’t any specific funding where we can pay experts to help us participate in webinars … or put on events.”\u003c/p>\n\u003cp>It’s unclear why California has historically not set aside money to help districts implement new guidelines, but that could change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel82.asp\">During a news conference last month\u003c/a>, State Superintendent Tony Thurmond said he intends to introduce legislation to fund professional development for math and reading teachers. The funds could be up to $500 million, he said.\u003c/p>\n\u003cp>Torres said the California Department of Education would need to find other ways to offset costs if events are held. It’s too early to know what kind of rollout could or will happen. Torres and his team have had three meetings with groups they work with to talk about a framework rollout, he said.\u003c/p>\n\u003cp>Many organizations are collaborating with the California Department of Education on implementing the math framework, including the California Mathematics Project, California County Superintendents Curricular and Improvement Support Community, California Math Council, California Teachers Association and county offices of education. [pullquote size=\"medium\" align=\"right\" citation=\"Karajean Hyde, co-director, UC Irvine Math Project\"]‘One day of hearing these ideas doesn’t necessarily translate into having a balanced curriculum — at all. It doesn’t necessarily create change in the classroom.’[/pullquote]During other framework rollouts, districts have sent teams of teachers and administrators to training and then had them relay information to the rest of the staff, said Kyndall Brown, one of the framework authors and executive director of the California Mathematics Project — one of the state’s partners. It’s something that could be replicated during a math framework rollout.\u003c/p>\n\u003cp>Even if there are conferences teachers can attend, one professor said she isn’t a huge fan.\u003c/p>\n\u003cp>“One day of hearing these ideas doesn’t necessarily translate into having a balanced curriculum — at all,” said Karajean Hyde, co-director of the UC Irvine Math Project. “It doesn’t necessarily create change in the classroom.”\u003c/p>\n\u003cp>To create changes that will increase students’ proficiency in math, teachers need trainers who will work with them consistently in and outside of classrooms, Hyde said, which is work she does with her colleagues.\u003c/p>\n\u003cp>Brown said school districts do have pots of funding that could be used for professional development, such as special education funds or funds from the Local Control Funding Formula.\u003c/p>\n\u003cp>However, the governor allocated a $50 million math, science, and computer science professional learning grant in the 2022 budget to help fund professional development. Some allocations have been given to the county offices of education, Torres said, and the offices handle how the money is used.\u003c/p>\n\u003cp>The timing of the grant worked out perfectly with the beginning of a math framework rollout, said Ellen Barger, an associate superintendent of curriculum and instruction at the Santa Barbara County Office of Education. Other grant funds are being used to support rural school districts in particular, and the most recent grant will help to continue building coherence across all counties and to fill gaps.\u003c/p>\n\u003cp>“The framework is one of the tools that’s helping us achieve a vision of high-quality mathematics for every California student, and we are building structures to bring people together to build knowledge and skills to operationalize that vision in every county, district and community,” Barger said.\u003c/p>\n\u003ch2>Equity in implementation\u003c/h2>\n\u003cp>As of this school year, \u003ca href=\"https://www.cde.ca.gov/re/lr/do/schooldistrictlist.asp\">939 school districts in the state\u003c/a> will have to find resources to support educators in teaching under the new guidelines, which align with the \u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf\">California Common Core State Standards for Mathematics \u003c/a>passed a decade ago.\u003c/p>\n\u003cp>How to make that equitable will be a difficult task.\u003c/p>\n\u003cp>Each school district has different needs, unique populations, and different levels of resources. For example, a district with more than 50,000 students typically has more resources and staff to support professional development. A district with fewer than 50 kids might have just one staffer taking on multiple roles.\u003c/p>\n\u003cp>Brown said some school districts have yet to finish implementing the Common Core standards, which detail what students in each grade level need to master.\u003c/p>\n\u003cfigure id=\"attachment_11968349\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11968349 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut.jpg\" alt=\"Desks in a classroom.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Only about 35% of California students met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were lower for Black and brown students. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was no rollout of the 2013 framework [common core standards],” Brown said. “You had county offices and math project sites doing what we could, but we’re running into teachers who still don’t know about the elements of the common core standards.”\u003c/p>\n\u003cp>There are also always new teachers coming into schools who will need to be trained, Brown said. “We have years’ and years’ worth of content.”\u003c/p>\n\u003cp>But at least some colleges of education at California universities have had many aspects of the math framework already embedded in their curricula for the last decade. Professors at UC Davis, UC Irvine and UC Riverside all spoke about how ideas in the framework have been used in their classrooms and the long history of controversy over how to teach math.\u003c/p>\n\u003cp>Hyde, co-director of the UC Irvine Math Project, works with districts to train teachers and students in the credential program to teach math. For years, she said, the focus has been on student engagement, understanding motivation, including student identities in lessons, and building healthy classrooms — all included in the math framework.\u003c/p>\n\u003cp>Hyde said most teachers teach how they were taught, learning shortcuts to solving math problems. This results in current and future teachers not understanding the mathematics behind what they’re teaching.\u003c/p>\n\u003cp>During professional development training, Hyde and other Irvine professors make sure educators begin to understand the concepts behind what they are teaching, she said. They spend time co-planning lessons, observing lessons being taught and relating what they are teaching back to the common core standards.\u003c/p>\n\u003cp>“We need to make sure teachers understand the math and how to teach the math first, and then it’s easier to help them consider, ‘How do I make this more engaging? How do I connect this back to the kid’s prior experience?’” Hyde said.\u003c/p>\n\u003cp>If teachers don’t understand the content, Hyde said, “I fear they will just have a series of super fun, engaging lessons that kids feel super good about, but they’re not mastering mathematics. I feel, in turn, that that is going to increase the achievement gaps that we already have that are horrible in California.” [pullquote size=\"medium\" align=\"right\" citation=\"Karajean Hyde, co-director, UC Irvine Math Project\"]‘We need to make sure teachers understand the math and how to teach the math first, and then it’s easier to help them consider, ‘How do I make this more engaging?’[/pullquote]The professional development work UC Irvine is doing has helped the two dozen districts they work with, but many districts still don’t have this kind of support in place.\u003c/p>\n\u003cp>It will take years until every student in California is exposed to a way of learning math that follows the guidelines in the framework and Brown said, “Something needs to change.”\u003c/p>\n\u003cp>Only about 35\u003ca href=\"https://caaspp.edsource.org/\">% of California students\u003c/a> met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were \u003ca href=\"https://caaspp.edsource.org/sbac/california-00000000000000\">lower for Black and brown students\u003c/a>.\u003c/p>\n\u003cp>About 17% of African American students and nearly 23% of Hispanic students in the state met or exceeded math standards in 2023, which was only about a 1-point increase from the prior year. Brown called the results “horrendous.”\u003c/p>\n\u003cp>“It’s more than obvious the current system is failing too many people,” Brown said. “It’s long overdue — time to make some changes so we can see some different outcomes.”\u003c/p>\n\u003ch2>A long way to go\u003c/h2>\n\u003cp>The final version of the framework was posted last month on the California Department of Education website. Officials are still working on a professionally edited version of the framework, which can take about a year, Torres said. [aside label='More Stories on Education' tag='education']Although school districts have access to the final version of the framework, it will still take up to two more years to have math materials that are vetted and approved by the state board that align with the framework, Torres said. Some publishers have likely started to write new materials.\u003c/p>\n\u003cp>The earliest the State Board of Education will kick off the adoption of math instructional materials is January — when the board approves a schedule of hearings. Torres said districts aren’t required to use the materials approved by the state board, but it’s helpful for implementation.\u003c/p>\n\u003cp>School districts also don’t have deadlines for when the framework needs to be implemented, Brown said. Every district is on its own timeline.\u003c/p>\n\u003cp>Barger said a rollout isn’t an event but an ongoing continuous improvement process that could take six or seven years.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a contentious road to approve a new set of statewide guidelines on teaching students math, California officials must still figure out how to support school districts with implementation.\u003c/p>\n\u003cp>The 2023 math framework, which the State Board of Education passed\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\"> in July\u003c/a>, is a 1,000-page document that details what many state and education officials accept as the best practices to teach mathematics. Although \u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">not everyone agreed and controversies arose\u003c/a> during the four years of work it took to reach approval, math experts and organizations across the state are beginning to discuss what a statewide rollout could look like. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The state hasn’t provided funding for implementation, which is typical, said Mike Torres, director of curriculum frameworks and instructional resources for the Department of Education.\u003c/p>\n\u003cp>Historically, framework rollouts have not been funded and are implemented with outside collaborators who are experts in the topic. For the most part, district officials must find ways to fund professional development independently.\u003c/p>\n\u003cp>“This situation with the mathematics framework is not different,” Torres said. “There isn’t any specific funding where we can pay experts to help us participate in webinars … or put on events.”\u003c/p>\n\u003cp>It’s unclear why California has historically not set aside money to help districts implement new guidelines, but that could change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel82.asp\">During a news conference last month\u003c/a>, State Superintendent Tony Thurmond said he intends to introduce legislation to fund professional development for math and reading teachers. The funds could be up to $500 million, he said.\u003c/p>\n\u003cp>Torres said the California Department of Education would need to find other ways to offset costs if events are held. It’s too early to know what kind of rollout could or will happen. Torres and his team have had three meetings with groups they work with to talk about a framework rollout, he said.\u003c/p>\n\u003cp>Many organizations are collaborating with the California Department of Education on implementing the math framework, including the California Mathematics Project, California County Superintendents Curricular and Improvement Support Community, California Math Council, California Teachers Association and county offices of education. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>During other framework rollouts, districts have sent teams of teachers and administrators to training and then had them relay information to the rest of the staff, said Kyndall Brown, one of the framework authors and executive director of the California Mathematics Project — one of the state’s partners. It’s something that could be replicated during a math framework rollout.\u003c/p>\n\u003cp>Even if there are conferences teachers can attend, one professor said she isn’t a huge fan.\u003c/p>\n\u003cp>“One day of hearing these ideas doesn’t necessarily translate into having a balanced curriculum — at all,” said Karajean Hyde, co-director of the UC Irvine Math Project. “It doesn’t necessarily create change in the classroom.”\u003c/p>\n\u003cp>To create changes that will increase students’ proficiency in math, teachers need trainers who will work with them consistently in and outside of classrooms, Hyde said, which is work she does with her colleagues.\u003c/p>\n\u003cp>Brown said school districts do have pots of funding that could be used for professional development, such as special education funds or funds from the Local Control Funding Formula.\u003c/p>\n\u003cp>However, the governor allocated a $50 million math, science, and computer science professional learning grant in the 2022 budget to help fund professional development. Some allocations have been given to the county offices of education, Torres said, and the offices handle how the money is used.\u003c/p>\n\u003cp>The timing of the grant worked out perfectly with the beginning of a math framework rollout, said Ellen Barger, an associate superintendent of curriculum and instruction at the Santa Barbara County Office of Education. Other grant funds are being used to support rural school districts in particular, and the most recent grant will help to continue building coherence across all counties and to fill gaps.\u003c/p>\n\u003cp>“The framework is one of the tools that’s helping us achieve a vision of high-quality mathematics for every California student, and we are building structures to bring people together to build knowledge and skills to operationalize that vision in every county, district and community,” Barger said.\u003c/p>\n\u003ch2>Equity in implementation\u003c/h2>\n\u003cp>As of this school year, \u003ca href=\"https://www.cde.ca.gov/re/lr/do/schooldistrictlist.asp\">939 school districts in the state\u003c/a> will have to find resources to support educators in teaching under the new guidelines, which align with the \u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf\">California Common Core State Standards for Mathematics \u003c/a>passed a decade ago.\u003c/p>\n\u003cp>How to make that equitable will be a difficult task.\u003c/p>\n\u003cp>Each school district has different needs, unique populations, and different levels of resources. For example, a district with more than 50,000 students typically has more resources and staff to support professional development. A district with fewer than 50 kids might have just one staffer taking on multiple roles.\u003c/p>\n\u003cp>Brown said some school districts have yet to finish implementing the Common Core standards, which detail what students in each grade level need to master.\u003c/p>\n\u003cfigure id=\"attachment_11968349\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11968349 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut.jpg\" alt=\"Desks in a classroom.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/IMG_0008-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Only about 35% of California students met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were lower for Black and brown students. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was no rollout of the 2013 framework [common core standards],” Brown said. “You had county offices and math project sites doing what we could, but we’re running into teachers who still don’t know about the elements of the common core standards.”