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"content": "\u003cp>In April 2020, Alejandra Guerra, 23, started working at Amazon while finishing her associate degree in criminal justice at Sacramento City College. Working nights and weekends at the warehouse near the Sacramento airport, she earned $18.70 an hour, nearly five dollars more than she had been making prior to the pandemic as a secretary.\u003c/p>\n\u003cp>The hours were grueling: She finished her last warehouse shift of the week at 5:30 a.m. on Monday and started class, online, at 8 a.m. “I have very bad ADHD, so it’s very hard for me to concentrate when I’m sitting in front of a laptop, especially when I just worked a 10-and-a-half-hour shift,” she said. “I’m just thinking about sleep.”\u003c/p>\n\u003cp>She dropped out of school in May 2020 with about seven classes left to graduate. More than three years later, she still hasn’t returned, making her part of an emerging trend among community college students ages 20 to 30. While other age groups are returning to college following a drop during the COVID-19 pandemic, these twentysomethings are the last holdouts.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Don Miller, Vice President of Academic Affairs at Rio Hondo College\"]‘We’re seeing increased wages in occupations that don’t require a bachelor’s or an associate degree.’[/pullquote]At its lowest point following the start of the pandemic, the California Community Colleges system had lost just over 417,000 students, an 18.5% drop compared to the 2018–19 academic year. That was a 30-year low. The decline means colleges risk losing state funds in the near future, since their funding is pegged in part to enrollment. In the long-term, it means employers may grapple with a less educated or less skilled workforce.\u003c/p>\n\u003cp>Enrollment numbers grew by about 5% in the 2022–23 school year, according to data provided by the California Community Colleges Chancellor’s Office. It’s the most recent data available, though numbers are not yet official. Early estimates from various community college districts show enrollment gains continuing into this fall, too.\u003c/p>\n\u003cp>But that rebound is uneven: it stems largely from high school students who are taking college classes, and to a lesser extent, from adults over 30 who are returning to college after \u003ca href=\"https://calmatters.org/education/higher-education/2023/06/community-college-enrollment-2/\">leaving at record rates\u003c/a> during the pandemic. Meanwhile, students in their 20s, like Guerra, continued to leave college. The state’s 116 community colleges lost more than 13,000 students between the ages of 20 and 30 last year, about a 2% decline in that population compared to the previous year.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15153595/embed#?secret=63WRe3iOG5\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The result is a demographic shift across the community college system. For over a decade, it was students between 20 and 30 years old who made up the plurality of students on campus. Last year, it was students under 20 who represented the largest group. These youth, particularly those in high school, have become central to the strategy of California Community College Chancellor Sonya Christian, who has said she wants to require \u003ca href=\"https://edsource.org/2023/enroll-every-9th-grader-in-a-college-course-says-californias-incoming-community-college-chancellor/691065\">every ninth-grader in California to enroll in a community college course\u003c/a>.\u003c/p>\n\u003ch2>Low unemployment means low enrollment for some colleges\u003c/h2>\n\u003cp>Administrators say there is no single explanation as to why this generation of twentysomethings is lagging behind the rest. For one, the age group isn’t monolithic, and students with different racial or ethnic backgrounds showed differing trends. The population of Asian and Filipino students in their 20s declined by 6% and 12%, respectively, while the number of African American and Native students in the same age group increased by a few percentage points compared to the previous year. Another possible explanation comes from a recent survey of the state’s community college students, which found that \u003ca href=\"https://ccleague.org/sites/default/files/images/basic_needs_among_california_community_college_students-final-2023.pdf?utm_source=CalMatters+Newsletters&utm_campaign=d3f14c6de2-WHATMATTERS&utm_medium=email&utm_term=0_faa7be558d-d3f14c6de2-151973567&mc_cid=d3f14c6de2&mc_eid=cafd8c3942\">roughly one-third of students between the ages of 21 and 30 had experienced homelessness in the past year (PDF)\u003c/a> — a higher rate than any other age group.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But most college administrators agree that the economy is often a leading factor. Historically, \u003ca href=\"https://ccrc.tc.columbia.edu/easyblog/why-enrollment-declined-what-can-we-do.html\">college enrollment fluctuates with the economy\u003c/a>. A good economy and ample job opportunities mean students often choose work over school.\u003c/p>\n\u003cp>“We’re seeing increased wages in occupations that don’t require a bachelor’s or an associate degree,” said Don Miller, vice president of academic affairs at Rio Hondo College, located near Whittier in eastern Los Angeles County. He cited rising wages in the service industry, such as at Starbucks, as well as for entry-level openings at logistics companies, such as Amazon or UPS.\u003c/p>\n\u003cp>Logistics in particular has seen \u003ca href=\"https://www.nytimes.com/2020/11/27/technology/pushed-by-pandemic-amazon-goes-on-a-hiring-spree-without-equal.html\">a boost in hiring and wages since the start of the pandemic\u003c/a> as more people shifted to online shopping. New shipping warehouses opened in the Inland Empire, making Amazon the \u003ca href=\"https://www.nytimes.com/2021/02/18/magazine/amazon-workers-employees-covid-19.html#:~:text=Nowhere%20in%20the,logistics%20air%20hubs\">largest private employer in the region\u003c/a>, and some Central Valley cities are close behind.\u003c/p>\n\u003cfigure id=\"attachment_11962569\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11962569\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-800x533.jpeg\" alt=\"External view of Amazon building with blue sky in the background. \" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-1920x1280.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02.jpeg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Amazon SMF1 facility in Sacramento on Sept. 25, 2023. \u003ccite>(Rahul Lal/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At East Los Angeles College, logistics and technology professor Leo Medina said his classes, which prepare students to work at places like Amazon and UPS, used to enroll more than 800 students a year before the pandemic. He lost about a quarter of his students in 2020 but said some are starting to return, often with encouragement or financial incentives from their employers.\u003c/p>\n\u003cp>“You hit the ceiling if you don’t have a certain amount of education or skill,” he said.\u003c/p>\n\u003cp>Guerra started out in an entry-level position at Amazon, but after a year working the night shift, she got promoted. First, she became a data analyst and then an operations supervisor, where she made about $22 an hour.\u003c/p>\n\u003cp>For years, her managers at Amazon encouraged her to go back to school. While the company covers tuition, books, and fees for many of its employees, Guerra said she was unsure whether she wanted to go back to school or instead try to advance internally through more promotions. Her mentality changed this spring, when she lost her job and had to search for a new one.\u003c/p>\n\u003cp>“I have all these skills that I’ve learned, but there’s all these jobs that don’t want to hire me because I don’t have a degree,” she said. She found a position as a receptionist at a property management company in Sacramento and plans to enroll in college at some point next year.\u003c/p>\n\u003ch2>Losing the ‘drive’ for community college\u003c/h2>\n\u003cp>Community colleges have collectively spent millions of dollars, much of it part of COVID relief funds, to draw back students like Guerra. They run recruitment events at churches, community centers and rodeos. They’ve set up call centers to reach out to students and are plastering billboards \u003ca href=\"https://calmatters.org/education/higher-education/2023/08/california-community-colleges-2/\">with eye-catching puns\u003c/a> along highways and on buses. The Sacramento-area community college district flew a drone display in the image of a cap and gown to woo spectators at a professional soccer match. The efficacy of those marketing efforts is up for debate.\u003c/p>\n\u003cp>[aside tag=\"education, community-college\" label=\"More Related Stories\"]But research has found a few clear trends in college recruitment. Only 13% of students who drop out of college re-enroll in school within five years, according to a\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SCND_Report_2019.pdf\"> 2019 analysis (PDF)\u003c/a> by the National