\u003c/p>\n\u003cp>There are also always new teachers coming into schools who will need to be trained, Brown said. “We have years’ and years’ worth of content.”\u003c/p>\n\u003cp>But at least some colleges of education at California universities have had many aspects of the math framework already embedded in their curricula for the last decade. Professors at UC Davis, UC Irvine and UC Riverside all spoke about how ideas in the framework have been used in their classrooms and the long history of controversy over how to teach math.\u003c/p>\n\u003cp>Hyde, co-director of the UC Irvine Math Project, works with districts to train teachers and students in the credential program to teach math. For years, she said, the focus has been on student engagement, understanding motivation, including student identities in lessons, and building healthy classrooms — all included in the math framework.\u003c/p>\n\u003cp>Hyde said most teachers teach how they were taught, learning shortcuts to solving math problems. This results in current and future teachers not understanding the mathematics behind what they’re teaching.\u003c/p>\n\u003cp>During professional development training, Hyde and other Irvine professors make sure educators begin to understand the concepts behind what they are teaching, she said. They spend time co-planning lessons, observing lessons being taught and relating what they are teaching back to the common core standards.\u003c/p>\n\u003cp>“We need to make sure teachers understand the math and how to teach the math first, and then it’s easier to help them consider, ‘How do I make this more engaging? How do I connect this back to the kid’s prior experience?’” Hyde said.\u003c/p>\n\u003cp>If teachers don’t understand the content, Hyde said, “I fear they will just have a series of super fun, engaging lessons that kids feel super good about, but they’re not mastering mathematics. I feel, in turn, that that is going to increase the achievement gaps that we already have that are horrible in California.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The professional development work UC Irvine is doing has helped the two dozen districts they work with, but many districts still don’t have this kind of support in place.\u003c/p>\n\u003cp>It will take years until every student in California is exposed to a way of learning math that follows the guidelines in the framework and Brown said, “Something needs to change.”\u003c/p>\n\u003cp>Only about 35\u003ca href=\"https://caaspp.edsource.org/\">% of California students\u003c/a> met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were \u003ca href=\"https://caaspp.edsource.org/sbac/california-00000000000000\">lower for Black and brown students\u003c/a>.\u003c/p>\n\u003cp>About 17% of African American students and nearly 23% of Hispanic students in the state met or exceeded math standards in 2023, which was only about a 1-point increase from the prior year. Brown called the results “horrendous.”\u003c/p>\n\u003cp>“It’s more than obvious the current system is failing too many people,” Brown said. “It’s long overdue — time to make some changes so we can see some different outcomes.”\u003c/p>\n\u003ch2>A long way to go\u003c/h2>\n\u003cp>The final version of the framework was posted last month on the California Department of Education website. Officials are still working on a professionally edited version of the framework, which can take about a year, Torres said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Although school districts have access to the final version of the framework, it will still take up to two more years to have math materials that are vetted and approved by the state board that align with the framework, Torres said. Some publishers have likely started to write new materials.\u003c/p>\n\u003cp>The earliest the State Board of Education will kick off the adoption of math instructional materials is January — when the board approves a schedule of hearings. Torres said districts aren’t required to use the materials approved by the state board, but it’s helpful for implementation.\u003c/p>\n\u003cp>School districts also don’t have deadlines for when the framework needs to be implemented, Brown said. Every district is on its own timeline.\u003c/p>\n\u003cp>Barger said a rollout isn’t an event but an ongoing continuous improvement process that could take six or seven years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Is New State Construction Bond Measure Enough to Help Fix Scores of Dilapidated Schools in Rural California?",
"headTitle": "Is New State Construction Bond Measure Enough to Help Fix Scores of Dilapidated Schools in Rural California? | KQED",
"content": "\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2023/11/muchas-comunidades-rurales-de-california-buscan-conseguir-dinero-para-construir-escuelas-podra-una-nueva-medida-de-bonos-ofrecer-suficiente-ayuda/\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As California’s fund to fix crumbling schools dwindles to nothing, lawmakers are negotiating behind the scenes to craft a ballot measure that would be the state’s largest school construction bond in decades.\u003c/p>\n\u003cp>But some beleaguered school superintendents say the money will not be nearly enough to fix all the dry rot, leaky roofs and broken air conditioners in the state’s thousands of school buildings. And it won’t change a system that they say favors wealthier, urban, left-leaning areas that can easily pass local bond measures to make needed repairs.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Helio Brasil, superintendent of Keyes Union School District\"]‘The big question is, why can’t our kids have school buildings that are safe and as nice as other kids’ schools just a few miles away?’[/pullquote]“The big question is, why can’t our kids have school buildings that are safe and as nice as other kids’ schools just a few miles away?” said Helio Brasil, superintendent of Keyes Union School District, a rural TK-8 district in a lower-income area south of Modesto. “This school is in such bad shape it can feel like a jail. … I’m speaking up about this because I feel the system needs to be fixed. I don’t want the next generation of students to have to experience this.”\u003c/p>\n\u003cp>Two bills are currently under consideration in the state Legislature, which would bring in billions to repair school facilities. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB247\">Assembly Bill 247\u003c/a> would raise $14 billion for K-12 schools and community colleges, while \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB28\">Senate Bill 28\u003c/a>, at $15.5 billion, includes the University of California and California State University, as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Legislators will likely pick only one bill to send to Gov. Gavin Newsom for approval. AB 247 might have the advantage because it doesn’t include the state’s four-year university systems, both of which have the means to raise their own revenue. So far, it’s garnered little opposition, while SB 28 is opposed by two contractors’ associations because the bill prioritizes projects that use union labor.\u003c/p>\n\u003cp>The California Taxpayers Association is neutral on AB 247 but opposes SB 28 because it would increase the amount of money school districts could borrow, leading to higher property taxes. AB 247 doesn’t change the borrowing limit.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/SYlkv/3/\" width=\"1000\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“It should also be remembered that the school districts get to write the ballot questions, and they always use wording that encourages a ‘Yes’ vote and buries the part about the tax increase,” said association spokesman David Kline.\u003c/p>\n\u003ch2 id=\"h-addressing-the-new-reality\" class=\"wp-block-heading\">Addressing ‘the new reality’\u003c/h2>\n\u003cp>Assemblymember Al Muratsuchi, chair of the Assembly education committee and co-author of AB 247, said he’s confident the governor will approve a school bond for the November 2024 ballot despite competition from \u003ca href=\"https://calmatters.org/housing/2023/08/california-housing-crisis-bonds/\">a handful of other pricey bond proposals\u003c/a> addressing housing, the fentanyl crisis and flood protection.\u003c/p>\n\u003cp>For Muratsuchi, a Democrat from Torrance, fixing broken schools should be California’s top priority, especially as wildfires and extreme weather intensify.\u003c/p>\n\u003cp>“Our classrooms are aging, but we also need to address our new reality,” he said. “Classrooms of the 21st century should not only address students’ technical needs, but the reality of climate change.”\u003c/p>\n\u003cfigure id=\"attachment_11968327\" class=\"wp-caption alignnone\" style=\"max-width: 1588px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968327\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\" alt=\"A collage of 4 photos showing water damage from two different schools.\" width=\"1588\" height=\"1070\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png 1588w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1536x1035.png 1536w\" sizes=\"(max-width: 1588px) 100vw, 1588px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">First: Water damage inside a classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Second: A rusted roof at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Third: A building used as a storage facility boarded up and no longer in use at the Keyes Elementary School in Keyes on Nov. 15, 2023. Fourth: Construction sites in the hallways of Keyes Elementary School in Keyes on Nov. 15, 2023. Multiple projects continue at the campus due to a lack of funds. \u003ccite>(Clara Mokri/CalMatters and arry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike most other states, California has no permanent funding stream for repairing school facilities. Money comes from state and local bonds, which generate finite amounts, usually through property taxes. Although California has lavished money on schools in the past few years, most of that money is earmarked for helping students recover from the pandemic. It can’t be spent on construction.\u003c/p>\n\u003cp>Typically, larger, urban and more affluent districts, which also tend to be more liberal, have an easier time raising funds. Not only are voters more likely to approve new taxes — the usual way that districts repay bonds — but property values are higher, thereby bringing in more money. In addition, districts can qualify for matching funds from the state, so “the more you have, the more you get,” said Julien Lafortune, a researcher at the Public Policy Institute of California.\u003c/p>\n\u003cp>In 2022, for example, the Mill Valley School District in Marin County raised $194 million through a \u003ca href=\"https://ballotpedia.org/Mill_Valley_School_District,_California,_Measure_G,_Bond_Issue_(June_2022)\">bond\u003c/a> that taxed local property owners just 2.6 cents per $100 of a property’s assessed value — in a city where the average home price hovers around $2 million.\u003c/p>\n\u003cp>Meanwhile, the same year, in rural San Lucas, south of King City in Monterey County, the \u003ca href=\"https://ballotpedia.org/San_Lucas_Union_School_District,_California,_Measure_C,_School_Facilities_Bond_Issue_(June_2022)\">school district tried passing a bond\u003c/a> that would have taxed property owners more than twice that rate, but because the average home price is below $300,000, the bond would have raised only $3.6 million. Regardless, voters rejected it.\u003c/p>\n\u003cp>“The system is inequitable. More (school facilities) money goes to higher-income students than lower-income students,” Lafortune said. “There’s an understanding in California that we shouldn’t have these big inequities when it comes to books, supplies, resources. There’s all these efforts to correct inequities. And yet that’s not something that exists for school facilities.”\u003c/p>\n\u003cp>The state has a hardship fund for school districts that can’t cover their share of the matching funds. But getting hardship money is complicated, time-consuming and it can be overly burdensome for rural superintendents who may also be teaching classes, driving the bus and serving lunch.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.ppic.org/publication/equitable-state-funding-for-school-facilities/\">a recent report\u003c/a>, the Public Policy Institute of California recommends that California survey the condition of the state’s thousands of school buildings and adopt a system that ensures the neediest districts get more money.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/IldQ4/1/\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Although both bills in the Legislature include tweaks to make funding more equitable, they don’t go far enough, said Jeff Vincent, co-founder of the Center for Cities and Schools at UC Berkeley. Nearly 40% of California’s school districts can’t raise enough through local bonds — those that manage to pass them — to cover necessary repair costs. Any statewide bond should include significant aid for rural, small and lower-income districts.\u003c/p>\n\u003cp>“Districts in areas with lower property values are really struggling,” Vincent said. “This means that children in more disadvantaged communities tend to have schools in a greater state of disrepair. … It’s not just a matter of aesthetics. It’s an issue of environmental health and safety.”\u003c/p>\n\u003ch2 id=\"h-better-facilities-higher-achievement\" class=\"wp-block-heading\">Better facilities, higher achievement\u003c/h2>\n\u003cp>The stakes are high: Students whose schools are in good condition perform 5% to 17% higher on standardized tests, are less likely to be suspended, and are more likely to attend school regularly, \u003ca href=\"https://www.cde.ca.gov/ls/fa/re/documents/learnercenter.pdf\">according to the California Department of Education\u003c/a>. The reason, according to researchers, is that students focus better and have more pride in their school when buildings are comfortable and safe, with good air ventilation and temperature control.\u003c/p>\n\u003cp>Eric Gross, superintendent at Pacific Elementary School District in Santa Cruz County, has noticed that firsthand. For at least two decades, the roof has leaked so badly that staff have had to put trash cans in classrooms and hallways to collect rainwater during storms. Two engineers have recommended that one classroom be condemned, but it took years before the state finally approved plans to rebuild it earlier this month.\u003c/p>\n\u003cfigure id=\"attachment_11968328\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968328\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\" alt=\"A view inside a classroom with a white bucket on the floor below a missing ceiling panel. \" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A bucket catches water due to a leak in a sixth-grade classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. According to Superintendent Eric Gross, the ceiling leaks even on foggy mornings. \u003ccite>(Clara Mokri/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The other day, a teacher came to me and said, ‘The siding in my room is rotting.’ I said, ‘Yeah, I know.’ She said, ‘OK, just wanted to make sure you knew.’ … Our staff is great, but there’s a level of demoralization. It’s frustrating, but everyone just accepts it,” Gross said.\u003c/p>\n\u003cp>He’s come to rely on parent volunteers to perform basic maintenance at the 150-student school in the town of Davenport. Parents replace broken door handles, prune blackberry bushes, fix broken windows and build benches.\u003c/p>\n\u003cp>“On the first day of school, I tell the families there are no passengers on this ship. Everyone rows,” he said.\u003c/p>\n\u003cp>Small districts like his desperately need more assistance from the state, he said. This assistance should include not only more money but also help managing large projects. Gross is too busy running the school to hire consultants, negotiate with contractors, submit the reams of required paperwork, or oversee major projects.\u003c/p>\n\u003cp>“I can teach your kids to read, but I am not a construction manager,” he said. “The state needs to step in to help superintendents like me because we don’t have the time or expertise to do this on our own.”\u003c/p>\n\u003ch3 id=\"h-dry-rot-and-gophers\" class=\"wp-block-heading\">Dry rot and gophers\u003c/h3>\n\u003cp>Keyes Union School District, where Brasil has been superintendent for seven years, is a patchwork of deferred maintenance and jerry-rigging. Any money for repairs is long gone: The last time local voters passed a school construction bond was in 2005, and the state fund is depleted, as well. The elementary school gym, for example, doubles as a cafeteria, which means staff haul dozens of folding tables in and out daily. The middle school gym was never finished, so it lacks seating and locker rooms; students change in small, stuffy portables across the playground. Some of the roofs are 40 years old. A decade ago, an electrical malfunction sparked a pre-dawn fire in the Head Start building, engulfing it in flames.\u003c/p>\n\u003cp>But for the past two years, Keyes’ most pressing issue has been gophers. Lured by the adjacent almond orchards, gophers invaded the middle school soccer field — one of only two fields in the town and shared with the community. The field was so pocked with divots and holes that anyone running across it risked an ankle injury or worse. The only way to make it usable again was to dig it up, regrade it and install new sod.\u003c/p>\n\u003cp>Brasil didn’t have many financing options. The state rejected the district’s request for repair money, so it had to borrow $700,000 to complete the project.\u003c/p>\n\u003cp>“I wanted kids to have a nice, safe place to play, to run, to blow off steam after the pandemic. I would have rather spent that money on tutoring or after-school programs, but to me, this felt like the most important thing,” Brasil said.\u003c/p>\n\u003cfigure id=\"attachment_11968330\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968330\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\" alt=\"A middle-aged Latino man in a multicolored sweater stands next to caution tape in a school courtyard.\" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Helio Brasil stands in the hallway next to construction tape where new classrooms are being built at Keyes Elementary School in Keyes on Nov. 15, 2023. \u003ccite>(Larry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jeff Roberts, superintendent of Plumas Lake Elementary School District in Yuba County, has a different problem. His school buildings are in good shape, but the district is growing so fast he needs to build an entire new school — or risk cutting programs and increasing class sizes.\u003c/p>\n\u003cp>In the early 2000s, the district had only 100 students. But due to a housing boom in the region, he anticipates 2,200 students by 2030. The amount of money needed to build a new school is daunting: an estimated cost of $70 million to $100 million. The district can only raise $18 million through a local bond. Developers’ fees will bring in an additional $20 million, but that still leaves the district with only half the money it needs. Roberts is relying on the state to pass a new school construction bond so he can apply for the remainder of the funds.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I went into education for teaching and learning. Now, what I spend most of my time on is worrying about housing students,” Roberts said. “If we can’t figure this out, we’re going to have to cut things like P.E., art, music to make room for students. It’s extremely frustrating because we know that’s not what’s best for students’ education.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2023/11/muchas-comunidades-rurales-de-california-buscan-conseguir-dinero-para-construir-escuelas-podra-una-nueva-medida-de-bonos-ofrecer-suficiente-ayuda/\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As California’s fund to fix crumbling schools dwindles to nothing, lawmakers are negotiating behind the scenes to craft a ballot measure that would be the state’s largest school construction bond in decades.\u003c/p>\n\u003cp>But some beleaguered school superintendents say the money will not be nearly enough to fix all the dry rot, leaky roofs and broken air conditioners in the state’s thousands of school buildings. And it won’t change a system that they say favors wealthier, urban, left-leaning areas that can easily pass local bond measures to make needed repairs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“The big question is, why can’t our kids have school buildings that are safe and as nice as other kids’ schools just a few miles away?” said Helio Brasil, superintendent of Keyes Union School District, a rural TK-8 district in a lower-income area south of Modesto. “This school is in such bad shape it can feel like a jail. … I’m speaking up about this because I feel the system needs to be fixed. I don’t want the next generation of students to have to experience this.”\u003c/p>\n\u003cp>Two bills are currently under consideration in the state Legislature, which would bring in billions to repair school facilities. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB247\">Assembly Bill 247\u003c/a> would raise $14 billion for K-12 schools and community colleges, while \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB28\">Senate Bill 28\u003c/a>, at $15.5 billion, includes the University of California and California State University, as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Legislators will likely pick only one bill to send to Gov. Gavin Newsom for approval. AB 247 might have the advantage because it doesn’t include the state’s four-year university systems, both of which have the means to raise their own revenue. So far, it’s garnered little opposition, while SB 28 is opposed by two contractors’ associations because the bill prioritizes projects that use union labor.\u003c/p>\n\u003cp>The California Taxpayers Association is neutral on AB 247 but opposes SB 28 because it would increase the amount of money school districts could borrow, leading to higher property taxes. AB 247 doesn’t change the borrowing limit.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/SYlkv/3/\" width=\"1000\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“It should also be remembered that the school districts get to write the ballot questions, and they always use wording that encourages a ‘Yes’ vote and buries the part about the tax increase,” said association spokesman David Kline.\u003c/p>\n\u003ch2 id=\"h-addressing-the-new-reality\" class=\"wp-block-heading\">Addressing ‘the new reality’\u003c/h2>\n\u003cp>Assemblymember Al Muratsuchi, chair of the Assembly education committee and co-author of AB 247, said he’s confident the governor will approve a school bond for the November 2024 ballot despite competition from \u003ca href=\"https://calmatters.org/housing/2023/08/california-housing-crisis-bonds/\">a handful of other pricey bond proposals\u003c/a> addressing housing, the fentanyl crisis and flood protection.\u003c/p>\n\u003cp>For Muratsuchi, a Democrat from Torrance, fixing broken schools should be California’s top priority, especially as wildfires and extreme weather intensify.\u003c/p>\n\u003cp>“Our classrooms are aging, but we also need to address our new reality,” he said. “Classrooms of the 21st century should not only address students’ technical needs, but the reality of climate change.”\u003c/p>\n\u003cfigure id=\"attachment_11968327\" class=\"wp-caption alignnone\" style=\"max-width: 1588px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968327\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\" alt=\"A collage of 4 photos showing water damage from two different schools.\" width=\"1588\" height=\"1070\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png 1588w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1536x1035.png 1536w\" sizes=\"(max-width: 1588px) 100vw, 1588px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">First: Water damage inside a classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Second: A rusted roof at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Third: A building used as a storage facility boarded up and no longer in use at the Keyes Elementary School in Keyes on Nov. 15, 2023. Fourth: Construction sites in the hallways of Keyes Elementary School in Keyes on Nov. 15, 2023. Multiple projects continue at the campus due to a lack of funds. \u003ccite>(Clara Mokri/CalMatters and arry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike most other states, California has no permanent funding stream for repairing school facilities. Money comes from state and local bonds, which generate finite amounts, usually through property taxes. Although California has lavished money on schools in the past few years, most of that money is earmarked for helping students recover from the pandemic. It can’t be spent on construction.\u003c/p>\n\u003cp>Typically, larger, urban and more affluent districts, which also tend to be more liberal, have an easier time raising funds. Not only are voters more likely to approve new taxes — the usual way that districts repay bonds — but property values are higher, thereby bringing in more money. In addition, districts can qualify for matching funds from the state, so “the more you have, the more you get,” said Julien Lafortune, a researcher at the Public Policy Institute of California.\u003c/p>\n\u003cp>In 2022, for example, the Mill Valley School District in Marin County raised $194 million through a \u003ca href=\"https://ballotpedia.org/Mill_Valley_School_District,_California,_Measure_G,_Bond_Issue_(June_2022)\">bond\u003c/a> that taxed local property owners just 2.6 cents per $100 of a property’s assessed value — in a city where the average home price hovers around $2 million.\u003c/p>\n\u003cp>Meanwhile, the same year, in rural San Lucas, south of King City in Monterey County, the \u003ca href=\"https://ballotpedia.org/San_Lucas_Union_School_District,_California,_Measure_C,_School_Facilities_Bond_Issue_(June_2022)\">school district tried passing a bond\u003c/a> that would have taxed property owners more than twice that rate, but because the average home price is below $300,000, the bond would have raised only $3.6 million. Regardless, voters rejected it.\u003c/p>\n\u003cp>“The system is inequitable. More (school facilities) money goes to higher-income students than lower-income students,” Lafortune said. “There’s an understanding in California that we shouldn’t have these big inequities when it comes to books, supplies, resources. There’s all these efforts to correct inequities. And yet that’s not something that exists for school facilities.”\u003c/p>\n\u003cp>The state has a hardship fund for school districts that can’t cover their share of the matching funds. But getting hardship money is complicated, time-consuming and it can be overly burdensome for rural superintendents who may also be teaching classes, driving the bus and serving lunch.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.ppic.org/publication/equitable-state-funding-for-school-facilities/\">a recent report\u003c/a>, the Public Policy Institute of California recommends that California survey the condition of the state’s thousands of school buildings and adopt a system that ensures the neediest districts get more money.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/IldQ4/1/\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Although both bills in the Legislature include tweaks to make funding more equitable, they don’t go far enough, said Jeff Vincent, co-founder of the Center for Cities and Schools at UC Berkeley. Nearly 40% of California’s school districts can’t raise enough through local bonds — those that manage to pass them — to cover necessary repair costs. Any statewide bond should include significant aid for rural, small and lower-income districts.\u003c/p>\n\u003cp>“Districts in areas with lower property values are really struggling,” Vincent said. “This means that children in more disadvantaged communities tend to have schools in a greater state of disrepair. … It’s not just a matter of aesthetics. It’s an issue of environmental health and safety.”\u003c/p>\n\u003ch2 id=\"h-better-facilities-higher-achievement\" class=\"wp-block-heading\">Better facilities, higher achievement\u003c/h2>\n\u003cp>The stakes are high: Students whose schools are in good condition perform 5% to 17% higher on standardized tests, are less likely to be suspended, and are more likely to attend school regularly, \u003ca href=\"https://www.cde.ca.gov/ls/fa/re/documents/learnercenter.pdf\">according to the California Department of Education\u003c/a>. The reason, according to researchers, is that students focus better and have more pride in their school when buildings are comfortable and safe, with good air ventilation and temperature control.\u003c/p>\n\u003cp>Eric Gross, superintendent at Pacific Elementary School District in Santa Cruz County, has noticed that firsthand. For at least two decades, the roof has leaked so badly that staff have had to put trash cans in classrooms and hallways to collect rainwater during storms. Two engineers have recommended that one classroom be condemned, but it took years before the state finally approved plans to rebuild it earlier this month.\u003c/p>\n\u003cfigure id=\"attachment_11968328\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968328\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\" alt=\"A view inside a classroom with a white bucket on the floor below a missing ceiling panel. \" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A bucket catches water due to a leak in a sixth-grade classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. According to Superintendent Eric Gross, the ceiling leaks even on foggy mornings. \u003ccite>(Clara Mokri/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The other day, a teacher came to me and said, ‘The siding in my room is rotting.’ I said, ‘Yeah, I know.’ She said, ‘OK, just wanted to make sure you knew.’ … Our staff is great, but there’s a level of demoralization. It’s frustrating, but everyone just accepts it,” Gross said.\u003c/p>\n\u003cp>He’s come to rely on parent volunteers to perform basic maintenance at the 150-student school in the town of Davenport. Parents replace broken door handles, prune blackberry bushes, fix broken windows and build benches.\u003c/p>\n\u003cp>“On the first day of school, I tell the families there are no passengers on this ship. Everyone rows,” he said.\u003c/p>\n\u003cp>Small districts like his desperately need more assistance from the state, he said. This assistance should include not only more money but also help managing large projects. Gross is too busy running the school to hire consultants, negotiate with contractors, submit the reams of required paperwork, or oversee major projects.\u003c/p>\n\u003cp>“I can teach your kids to read, but I am not a construction manager,” he said. “The state needs to step in to help superintendents like me because we don’t have the time or expertise to do this on our own.”\u003c/p>\n\u003ch3 id=\"h-dry-rot-and-gophers\" class=\"wp-block-heading\">Dry rot and gophers\u003c/h3>\n\u003cp>Keyes Union School District, where Brasil has been superintendent for seven years, is a patchwork of deferred maintenance and jerry-rigging. Any money for repairs is long gone: The last time local voters passed a school construction bond was in 2005, and the state fund is depleted, as well. The elementary school gym, for example, doubles as a cafeteria, which means staff haul dozens of folding tables in and out daily. The middle school gym was never finished, so it lacks seating and locker rooms; students change in small, stuffy portables across the playground. Some of the roofs are 40 years old. A decade ago, an electrical malfunction sparked a pre-dawn fire in the Head Start building, engulfing it in flames.\u003c/p>\n\u003cp>But for the past two years, Keyes’ most pressing issue has been gophers. Lured by the adjacent almond orchards, gophers invaded the middle school soccer field — one of only two fields in the town and shared with the community. The field was so pocked with divots and holes that anyone running across it risked an ankle injury or worse. The only way to make it usable again was to dig it up, regrade it and install new sod.\u003c/p>\n\u003cp>Brasil didn’t have many financing options. The state rejected the district’s request for repair money, so it had to borrow $700,000 to complete the project.\u003c/p>\n\u003cp>“I wanted kids to have a nice, safe place to play, to run, to blow off steam after the pandemic. I would have rather spent that money on tutoring or after-school programs, but to me, this felt like the most important thing,” Brasil said.\u003c/p>\n\u003cfigure id=\"attachment_11968330\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968330\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\" alt=\"A middle-aged Latino man in a multicolored sweater stands next to caution tape in a school courtyard.\" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Helio Brasil stands in the hallway next to construction tape where new classrooms are being built at Keyes Elementary School in Keyes on Nov. 15, 2023. \u003ccite>(Larry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jeff Roberts, superintendent of Plumas Lake Elementary School District in Yuba County, has a different problem. His school buildings are in good shape, but the district is growing so fast he needs to build an entire new school — or risk cutting programs and increasing class sizes.\u003c/p>\n\u003cp>In the early 2000s, the district had only 100 students. But due to a housing boom in the region, he anticipates 2,200 students by 2030. The amount of money needed to build a new school is daunting: an estimated cost of $70 million to $100 million. The district can only raise $18 million through a local bond. Developers’ fees will bring in an additional $20 million, but that still leaves the district with only half the money it needs. Roberts is relying on the state to pass a new school construction bond so he can apply for the remainder of the funds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I went into education for teaching and learning. Now, what I spend most of my time on is worrying about housing students,” Roberts said. “If we can’t figure this out, we’re going to have to cut things like P.E., art, music to make room for students. It’s extremely frustrating because we know that’s not what’s best for students’ education.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-one-la-teacher-uses-jazz-to-explore-california-history-race-and-culture",
"title": "How One LA Teacher Uses Jazz to Explore California History, Race and Culture",
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"content": "\u003cp>The first thing Guillermo Tejeda does when he visits a new school is hunt for the piano. At most schools, the teacher finds a dusty old instrument, out of tune, stashed away in a dark closet.\u003c/p>\n\u003cp>The cobwebs tell him all he needs to know about how little arts education those students have been getting. His go-to technique to get them more jazzed about learning is to tickle the ivories, make that piano come back to life. [pullquote size=\"medium\" align=\"right\" citation=\"Guillermo Tejeda, teacher, Wadsworth Elementary in South Central Los Angeles\"]‘I’m telling you, when I bring in song, when I bring music and performance into the classroom, the students light up in a way that really creates a meaningful experience for them.’[/pullquote]“I’ll bring it out, dust it off. I’ll bring students into the auditorium and I’ll do lessons there,” said Tejeda, a fourth-grade teacher at Wadsworth Elementary in hardscrabble South Central Los Angeles. “I’m telling you, when I bring in song, when I bring music and performance into the classroom, the students light up in a way that really creates a meaningful experience for them.”\u003c/p>\n\u003cp>A schoolteacher who is also a jazz musician and a member of the \u003ca href=\"https://youtu.be/EU6steOWfmU?si=FTzUo5SSz51PmlGr\">Neighborhood Orchestra Collective\u003c/a>, Tejeda uses music in general and the narrative of the LA jazz scene, particularly to teach about history, race and culture, and to spark joy in the classroom. A father of three currently on parental leave with his 11-month-old daughter Maya, Tejeda started playing the guitar at the age of 6. His grandfather, a migrant farm worker with a love of mariachi and a hand gnarled from picking in the fields, taught him how to play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m from East LA, and I became a teacher because I wanted to be the teacher that I never had,” he said. “We come from a marginalized community where it’s hard to be a teacher. A lot of the adults are stressed out. People are not feeling joy. How do we bring more joy? How do we bring more meaning into our lives? I think music is that vehicle.”\u003c/p>\n\u003cp>Tejeda takes an expansive view of education that integrates the arts into all the disciplines to bring learning to life for children. He said his teaching feeds his music and his music feeds his teaching. [pullquote size=\"medium\" align=\"right\" citation=\"Guillermo Tejeda, teacher, Wadsworth Elementary in South Central Los Angeles\"]‘I’m from East LA, and I became a teacher because I wanted to be the teacher that I never had.’[/pullquote]“I wish I had a teacher like Guillermo when I was in fourth grade,” said Elmo Lovano, the founder of Jammcard: The Music Professionals Network, who developed \u003ca href=\"https://schoolgig.us/\">School Gig\u003c/a>, an app that connects artists to schools. “He’s a passionate guy. He’s incredibly talented. It’s important for artists to know you can still be doing your art, but being a teacher could be an amazing opportunity for you to make a living, stay at home, support your family, give back to the kids, the next generation, and also still do you.”\u003c/p>\n\u003cp>Music is the prism through which his students become immersed in the history of their city, its politics and culture. He wants his students to be in tune with their heritage.\u003c/p>\n\u003cp>“I teach on 41st and Central, which is a historic jazz corridor,” he said. “And when I got to that school site, it surprised me that so few teachers talked about that. The first thing I did was write a lesson plan about it.”\u003c/p>\n\u003cp>Tejeda, whose students call him ‘Mister’ as a nickname, makes sure his class learns about the rich legacy of jazz in Los Angeles. For example, the historic Central Avenue jazz corridor was, for decades, a \u003ca href=\"https://www.latimes.com/california/gallery/looking-back-at-historic-central-avenue-in-los-angeles\">cultural mecca\u003c/a>, the heart of the African-American community in the city. At a time when most of the country was rigidly segregated, it was also something of an oasis, a place where people of all races and classes came together over music. There, a pantheon of jazz luminaries, including Charlie Parker, Miles Davis, Duke Ellington, Billie Holiday and Jelly Roll Morton, played to full houses.\u003c/p>\n\u003cp>“The giants of Central Avenue may have gone, but their footprints still remain on all of American culture,” as basketball great \u003ca href=\"https://www.latimes.com/california/story/2020-07-18/central-avenue-los-angeles-jazz\">Kareem Abdul-Jabbar once put it\u003c/a>. “The jazz musicians and record promoters also gave birth to rock ‘n’ roll, rhythm and blues, hip-hop and rap.”\u003c/p>\n\u003cfigure id=\"attachment_11967956\" class=\"wp-caption alignleft\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11967956\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/EdSource02.jpeg\" alt=\"A man poses in between two women. Everyone is smiling and having a nice time.\" width=\"1920\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-1536x2048.jpeg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Guillermo Tejeda and members of the band Steam Down at the Venice Jazz Festival. \u003ccite>(Courtesy of Luis Hernandez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Steeping in the often overlooked history of their neighborhood, Tejeda said, can help children sharpen their sense of identity, belonging and pride.\u003c/p>\n\u003cp>“These kids have no idea how special and beautiful their neighborhoods are because all they see on the news is how messed up it is,” said Tejeda, long a champion of culturally relevant pedagogy. “I want them to know this is the place, right here in your hood, this is where a lot of jazz music was born.”\u003c/p>\n\u003cp>Music often resonates with children on a deeper level than other forms of instruction. Tejeda is moved to tears remembering one little boy who had trouble engaging at school because of trauma at home. He only opened up when they began to play the piano together at recess. The piano became his sanctuary.\u003c/p>\n\u003cp>“I’m shook when I come home because a lot of these kids are dealing with very hard stuff and they’re so resilient,” said Tejeda, his voice thick with emotion.\u003c/p>\n\u003cp>“Yes, math and science is important, but the whole child is important, that’s what drives me.”\u003c/p>\n\u003cp>Music also enhances both \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1163197.pdf\">math\u003c/a> and \u003ca href=\"https://brainvolts.northwestern.edu/reading/\">reading\u003c/a> performance, experts say, perhaps partly because it enhances the \u003ca href=\"https://brainvolts.northwestern.edu/wp-content/uploads/boxtrx/2020-108-4-Kraus-v2.pdf\">neuroplasticity of the brain\u003c/a>. Music amplifies learning across subject areas, experts say.\u003c/p>\n\u003cp>“Music and movement, in addition to the more common modalities of written and verbal instruction, is critical for including all kinds of learners in a well-rounded education,” said Jessica Mele, interim executive director of Create CA, an advocacy group. “It’s particularly beneficial for students whose first language is not English. Using art as a window into culture, race and history can engage students in complex conversations that they might not otherwise engage in.” [aside postID=news_11962024 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/09/20230910_Symphony_25-KQED-1020x680.jpg']Music can also be healing, \u003ca href=\"https://www.health.harvard.edu/blog/healing-through-music-201511058556\">research suggests\u003c/a>. As a boy, Tejeda suffered from a stutter that only subsided when he sang.\u003c/p>\n\u003cp>“I keep it real with the kids because I see myself in them,” he said. “It’s crazy how impactful music has been for me.”\u003c/p>\n\u003cp>It’s also a uniquely social experience that invites children to collaborate with their peers on projects that require and reward focus and discipline, qualities experts say fuel academic success. Children practiced in the arts become accustomed to working collectively toward ambitious long-term goals.\u003c/p>\n\u003cp>Perhaps most importantly for Tejeda, children often find their voice through music and the arts. They can gain a sense of confidence, social-emotional well-being and a passion for lifelong learning.\u003c/p>\n\u003cp>“The end goals of music and education aren’t to memorize curriculums or key terms,” Tejeda said. “It’s really to find out who you are. It’s about self-determination and growing the full human being. I’m so excited to see this synergy of music and education because they are inextricable.” [pullquote size=\"medium\" align=\"right\" citation=\"Guillermo Tejeda, teacher, Wadsworth Elementary in South Central Los Angeles\"]I feel a deep calling to help effect change across California classrooms. I am never going to stop teaching because teaching and education is so essential to my soul.’[/pullquote]Tejeda’s ambition is to make school so stimulating that children want to go there every day because they are deeply engaged in their studies. At a time of chronic absenteeism and plummeting test scores, he has a transformative vision of arts education as reinvigorating the classroom.\u003c/p>\n\u003cp>“I feel a deep calling to help effect change across California classrooms,” he said. “I am never going to stop teaching because teaching and education is so essential to my soul. It is at the core of who I am,” but this “is a critical time for me to put my work into the next gear and figure out how I’m going to apply my passion and expertise to affect tangible change, more urgently, on a wider scale.”\u003c/p>\n\u003cp>Going forward, he hopes to pursue arts education advocacy on a broader level. He is also developing a new arts-driven curriculum to “unleash the symphony of learning” as Proposition 28, \u003ca href=\"https://edsource.org/2023/behind-the-scenes-californias-new-arts-education-plans/694383\">the state’s groundbreaking 2022 arts initiative\u003c/a>, ramps up.\u003c/p>\n\u003cp>“It’s like out of my dreams and into reality,” he said. “We’re going to create a new world for students. This is a revolutionary time.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first thing Guillermo Tejeda does when he visits a new school is hunt for the piano. At most schools, the teacher finds a dusty old instrument, out of tune, stashed away in a dark closet.\u003c/p>\n\u003cp>The cobwebs tell him all he needs to know about how little arts education those students have been getting. His go-to technique to get them more jazzed about learning is to tickle the ivories, make that piano come back to life. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I’ll bring it out, dust it off. I’ll bring students into the auditorium and I’ll do lessons there,” said Tejeda, a fourth-grade teacher at Wadsworth Elementary in hardscrabble South Central Los Angeles. “I’m telling you, when I bring in song, when I bring music and performance into the classroom, the students light up in a way that really creates a meaningful experience for them.”\u003c/p>\n\u003cp>A schoolteacher who is also a jazz musician and a member of the \u003ca href=\"https://youtu.be/EU6steOWfmU?si=FTzUo5SSz51PmlGr\">Neighborhood Orchestra Collective\u003c/a>, Tejeda uses music in general and the narrative of the LA jazz scene, particularly to teach about history, race and culture, and to spark joy in the classroom. A father of three currently on parental leave with his 11-month-old daughter Maya, Tejeda started playing the guitar at the age of 6. His grandfather, a migrant farm worker with a love of mariachi and a hand gnarled from picking in the fields, taught him how to play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m from East LA, and I became a teacher because I wanted to be the teacher that I never had,” he said. “We come from a marginalized community where it’s hard to be a teacher. A lot of the adults are stressed out. People are not feeling joy. How do we bring more joy? How do we bring more meaning into our lives? I think music is that vehicle.”\u003c/p>\n\u003cp>Tejeda takes an expansive view of education that integrates the arts into all the disciplines to bring learning to life for children. He said his teaching feeds his music and his music feeds his teaching. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I wish I had a teacher like Guillermo when I was in fourth grade,” said Elmo Lovano, the founder of Jammcard: The Music Professionals Network, who developed \u003ca href=\"https://schoolgig.us/\">School Gig\u003c/a>, an app that connects artists to schools. “He’s a passionate guy. He’s incredibly talented. It’s important for artists to know you can still be doing your art, but being a teacher could be an amazing opportunity for you to make a living, stay at home, support your family, give back to the kids, the next generation, and also still do you.”\u003c/p>\n\u003cp>Music is the prism through which his students become immersed in the history of their city, its politics and culture. He wants his students to be in tune with their heritage.\u003c/p>\n\u003cp>“I teach on 41st and Central, which is a historic jazz corridor,” he said. “And when I got to that school site, it surprised me that so few teachers talked about that. The first thing I did was write a lesson plan about it.”\u003c/p>\n\u003cp>Tejeda, whose students call him ‘Mister’ as a nickname, makes sure his class learns about the rich legacy of jazz in Los Angeles. For example, the historic Central Avenue jazz corridor was, for decades, a \u003ca href=\"https://www.latimes.com/california/gallery/looking-back-at-historic-central-avenue-in-los-angeles\">cultural mecca\u003c/a>, the heart of the African-American community in the city. At a time when most of the country was rigidly segregated, it was also something of an oasis, a place where people of all races and classes came together over music. There, a pantheon of jazz luminaries, including Charlie Parker, Miles Davis, Duke Ellington, Billie Holiday and Jelly Roll Morton, played to full houses.\u003c/p>\n\u003cp>“The giants of Central Avenue may have gone, but their footprints still remain on all of American culture,” as basketball great \u003ca href=\"https://www.latimes.com/california/story/2020-07-18/central-avenue-los-angeles-jazz\">Kareem Abdul-Jabbar once put it\u003c/a>. “The jazz musicians and record promoters also gave birth to rock ‘n’ roll, rhythm and blues, hip-hop and rap.”\u003c/p>\n\u003cfigure id=\"attachment_11967956\" class=\"wp-caption alignleft\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11967956\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/EdSource02.jpeg\" alt=\"A man poses in between two women. Everyone is smiling and having a nice time.\" width=\"1920\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/EdSource02-1536x2048.jpeg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Guillermo Tejeda and members of the band Steam Down at the Venice Jazz Festival. \u003ccite>(Courtesy of Luis Hernandez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Steeping in the often overlooked history of their neighborhood, Tejeda said, can help children sharpen their sense of identity, belonging and pride.\u003c/p>\n\u003cp>“These kids have no idea how special and beautiful their neighborhoods are because all they see on the news is how messed up it is,” said Tejeda, long a champion of culturally relevant pedagogy. “I want them to know this is the place, right here in your hood, this is where a lot of jazz music was born.”\u003c/p>\n\u003cp>Music often resonates with children on a deeper level than other forms of instruction. Tejeda is moved to tears remembering one little boy who had trouble engaging at school because of trauma at home. He only opened up when they began to play the piano together at recess. The piano became his sanctuary.\u003c/p>\n\u003cp>“I’m shook when I come home because a lot of these kids are dealing with very hard stuff and they’re so resilient,” said Tejeda, his voice thick with emotion.\u003c/p>\n\u003cp>“Yes, math and science is important, but the whole child is important, that’s what drives me.”\u003c/p>\n\u003cp>Music also enhances both \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1163197.pdf\">math\u003c/a> and \u003ca href=\"https://brainvolts.northwestern.edu/reading/\">reading\u003c/a> performance, experts say, perhaps partly because it enhances the \u003ca href=\"https://brainvolts.northwestern.edu/wp-content/uploads/boxtrx/2020-108-4-Kraus-v2.pdf\">neuroplasticity of the brain\u003c/a>. Music amplifies learning across subject areas, experts say.\u003c/p>\n\u003cp>“Music and movement, in addition to the more common modalities of written and verbal instruction, is critical for including all kinds of learners in a well-rounded education,” said Jessica Mele, interim executive director of Create CA, an advocacy group. “It’s particularly beneficial for students whose first language is not English. Using art as a window into culture, race and history can engage students in complex conversations that they might not otherwise engage in.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Music can also be healing, \u003ca href=\"https://www.health.harvard.edu/blog/healing-through-music-201511058556\">research suggests\u003c/a>. As a boy, Tejeda suffered from a stutter that only subsided when he sang.\u003c/p>\n\u003cp>“I keep it real with the kids because I see myself in them,” he said. “It’s crazy how impactful music has been for me.”\u003c/p>\n\u003cp>It’s also a uniquely social experience that invites children to collaborate with their peers on projects that require and reward focus and discipline, qualities experts say fuel academic success. Children practiced in the arts become accustomed to working collectively toward ambitious long-term goals.\u003c/p>\n\u003cp>Perhaps most importantly for Tejeda, children often find their voice through music and the arts. They can gain a sense of confidence, social-emotional well-being and a passion for lifelong learning.\u003c/p>\n\u003cp>“The end goals of music and education aren’t to memorize curriculums or key terms,” Tejeda said. “It’s really to find out who you are. It’s about self-determination and growing the full human being. I’m so excited to see this synergy of music and education because they are inextricable.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Tejeda’s ambition is to make school so stimulating that children want to go there every day because they are deeply engaged in their studies. At a time of chronic absenteeism and plummeting test scores, he has a transformative vision of arts education as reinvigorating the classroom.\u003c/p>\n\u003cp>“I feel a deep calling to help effect change across California classrooms,” he said. “I am never going to stop teaching because teaching and education is so essential to my soul. It is at the core of who I am,” but this “is a critical time for me to put my work into the next gear and figure out how I’m going to apply my passion and expertise to affect tangible change, more urgently, on a wider scale.”\u003c/p>\n\u003cp>Going forward, he hopes to pursue arts education advocacy on a broader level. He is also developing a new arts-driven curriculum to “unleash the symphony of learning” as Proposition 28, \u003ca href=\"https://edsource.org/2023/behind-the-scenes-californias-new-arts-education-plans/694383\">the state’s groundbreaking 2022 arts initiative\u003c/a>, ramps up.\u003c/p>\n\u003cp>“It’s like out of my dreams and into reality,” he said. “We’re going to create a new world for students. This is a revolutionary time.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Feds Plan Higher Pay for Head Start Teachers Amid Severe Staff Shortage",
"headTitle": "Feds Plan Higher Pay for Head Start Teachers Amid Severe Staff Shortage | KQED",
"content": "\u003cp>The Biden administration wants to significantly raise the salaries of Head Start teachers to reverse the staffing shortage that it says is threatening the future of the early education program for children from lower-income families.\u003c/p>\n\u003cp>Under a proposed rule change \u003ca href=\"https://public-inspection.federalregister.gov/2023-25038.pdf\">published Monday on the Federal Register (PDF)\u003c/a>, Head Start teachers would have to be paid as much as preschool teachers in their local school district. That could mean an average increase of $10,000 per year for more than 27,500 Head Start staffers in California.\u003c/p>\n\u003cp>“For too long, our skilled and passionate Head Start workforce has been underpaid, which has impacted the program’s ability to retain and recruit qualified teachers,” Xavier Becerra, the secretary of the U.S. Department of Health and Human Services, said in a statement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The change is necessary to ensure young children get reliable care and equal access to high-quality early education, advocates told KQED.\u003c/p>\n\u003cp>Head Start has been plagued by understaffing and high turnover rates since classrooms reopened after the pandemic shutdowns. A survey conducted by the National Head Start Association last month found that 15% of classrooms were closed due to high vacancy rates.\u003c/p>\n\u003cp>Members who responded to the survey cited low compensation as the main reason Head Start teachers — most of whom have at least a bachelor’s degree — were leaving for better-paying jobs at public schools or other sectors.\u003c/p>\n\u003cp>The national average salary for Head Start teachers was $39,096 per year, while the average pay for preschool teachers in a public school setting was $53,200 and $65,210 for kindergarten teachers, according to U.S. Bureau of Labor statistics.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Xavier Becerra, secretary, U.S. Department of Health and Human Services\"]‘For too long, our skilled and passionate Head Start workforce has been underpaid, which has impacted the program’s ability to retain and recruit qualified teachers.’[/pullquote]The pay gap goes as far as 25% in Stanislaus County in the Central Valley, according to a comparison of school district and Head Start salaries conducted by the county’s Office of Education.\u003c/p>\n\u003cp>“There’s a stark difference, and that’s without going into the fact that Head Start teachers work year-round while K–12 teachers get winter, spring and summer breaks,” said Tony Jordan, executive director of the office’s Child & Family Services Division.\u003c/p>\n\u003cp>Wu Yee Children’s Services, the largest provider of Head Start programs in San Francisco, has a 17% vacancy rate and a low pool of substitute teachers, even though salaries range between $28 to $40 per hour thanks to additional funding from the city, said the center’s executive director, Monica Walters.\u003c/p>\n\u003cp>“With those wages, we’re still not attracting the people that we need, and they’re not staying because of all the other costs of living [in San Francisco],” she said.\u003c/p>\n\u003cp>The low pay, combined with the physically and emotionally demanding work, is driving high turnover rates, which affects the quality of care for young children.\u003c/p>\n\u003cp>“We all know that when kids don’t have the same teacher day after day or year over year, they don’t know what to expect,” Walters said. “Parents don’t know who they’re going to be talking to in the classroom, and that really affects outcomes for the kids.”\u003c/p>\n\u003cp>The lack of staffing is leading to longer wait lists. This year, California received funding to cover nearly 95,000 slots, but only about 85,000 children are enrolled, according to Melanee Cottrill, executive director of Head Start California.\u003c/p>\n\u003cp>Besides poor pay, she said many families don’t meet the income requirements to enroll in Head Start because the federal poverty guidelines are “unrealistically low” in California. For example, a family of four must have an annual income of $30,000 to qualify for Head Start.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11965328,news_11964236,news_11959904\"]That’s why many early education programs combine funding from the California State Preschool Program, which provides subsidized early care and education for 3- to 5-year-old children. The income limit to qualify for the program — $96,000 for families of four — is higher than Head Start’s.\u003c/p>\n\u003cp>Higher reimbursement rates from the state program have helped programs like Izzi Early Education, the largest Head Start provider in San Mateo County, to increase their teachers’ salaries to about $38 per hour — which is about $5 less than what kindergarten teachers in the region earn hourly, said the program’s director, Angel Barrios.\u003cbr>\nShe applauds the proposed rule change that would put Head Start teachers on the same pay scale as elementary school teachers.\u003c/p>\n\u003cp>“That is our goal. We’re getting very close to it, but we’re not there yet,” Barrios said.\u003c/p>\n\u003cp>She said that since the pandemic, some of her teachers have moved as far away as Sacramento — and still commute back for work — because they couldn’t afford to live in San Mateo County.\u003c/p>\n\u003cp>To develop a pipeline of new teachers, her program offered Head Start parents and those interested in entering the profession a stipend to take child development classes and obtain permits to work in classrooms. Apprentices who want to continue their education receive free tuition from local colleges.\u003c/p>\n\u003cp>So far, 37 people have received their entry-level credentials, allowing Izzi to fill vacancies and open all of its classrooms this year, Barrios said.\u003c/p>\n\u003cp>“You have to be creative, innovative and … one of the ways that we were able to do that was to create this pipeline and include parents in our program,” she added.\u003c/p>\n\u003cp>The proposed rules also include important changes to improve mental health support and benefits such as paid leave, as well as support services for families enrolled in Head Start. The public has 60 days to submit comments on the proposed rules.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Biden administration wants to significantly raise the salaries of Head Start teachers to reverse the staffing shortage that it says is threatening the future of the early education program for children from lower-income families.\u003c/p>\n\u003cp>Under a proposed rule change \u003ca href=\"https://public-inspection.federalregister.gov/2023-25038.pdf\">published Monday on the Federal Register (PDF)\u003c/a>, Head Start teachers would have to be paid as much as preschool teachers in their local school district. That could mean an average increase of $10,000 per year for more than 27,500 Head Start staffers in California.\u003c/p>\n\u003cp>“For too long, our skilled and passionate Head Start workforce has been underpaid, which has impacted the program’s ability to retain and recruit qualified teachers,” Xavier Becerra, the secretary of the U.S. Department of Health and Human Services, said in a statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The change is necessary to ensure young children get reliable care and equal access to high-quality early education, advocates told KQED.\u003c/p>\n\u003cp>Head Start has been plagued by understaffing and high turnover rates since classrooms reopened after the pandemic shutdowns. A survey conducted by the National Head Start Association last month found that 15% of classrooms were closed due to high vacancy rates.\u003c/p>\n\u003cp>Members who responded to the survey cited low compensation as the main reason Head Start teachers — most of whom have at least a bachelor’s degree — were leaving for better-paying jobs at public schools or other sectors.\u003c/p>\n\u003cp>The national average salary for Head Start teachers was $39,096 per year, while the average pay for preschool teachers in a public school setting was $53,200 and $65,210 for kindergarten teachers, according to U.S. Bureau of Labor statistics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The pay gap goes as far as 25% in Stanislaus County in the Central Valley, according to a comparison of school district and Head Start salaries conducted by the county’s Office of Education.\u003c/p>\n\u003cp>“There’s a stark difference, and that’s without going into the fact that Head Start teachers work year-round while K–12 teachers get winter, spring and summer breaks,” said Tony Jordan, executive director of the office’s Child & Family Services Division.\u003c/p>\n\u003cp>Wu Yee Children’s Services, the largest provider of Head Start programs in San Francisco, has a 17% vacancy rate and a low pool of substitute teachers, even though salaries range between $28 to $40 per hour thanks to additional funding from the city, said the center’s executive director, Monica Walters.\u003c/p>\n\u003cp>“With those wages, we’re still not attracting the people that we need, and they’re not staying because of all the other costs of living [in San Francisco],” she said.\u003c/p>\n\u003cp>The low pay, combined with the physically and emotionally demanding work, is driving high turnover rates, which affects the quality of care for young children.\u003c/p>\n\u003cp>“We all know that when kids don’t have the same teacher day after day or year over year, they don’t know what to expect,” Walters said. “Parents don’t know who they’re going to be talking to in the classroom, and that really affects outcomes for the kids.”\u003c/p>\n\u003cp>The lack of staffing is leading to longer wait lists. This year, California received funding to cover nearly 95,000 slots, but only about 85,000 children are enrolled, according to Melanee Cottrill, executive director of Head Start California.\u003c/p>\n\u003cp>Besides poor pay, she said many families don’t meet the income requirements to enroll in Head Start because the federal poverty guidelines are “unrealistically low” in California. For example, a family of four must have an annual income of $30,000 to qualify for Head Start.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That’s why many early education programs combine funding from the California State Preschool Program, which provides subsidized early care and education for 3- to 5-year-old children. The income limit to qualify for the program — $96,000 for families of four — is higher than Head Start’s.\u003c/p>\n\u003cp>Higher reimbursement rates from the state program have helped programs like Izzi Early Education, the largest Head Start provider in San Mateo County, to increase their teachers’ salaries to about $38 per hour — which is about $5 less than what kindergarten teachers in the region earn hourly, said the program’s director, Angel Barrios.\u003cbr>\nShe applauds the proposed rule change that would put Head Start teachers on the same pay scale as elementary school teachers.\u003c/p>\n\u003cp>“That is our goal. We’re getting very close to it, but we’re not there yet,” Barrios said.\u003c/p>\n\u003cp>She said that since the pandemic, some of her teachers have moved as far away as Sacramento — and still commute back for work — because they couldn’t afford to live in San Mateo County.\u003c/p>\n\u003cp>To develop a pipeline of new teachers, her program offered Head Start parents and those interested in entering the profession a stipend to take child development classes and obtain permits to work in classrooms. Apprentices who want to continue their education receive free tuition from local colleges.\u003c/p>\n\u003cp>So far, 37 people have received their entry-level credentials, allowing Izzi to fill vacancies and open all of its classrooms this year, Barrios said.\u003c/p>\n\u003cp>“You have to be creative, innovative and … one of the ways that we were able to do that was to create this pipeline and include parents in our program,” she added.\u003c/p>\n\u003cp>The proposed rules also include important changes to improve mental health support and benefits such as paid leave, as well as support services for families enrolled in Head Start. The public has 60 days to submit comments on the proposed rules.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Dozens of San Francisco State University faculty members and students rallied on campus on Wednesday in opposition to widespread layoffs and class cuts anticipated this spring.\u003c/p>\n\u003cp>In an \u003ca href=\"https://adminfin.sfsu.edu/sites/default/files/documents/UBC%20Presentation%20August%202023%20complete%20slideshow%20v2.1.pdf\">August presentation\u003c/a> to the university’s budget committee, administrators estimated they would need to cut the equivalent of 125 full-time positions and hundreds of classes by early 2024 to make up for a projected budget shortfall. The staff cuts would mostly impact lecturers and result in the layoff of about 325 of the university’s 1,084 largely part-time lecturers, according to the California Faculty Association, the union representing staff across the state’s CSU campuses.\u003c/p>\n\u003cp>“That’s devastating,” said Brad Erickson, a lecturer in the School of Liberal Studies and the SF State union chapter president. “It represents about 655 courses that won’t be taught. It represents slowing students’ path to graduation by not being able to get the courses they need. It also means increased workloads for the remaining faculty, who will be teaching more students in larger classes.”\u003c/p>\n\u003cp>Juliana van Olphen, chair of the Department of Public Health, said students and faculty will bear the brunt of the cuts.\u003c/p>\n\u003cp>“They may say, ‘If I can’t take it this semester, then I’ll have to be here an extra semester… I need this to graduate,’” van Olphen said. “The university claims to be focused on student success, yet widespread cuts to classes and layoffs of our valued colleagues break our spirit and will have a devastating impact on student success.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>University officials said the cuts are in response to declining enrollment, which is a main contributor to the expected budget shortfall. Fall enrollment figures have fallen every year since 2018, and this year were roughly 20% lower than those in 2018. Across the California State University system, fall enrollment rates fell roughly 5% between 2018 and 2022.\u003c/p>\n\u003cp>SF State President Lynn Mahoney noted similar declining enrollment rates across the nation and specifically among educational institutions in California amid changing demographic patterns.\u003c/p>\n\u003cp>“When you look at the college-going-age population across California, it has shrunk. And when you look at where it has shrunk, it has largely shrunk in Northern California,” Mahoney said.\u003c/p>\n\u003cp>But union members at SF State contend that the planned cuts are not proportional to enrollment declines and said the university should instead look toward its administrative budget, which grew by roughly a third across the CSU between 2006 and 2018, according to the union.\u003c/p>\n\u003cp>“There’s one manager for every 100 students, but only one counselor for every 1,800 students. This represents really skewed priorities,” Erickson said.\u003c/p>\n\u003cfigure id=\"attachment_11967486\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11967486\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/231115-IMG_1844-01.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Brad Erickson, a lecturer in the School of Liberal Arts and SF State union chapter president, condemns what he calls a two-tier system that separates tenure-line faculty from lecturers. \u003ccite>(Juan Carlos Lara/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mahoney said the university and the union continued to disagree on the financial figures and pushed back on what she called the demonization of administrators. She added that the cuts are a means of adapting to a new baseline for the university.\u003c/p>\n\u003cp>“Because of the enrollment decline statewide and nationwide, we’ll never get to our old numbers, but we will eventually level off and then start to increase a little,” Mahoney said. “We’ve lost $36 million in tuition revenue, so we can’t keep spending money we don’t have. And the CSU has said that starting next year, they’re going to reduce our state allocation.”\u003c/p>\n\u003cp>[aside postID=news_11830384 label='SF State History']Erickson, the union chapter president, said any cuts could happen more gradually rather than the very dramatic cuts for next semester, which he said is causing chaos.\u003c/p>\n\u003cp>“We’re not going to put up with this. This is not going to stand. There will be consequences,” he said.\u003c/p>\n\u003cp>The ongoing budget crisis is also occurring as the union and CSU officials renegotiate their contract. Union members are pushing for 12% raises, while CSU officials have thus far only agreed to 5%.\u003c/p>\n\u003cp>Union officials declared an impasse in negotiations in August, triggering the assignment of a mediator. After that failed to produce results, a fact-finding panel was assembled, including members of both sides and an impartial third party, to assess the latest proposals and issue recommended terms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact-finding panel’s recommendations are expected to be released before the end of the month, according to union officials. They have also announced planned single-day strikes at four campuses across the state in early December if a deal is not reached before then. San Francisco State is one of the campuses planning to strike.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dozens of San Francisco State University faculty members and students rallied on campus on Wednesday in opposition to widespread layoffs and class cuts anticipated this spring.\u003c/p>\n\u003cp>In an \u003ca href=\"https://adminfin.sfsu.edu/sites/default/files/documents/UBC%20Presentation%20August%202023%20complete%20slideshow%20v2.1.pdf\">August presentation\u003c/a> to the university’s budget committee, administrators estimated they would need to cut the equivalent of 125 full-time positions and hundreds of classes by early 2024 to make up for a projected budget shortfall. The staff cuts would mostly impact lecturers and result in the layoff of about 325 of the university’s 1,084 largely part-time lecturers, according to the California Faculty Association, the union representing staff across the state’s CSU campuses.\u003c/p>\n\u003cp>“That’s devastating,” said Brad Erickson, a lecturer in the School of Liberal Studies and the SF State union chapter president. “It represents about 655 courses that won’t be taught. It represents slowing students’ path to graduation by not being able to get the courses they need. It also means increased workloads for the remaining faculty, who will be teaching more students in larger classes.”\u003c/p>\n\u003cp>Juliana van Olphen, chair of the Department of Public Health, said students and faculty will bear the brunt of the cuts.\u003c/p>\n\u003cp>“They may say, ‘If I can’t take it this semester, then I’ll have to be here an extra semester… I need this to graduate,’” van Olphen said. “The university claims to be focused on student success, yet widespread cuts to classes and layoffs of our valued colleagues break our spirit and will have a devastating impact on student success.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>University officials said the cuts are in response to declining enrollment, which is a main contributor to the expected budget shortfall. Fall enrollment figures have fallen every year since 2018, and this year were roughly 20% lower than those in 2018. Across the California State University system, fall enrollment rates fell roughly 5% between 2018 and 2022.\u003c/p>\n\u003cp>SF State President Lynn Mahoney noted similar declining enrollment rates across the nation and specifically among educational institutions in California amid changing demographic patterns.\u003c/p>\n\u003cp>“When you look at the college-going-age population across California, it has shrunk. And when you look at where it has shrunk, it has largely shrunk in Northern California,” Mahoney said.\u003c/p>\n\u003cp>But union members at SF State contend that the planned cuts are not proportional to enrollment declines and said the university should instead look toward its administrative budget, which grew by roughly a third across the CSU between 2006 and 2018, according to the union.\u003c/p>\n\u003cp>“There’s one manager for every 100 students, but only one counselor for every 1,800 students. This represents really skewed priorities,” Erickson said.\u003c/p>\n\u003cfigure id=\"attachment_11967486\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11967486\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/231115-IMG_1844-01.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/11/231115-IMG_1844-01-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Brad Erickson, a lecturer in the School of Liberal Arts and SF State union chapter president, condemns what he calls a two-tier system that separates tenure-line faculty from lecturers. \u003ccite>(Juan Carlos Lara/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mahoney said the university and the union continued to disagree on the financial figures and pushed back on what she called the demonization of administrators. She added that the cuts are a means of adapting to a new baseline for the university.\u003c/p>\n\u003cp>“Because of the enrollment decline statewide and nationwide, we’ll never get to our old numbers, but we will eventually level off and then start to increase a little,” Mahoney said. “We’ve lost $36 million in tuition revenue, so we can’t keep spending money we don’t have. And the CSU has said that starting next year, they’re going to reduce our state allocation.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Erickson, the union chapter president, said any cuts could happen more gradually rather than the very dramatic cuts for next semester, which he said is causing chaos.\u003c/p>\n\u003cp>“We’re not going to put up with this. This is not going to stand. There will be consequences,” he said.\u003c/p>\n\u003cp>The ongoing budget crisis is also occurring as the union and CSU officials renegotiate their contract. Union members are pushing for 12% raises, while CSU officials have thus far only agreed to 5%.\u003c/p>\n\u003cp>Union officials declared an impasse in negotiations in August, triggering the assignment of a mediator. After that failed to produce results, a fact-finding panel was assembled, including members of both sides and an impartial third party, to assess the latest proposals and issue recommended terms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact-finding panel’s recommendations are expected to be released before the end of the month, according to union officials. They have also announced planned single-day strikes at four campuses across the state in early December if a deal is not reached before then. San Francisco State is one of the campuses planning to strike.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "California Schools Will Require Students to Learn to ID Fake News, Misinformation",
"headTitle": "California Schools Will Require Students to Learn to ID Fake News, Misinformation | KQED",
"content": "\u003cp>Pushing back against the surge of misinformation online, California will now require all K-12 students to learn media literacy skills — such as recognizing fake news and thinking critically about what they encounter online.\u003c/p>\n\u003cp>Gov. Gavin Newsom last month signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB873\">Assembly Bill 873\u003c/a>, which requires the state to add media literacy to curriculum frameworks for English language arts, science, math and history-social studies, rolling out gradually beginning next year. Instead of a stand-alone class, the topic will be woven into existing classes and lessons throughout the school year.\u003c/p>\n\u003cp>“I’ve seen the impact that misinformation has had in the real world — how it affects the way people vote, whether they accept the outcomes of elections, try to overthrow our democracy,” said the bill’s sponsor, Assemblymember Marc Berman, a Democrat from Menlo Park. “This is about making sure our young people have the skills they need to navigate this landscape.”\u003c/p>\n\u003cp>The new law comes amid rising public distrust in the media, especially among young people. \u003ca href=\"https://www.pewresearch.org/short-reads/2022/10/27/u-s-adults-under-30-now-trust-information-from-social-media-almost-as-much-as-from-national-news-outlets/\">A 2022 Pew Research Center survey\u003c/a> found that adults under age 30 are nearly as likely to believe information on social media as they are from national news outlets. Overall, only 7% of adults have “a great deal” of trust in the media, according \u003ca href=\"https://news.gallup.com/poll/403166/americans-trust-media-remains-near-record-low.aspx\">to a Gallup poll conducted last year\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Media literacy can help change that, advocates believe, by teaching students how to recognize reliable news sources and the crucial role of media in a democracy.\u003c/p>\n\u003cp>“The increase in Holocaust denial, climate change denial, conspiracy theories getting a foothold, and now AI … all this shows how important media literacy is for our democracy right now,” said Jennifer Ormsby, library services manager for the Los Angeles County Office of Education. “The 2016 election was a real eye-opener for everyone on the potential harms and dangers of fake news.”\u003c/p>\n\u003cp>[aside label='Recognizing Fake News' hero='https://cdn.kqed.org/wp-content/uploads/sites/63/2018/03/IMG_9928.jpg' link1='https://video.kqed.org/video/why-do-our-brains-love-fake-news-svp949,Why Do Our Brains Love Fake News?' link2='https://www.kqed.org/lowdown/24674/the-honest-truth-about-fake-news-with-lesson-plan,The Honest Truth About Fake News And How Not to Fall For It']AB 873 passed nearly unanimously in the Legislature, underscoring the nonpartisan nature of the topic. Nationwide, Texas, New Jersey and Delaware have also passed strong media literacy laws, and more than a dozen other states are moving in that direction, \u003ca href=\"https://medialiteracynow.org/wp-content/uploads/2023/05/MediaLiteracyPolicyReport2022.pdf\">according to Media Literacy Now (PDF)\u003c/a>, a nonprofit research organization that advocates for media literacy in K-12 schools.\u003c/p>\n\u003cp>Still, California’s law falls short of Media Literacy Now’s recommendations. California’s approach doesn’t include funding to train teachers, an advisory committee, input from librarians, surveys or a way to monitor the law’s effectiveness.\u003c/p>\n\u003cp>Keeping the bill simple, though, was a way to help ensure its passage, Berman said. Those features can be implemented later, and he felt it was urgent to pass the law quickly so students can start receiving media literacy education as soon as possible. The law goes into effect on Jan. 1, 2024, as the state begins updating its curriculum frameworks, although teachers are now encouraged to teach media literacy.\u003c/p>\n\u003cp>Berman’s law builds on \u003ca href=\"https://www.cde.ca.gov/Ci/cr/ml/index.asp\">a previous effort in California\u003c/a> to bring media literacy to K-12 classrooms. In 2018, Senate Bill 830 required the California Department of Education to provide media literacy resources — lesson plans, project ideas and background — to the state’s K-12 teachers. But it didn’t make media literacy mandatory.\u003c/p>\n\u003cp>The new law also overlaps somewhat with \u003ca href=\"https://www.kqed.org/news/11965784/california-near-the-bottom-of-us-computer-science-rankings-as-it-struggles-with-teacher-shortage\">California’s effort to bring computer science education to all students\u003c/a>. The state hopes to expand computer science, which can include aspects of media literacy, to all students and possibly even require it to graduate from high school. Newsom recently signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1251\">Assembly Bill 1251\u003c/a>, which creates a commission to look at ways to recruit more computer science teachers to California classrooms. Berman also sponsors \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202320240AB1054\">Assembly Bill 1054\u003c/a>, which requires high schools to offer computer science classes. That bill is currently stalled in the Senate.\u003c/p>\n\u003ch2>Understanding media and creating it\u003c/h2>\n\u003cp>Teachers don’t need a state law to show students how to be smart media consumers, and some have been doing it for years. Merek Chang, a high school science teacher at Hacienda La Puente Unified in the City of Industry east of Los Angeles, said the pandemic was a wake-up call for him.\u003c/p>\n\u003cp>During remote learning, he gave students two articles on the origins of the coronavirus. One was an opinion piece from the New York Post, a tabloid, and the other was from a scientific journal. He asked students which they thought was accurate. More than 90% chose the Post piece.\u003c/p>\n\u003cp>“It made me realize that we need to focus on the skills to understand content as much as we focus on the content itself,” Chang said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Alvin Lee, executive director of Generation Up\"]‘Disinformation contributes to polarization, which we’re seeing happen all over the world. Media literacy can address that.’[/pullquote]He now incorporates media literacy in all aspects of his lesson plans. He relies on \u003ca href=\"https://sheg.stanford.edu/\">the Stanford History Education Group\u003c/a>, which offers free media literacy resources for teachers, and took part in \u003ca href=\"https://www.kqed.org/education/media-literacy\">a KQED media literacy program\u003c/a> for teachers.\u003c/p>\n\u003cp>In addition to teaching students how to evaluate online information, he shows them how to create their own media. For example, homework assignments include making TikTok-style videos on protein synthesis for mRNA vaccines. Students then present their projects at home or lunchtime events for families and the community.\u003c/p>\n\u003cp>“The biggest impact, I’ve noticed, is that students feel like their voice matters,” Chang said. “The work isn’t just for a grade. They feel like they’re making a difference.”\u003c/p>\n\u003cp>Ormsby, the Los Angeles County librarian, has also been promoting media literacy for years. Librarians generally have been at the forefront of media literacy education, and California’s new law refers to the Modern School Library Standards for media literacy guidelines.\u003c/p>\n\u003cp>Ormsby teaches concepts like “lateral reading” (comparing an online article with other sources to check for accuracy) and reverse imaging (searching online to trace a photo to its source or check if it’s been altered). She also provides lesson plans, resources and book recommendations such as “True or False: A CIA Analyst’s Guide to Spotting Fake News” and, for elementary students, “Killer Underwear Invasion! How to spot fake news, disinformation & conspiracy theories.”\u003c/p>\n\u003cp>[aside label='KQED Media Literacy Resources' link1='https://www.kqed.org/education/media-literacy,Teaching Media Literacy' link2='https://www.kqed.org/education/key-concepts-of-media-education,Key Concepts of Media Education' link3='https://www.kqed.org/education/media-literacy-framework,Media Literacy Framework' link4='https://www.kqed.org/education/media-literacy-glossary,Glossary of Media Literacy Terms']She’s happy that the law passed, but would like to see librarians included in the rollout and the curriculum implemented immediately, not waiting until the frameworks are updated.\u003c/p>\n\u003cp>The gradual implementation of the law was deliberate since schools are already grappling with so many other state mandates, said Alvin Lee, executive director of Generation Up, a student-led advocacy group among the bill’s sponsors.\u003c/p>\n\u003cp>He hopes that local school boards will prioritize the issue by funding training for teachers and moving immediately to get media literacy into classrooms.\u003c/p>\n\u003cp>“Disinformation contributes to polarization, which we’re seeing happen all over the world,” said Lee, a junior at Stanford who said it’s a top issue among his classmates. “Media literacy can address that.”\u003c/p>\n\u003cp>In San Francisco Unified, Ricardo Elizalde is a teacher on special assignment who trains elementary teachers in media literacy. His staff gave out 50 copies of “Killer Underwear!” for teachers to build activities around, and he also encourages students to make their own media.\u003c/p>\n\u003cp>Elementary school is the perfect time to introduce the topic, he said.\u003c/p>\n\u003cp>“We get all these media thrown at us from a young age, we have to learn to defend ourselves,” Elizalde said. “Media literacy is a basic part of being literate. If we’re just teaching kids how to read and not think critically about what they’re reading, we’re doing them a disservice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Pushing back against the surge of misinformation online, California will now require all K-12 students to learn media literacy skills — such as recognizing fake news and thinking critically about what they encounter online.\u003c/p>\n\u003cp>Gov. Gavin Newsom last month signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB873\">Assembly Bill 873\u003c/a>, which requires the state to add media literacy to curriculum frameworks for English language arts, science, math and history-social studies, rolling out gradually beginning next year. Instead of a stand-alone class, the topic will be woven into existing classes and lessons throughout the school year.\u003c/p>\n\u003cp>“I’ve seen the impact that misinformation has had in the real world — how it affects the way people vote, whether they accept the outcomes of elections, try to overthrow our democracy,” said the bill’s sponsor, Assemblymember Marc Berman, a Democrat from Menlo Park. “This is about making sure our young people have the skills they need to navigate this landscape.”\u003c/p>\n\u003cp>The new law comes amid rising public distrust in the media, especially among young people. \u003ca href=\"https://www.pewresearch.org/short-reads/2022/10/27/u-s-adults-under-30-now-trust-information-from-social-media-almost-as-much-as-from-national-news-outlets/\">A 2022 Pew Research Center survey\u003c/a> found that adults under age 30 are nearly as likely to believe information on social media as they are from national news outlets. Overall, only 7% of adults have “a great deal” of trust in the media, according \u003ca href=\"https://news.gallup.com/poll/403166/americans-trust-media-remains-near-record-low.aspx\">to a Gallup poll conducted last year\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Media literacy can help change that, advocates believe, by teaching students how to recognize reliable news sources and the crucial role of media in a democracy.\u003c/p>\n\u003cp>“The increase in Holocaust denial, climate change denial, conspiracy theories getting a foothold, and now AI … all this shows how important media literacy is for our democracy right now,” said Jennifer Ormsby, library services manager for the Los Angeles County Office of Education. “The 2016 election was a real eye-opener for everyone on the potential harms and dangers of fake news.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>AB 873 passed nearly unanimously in the Legislature, underscoring the nonpartisan nature of the topic. Nationwide, Texas, New Jersey and Delaware have also passed strong media literacy laws, and more than a dozen other states are moving in that direction, \u003ca href=\"https://medialiteracynow.org/wp-content/uploads/2023/05/MediaLiteracyPolicyReport2022.pdf\">according to Media Literacy Now (PDF)\u003c/a>, a nonprofit research organization that advocates for media literacy in K-12 schools.\u003c/p>\n\u003cp>Still, California’s law falls short of Media Literacy Now’s recommendations. California’s approach doesn’t include funding to train teachers, an advisory committee, input from librarians, surveys or a way to monitor the law’s effectiveness.\u003c/p>\n\u003cp>Keeping the bill simple, though, was a way to help ensure its passage, Berman said. Those features can be implemented later, and he felt it was urgent to pass the law quickly so students can start receiving media literacy education as soon as possible. The law goes into effect on Jan. 1, 2024, as the state begins updating its curriculum frameworks, although teachers are now encouraged to teach media literacy.\u003c/p>\n\u003cp>Berman’s law builds on \u003ca href=\"https://www.cde.ca.gov/Ci/cr/ml/index.asp\">a previous effort in California\u003c/a> to bring media literacy to K-12 classrooms. In 2018, Senate Bill 830 required the California Department of Education to provide media literacy resources — lesson plans, project ideas and background — to the state’s K-12 teachers. But it didn’t make media literacy mandatory.\u003c/p>\n\u003cp>The new law also overlaps somewhat with \u003ca href=\"https://www.kqed.org/news/11965784/california-near-the-bottom-of-us-computer-science-rankings-as-it-struggles-with-teacher-shortage\">California’s effort to bring computer science education to all students\u003c/a>. The state hopes to expand computer science, which can include aspects of media literacy, to all students and possibly even require it to graduate from high school. Newsom recently signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1251\">Assembly Bill 1251\u003c/a>, which creates a commission to look at ways to recruit more computer science teachers to California classrooms. Berman also sponsors \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202320240AB1054\">Assembly Bill 1054\u003c/a>, which requires high schools to offer computer science classes. That bill is currently stalled in the Senate.\u003c/p>\n\u003ch2>Understanding media and creating it\u003c/h2>\n\u003cp>Teachers don’t need a state law to show students how to be smart media consumers, and some have been doing it for years. Merek Chang, a high school science teacher at Hacienda La Puente Unified in the City of Industry east of Los Angeles, said the pandemic was a wake-up call for him.\u003c/p>\n\u003cp>During remote learning, he gave students two articles on the origins of the coronavirus. One was an opinion piece from the New York Post, a tabloid, and the other was from a scientific journal. He asked students which they thought was accurate. More than 90% chose the Post piece.\u003c/p>\n\u003cp>“It made me realize that we need to focus on the skills to understand content as much as we focus on the content itself,” Chang said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>He now incorporates media literacy in all aspects of his lesson plans. He relies on \u003ca href=\"https://sheg.stanford.edu/\">the Stanford History Education Group\u003c/a>, which offers free media literacy resources for teachers, and took part in \u003ca href=\"https://www.kqed.org/education/media-literacy\">a KQED media literacy program\u003c/a> for teachers.\u003c/p>\n\u003cp>In addition to teaching students how to evaluate online information, he shows them how to create their own media. For example, homework assignments include making TikTok-style videos on protein synthesis for mRNA vaccines. Students then present their projects at home or lunchtime events for families and the community.\u003c/p>\n\u003cp>“The biggest impact, I’ve noticed, is that students feel like their voice matters,” Chang said. “The work isn’t just for a grade. They feel like they’re making a difference.”\u003c/p>\n\u003cp>Ormsby, the Los Angeles County librarian, has also been promoting media literacy for years. Librarians generally have been at the forefront of media literacy education, and California’s new law refers to the Modern School Library Standards for media literacy guidelines.\u003c/p>\n\u003cp>Ormsby teaches concepts like “lateral reading” (comparing an online article with other sources to check for accuracy) and reverse imaging (searching online to trace a photo to its source or check if it’s been altered). She also provides lesson plans, resources and book recommendations such as “True or False: A CIA Analyst’s Guide to Spotting Fake News” and, for elementary students, “Killer Underwear Invasion! How to spot fake news, disinformation & conspiracy theories.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>She’s happy that the law passed, but would like to see librarians included in the rollout and the curriculum implemented immediately, not waiting until the frameworks are updated.\u003c/p>\n\u003cp>The gradual implementation of the law was deliberate since schools are already grappling with so many other state mandates, said Alvin Lee, executive director of Generation Up, a student-led advocacy group among the bill’s sponsors.\u003c/p>\n\u003cp>He hopes that local school boards will prioritize the issue by funding training for teachers and moving immediately to get media literacy into classrooms.\u003c/p>\n\u003cp>“Disinformation contributes to polarization, which we’re seeing happen all over the world,” said Lee, a junior at Stanford who said it’s a top issue among his classmates. “Media literacy can address that.”\u003c/p>\n\u003cp>In San Francisco Unified, Ricardo Elizalde is a teacher on special assignment who trains elementary teachers in media literacy. His staff gave out 50 copies of “Killer Underwear!” for teachers to build activities around, and he also encourages students to make their own media.\u003c/p>\n\u003cp>Elementary school is the perfect time to introduce the topic, he said.\u003c/p>\n\u003cp>“We get all these media thrown at us from a young age, we have to learn to defend ourselves,” Elizalde said. “Media literacy is a basic part of being literate. If we’re just teaching kids how to read and not think critically about what they’re reading, we’re doing them a disservice.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Community College Professors Allege New Diversity Policies Infringe on Academic Freedom",
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"content": "\u003cp>Bill Blanken, a chemistry professor at Reedley College, said a new diversity and equity policy in California’s community colleges amounts to a “loyalty oath” and “compelled speech” that runs afoul of free speech and academic freedom.\u003c/p>\n\u003cp>Blanken, along with five other tenured professors in State Center Community College District, are challenging new California Community College diversity policies that change the way employees are evaluated. A lawsuit, filed in August, describes the plaintiffs as critics of anti-racism and diversity, equity, inclusion and accessibility (DEIA) principles who are concerned that these stances could result in negative performance evaluations or even losing their jobs.\u003c/p>\n\u003cp>“We need legal protection,” Blanken said in an interview with EdSource on Oct. 12.\u003c/p>\n\u003cp>Last year, the Board of Governors for the California Community Colleges adopted new regulations requiring local districts to evaluate employees, including faculty, on their competency in working with a diverse student population. Local districts were required to be in compliance last month.\u003c/p>\n\u003cp>Blanken disagrees with the DEIA policy’s premise that racism is embedded in institutions, including California’s community colleges, or in disciplines such as chemistry, math and physics. He argues that these fields should be taught in a way that is race- and gender-neutral. That is at the crux of the lawsuit by the six plaintiffs.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jill Wagner, spokesperson, State Center Community College District\"]‘DEIA initiatives have sparked many important conversations spanning decades, and as this issue continues to evolve, efforts to address them will continue to be at the forefront.’[/pullquote]Filed by free speech advocacy group Foundation for Individual Rights and Expression (FIRE), \u003ca class=\"external\" href=\"https://www.thefire.org/news/lawsuit-fire-sues-stop-california-forcing-professors-teach-dei\" target=\"_blank\" rel=\"noopener\" data-type=\"URL\" data-id=\"https://www.thefire.org/news/lawsuit-fire-sues-stop-california-forcing-professors-teach-dei\">the suit\u003c/a> names California Community College Chancellor Sonya Christian, the board of governors of the California Community Colleges as well as the chancellor and governing board of State Center Community College District.\u003c/p>\n\u003cp>A related suit, filed in June on behalf of Bakersfield College history professor Daymon Johnson, targets the chancellor and board of the Kern Community College District.\u003c/p>\n\u003cp>State Center Community College District, which serves Fresno and surrounding central San Joaquin Valley communities, is one of the first districts in the state to include these new diversity requirements in its \u003ca class=\"external\" href=\"https://www.scccd.edu/_uploaded-files/documents/scccd-scft-agreement-ft-2022-2025-05.9.23-accessible-copy.pdf\" target=\"_blank\" rel=\"noopener\">latest faculty contract (PDF)\u003c/a>. The district said in a statement that it will defend its implementation of the state’s DEIA regulations and its collaborative effort with the State Center Federation of Teachers.\u003c/p>\n\u003cp>“The District now and forever will be a welcoming place for a diverse population, with a commitment to access and inclusion,” wrote Jill Wagner, spokesperson for State Center Community College District. “DEIA initiatives have sparked many important conversations spanning decades, and as this issue continues to evolve, efforts to address them will continue to be at the forefront.”\u003c/p>\n\u003cp>The district’s new evaluation process requires instructional faculty to demonstrate “teaching and learning practices that reflect DEIA and anti-racist principles,” in addition to a written self-evaluation on the faculty’s “understanding” of DEIA competencies and “anti-racist principles,” with the goal of improving “equitable student outcomes and course completion.”\u003c/p>\n\u003cp>How these principles will play out in the next rounds of evaluation is still uncertain. Blanken said he has not received guidance from his department. A September memo by State Center’s human resources department noted that the district and academic senate have yet to develop uniform training guidelines for evaluations, and that meanwhile, “evaluatees should, in good faith, review the language in the contract and do their best to speak to how they have demonstrated or shown progress toward practices that embrace the DEIA principles.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Daniel Ortner, the FIRE attorney representing the State Center professors said, “That’s not good enough when free speech is on the line.”\u003c/p>\n\u003cp>Ortner added that broad, undefined regulations could have a “chilling effect” on speech in the classroom. Plaintiffs are particularly concerned about a \u003ca class=\"external\" href=\"https://www.asccc.org/sites/default/files/CCC_DEI-in-Curriculum_Model_Principles_and_Practices_June_2022.pdf\" target=\"_blank\" rel=\"noopener\">framework released by the California Community College Curriculum Committee (PDF)\u003c/a> that warns professors not to “‘weaponize’ academic freedom and academic integrity in an academic discipline or inflict curricular trauma” on historically marginalized students.\u003c/p>\n\u003cp>In the suit, plaintiffs said they have changed the way they teach their classes this semester because of the new DEIA policies. Loren Palsgaard, English professor at Madera Community College, said he will no longer assign texts that contain racial slurs, including Martin Luther King Jr.’s “Letter from Birmingham Jail” and works by William Faulkner and Flannery O’Connor.\u003c/p>\n\u003cp>A response filed on Oct. 2 by California Attorney General Rob Bonta, on behalf of the chancellor and the board of governors challenges the claim the DEIA policies bar professors from using these texts, adding that this framework is not binding and only provides a reference for college districts creating their own DEIA policies.\u003c/p>\n\u003cp>The guidance “expresses competencies the Chancellor’s Office endorses, but does not require,” wrote Melissa Villarin, spokesperson for the state Chancellor’s Office. “The regulations do not impose penalties on district employees. They are intended to contribute to employee professional development.”\u003c/p>\n\u003cp>Erwin Chemerinsky, dean of the UC Berkeley School of Law, said that it is well within a college’s rights to not only prescribe the curriculum for courses but to insist that faculty be sensitive to teaching a diverse student body. He added, however, that schools cannot require that faculty espouse a particular viewpoint in their teaching.\u003c/p>\n\u003cp>“The question is whether this is more the former than the latter,” Chemerinsky wrote in an email to EdSource, adding that he believes the government has a strong argument that this is within its realm of prescribing a curriculum.\u003c/p>\n\u003cp>“It is hard to say on this record that the First Amendment has been violated,” Chemerisky wrote. “It would be different if a teacher was being disciplined and bringing a challenge.” None of the plaintiffs in the suits has been disciplined.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Daniel Ortner, FIRE attorney representing State Center professors\"]‘A lot of colleges have anti-discrimination protections that make students feel welcome, such as tutoring, mentoring. There are a lot of things that you can do that don’t impinge on free speech.’[/pullquote]A separate \u003ca class=\"external\" href=\"https://www.ifs.org/cases/johnson-v-watkin/\" target=\"_blank\" rel=\"noopener\" data-type=\"URL\" data-id=\"https://www.ifs.org/cases/johnson-v-watkin/\">suit\u003c/a>, filed by the Institute for Free Speech on behalf of Bakersfield College professor Daymon Johnson, points to the firing of Matthew Garrett, a professor who had been critical of DEIA initiatives. Garrett was not subject to new DEIA policies affecting faculty evaluations. However, Johnson’s suit claims that he worries that he, too, could lose his job, because he shares many of the same conservative values and anti-DEIA stances as Garrett.\u003c/p>\n\u003cp>The Kern Community College District said in a statement that Garrett was not terminated because of his opinions on DEIA or other free speech issues.\u003c/p>\n\u003cp>“Matthew Garrett was terminated after a lengthy and detailed examination of his disciplinary violations at Bakersfield College,” said district spokesperson Norma Rojas.\u003c/p>\n\u003cp>Plaintiffs in both suits have asked the court for a preliminary injunction that would prevent the California Community Colleges’ DEIA policy — as well as State Center Community College District’s faculty contract — from going into immediate effect. The request remains pending in federal court, and no hearing date is currently set.\u003c/p>\n\u003cp>Ortner said he is not aware of any other lawsuits from California’s 116 community colleges that are targeting the new DEIA policies, but he’s keeping his eye on the issue statewide.\u003c/p>\n\u003cp>“A lot of colleges have anti-discrimination protections that make students feel welcome, such as tutoring, mentoring. There are a lot of things that you can do that don’t impinge on free speech,” Ortner said. “California colleges are much more aggressive and forward in advocating for these principles.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/community-college-professors-allege-new-diversity-policies-infringe-on-academic-freedom/699920\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bill Blanken, a chemistry professor at Reedley College, said a new diversity and equity policy in California’s community colleges amounts to a “loyalty oath” and “compelled speech” that runs afoul of free speech and academic freedom.\u003c/p>\n\u003cp>Blanken, along with five other tenured professors in State Center Community College District, are challenging new California Community College diversity policies that change the way employees are evaluated. A lawsuit, filed in August, describes the plaintiffs as critics of anti-racism and diversity, equity, inclusion and accessibility (DEIA) principles who are concerned that these stances could result in negative performance evaluations or even losing their jobs.\u003c/p>\n\u003cp>“We need legal protection,” Blanken said in an interview with EdSource on Oct. 12.\u003c/p>\n\u003cp>Last year, the Board of Governors for the California Community Colleges adopted new regulations requiring local districts to evaluate employees, including faculty, on their competency in working with a diverse student population. Local districts were required to be in compliance last month.\u003c/p>\n\u003cp>Blanken disagrees with the DEIA policy’s premise that racism is embedded in institutions, including California’s community colleges, or in disciplines such as chemistry, math and physics. He argues that these fields should be taught in a way that is race- and gender-neutral. That is at the crux of the lawsuit by the six plaintiffs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Filed by free speech advocacy group Foundation for Individual Rights and Expression (FIRE), \u003ca class=\"external\" href=\"https://www.thefire.org/news/lawsuit-fire-sues-stop-california-forcing-professors-teach-dei\" target=\"_blank\" rel=\"noopener\" data-type=\"URL\" data-id=\"https://www.thefire.org/news/lawsuit-fire-sues-stop-california-forcing-professors-teach-dei\">the suit\u003c/a> names California Community College Chancellor Sonya Christian, the board of governors of the California Community Colleges as well as the chancellor and governing board of State Center Community College District.\u003c/p>\n\u003cp>A related suit, filed in June on behalf of Bakersfield College history professor Daymon Johnson, targets the chancellor and board of the Kern Community College District.\u003c/p>\n\u003cp>State Center Community College District, which serves Fresno and surrounding central San Joaquin Valley communities, is one of the first districts in the state to include these new diversity requirements in its \u003ca class=\"external\" href=\"https://www.scccd.edu/_uploaded-files/documents/scccd-scft-agreement-ft-2022-2025-05.9.23-accessible-copy.pdf\" target=\"_blank\" rel=\"noopener\">latest faculty contract (PDF)\u003c/a>. The district said in a statement that it will defend its implementation of the state’s DEIA regulations and its collaborative effort with the State Center Federation of Teachers.\u003c/p>\n\u003cp>“The District now and forever will be a welcoming place for a diverse population, with a commitment to access and inclusion,” wrote Jill Wagner, spokesperson for State Center Community College District. “DEIA initiatives have sparked many important conversations spanning decades, and as this issue continues to evolve, efforts to address them will continue to be at the forefront.”\u003c/p>\n\u003cp>The district’s new evaluation process requires instructional faculty to demonstrate “teaching and learning practices that reflect DEIA and anti-racist principles,” in addition to a written self-evaluation on the faculty’s “understanding” of DEIA competencies and “anti-racist principles,” with the goal of improving “equitable student outcomes and course completion.”\u003c/p>\n\u003cp>How these principles will play out in the next rounds of evaluation is still uncertain. Blanken said he has not received guidance from his department. A September memo by State Center’s human resources department noted that the district and academic senate have yet to develop uniform training guidelines for evaluations, and that meanwhile, “evaluatees should, in good faith, review the language in the contract and do their best to speak to how they have demonstrated or shown progress toward practices that embrace the DEIA principles.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Daniel Ortner, the FIRE attorney representing the State Center professors said, “That’s not good enough when free speech is on the line.”\u003c/p>\n\u003cp>Ortner added that broad, undefined regulations could have a “chilling effect” on speech in the classroom. Plaintiffs are particularly concerned about a \u003ca class=\"external\" href=\"https://www.asccc.org/sites/default/files/CCC_DEI-in-Curriculum_Model_Principles_and_Practices_June_2022.pdf\" target=\"_blank\" rel=\"noopener\">framework released by the California Community College Curriculum Committee (PDF)\u003c/a> that warns professors not to “‘weaponize’ academic freedom and academic integrity in an academic discipline or inflict curricular trauma” on historically marginalized students.\u003c/p>\n\u003cp>In the suit, plaintiffs said they have changed the way they teach their classes this semester because of the new DEIA policies. Loren Palsgaard, English professor at Madera Community College, said he will no longer assign texts that contain racial slurs, including Martin Luther King Jr.’s “Letter from Birmingham Jail” and works by William Faulkner and Flannery O’Connor.\u003c/p>\n\u003cp>A response filed on Oct. 2 by California Attorney General Rob Bonta, on behalf of the chancellor and the board of governors challenges the claim the DEIA policies bar professors from using these texts, adding that this framework is not binding and only provides a reference for college districts creating their own DEIA policies.\u003c/p>\n\u003cp>The guidance “expresses competencies the Chancellor’s Office endorses, but does not require,” wrote Melissa Villarin, spokesperson for the state Chancellor’s Office. “The regulations do not impose penalties on district employees. They are intended to contribute to employee professional development.”\u003c/p>\n\u003cp>Erwin Chemerinsky, dean of the UC Berkeley School of Law, said that it is well within a college’s rights to not only prescribe the curriculum for courses but to insist that faculty be sensitive to teaching a diverse student body. He added, however, that schools cannot require that faculty espouse a particular viewpoint in their teaching.\u003c/p>\n\u003cp>“The question is whether this is more the former than the latter,” Chemerinsky wrote in an email to EdSource, adding that he believes the government has a strong argument that this is within its realm of prescribing a curriculum.\u003c/p>\n\u003cp>“It is hard to say on this record that the First Amendment has been violated,” Chemerisky wrote. “It would be different if a teacher was being disciplined and bringing a challenge.” None of the plaintiffs in the suits has been disciplined.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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},
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"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",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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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"id": "freakonomics-radio",
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"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/",
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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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"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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"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.",
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"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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},
"how-i-built-this": {
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"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",
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"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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"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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},
"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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}
},
"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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},
"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": {
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"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",
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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/",
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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": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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}
},
"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",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
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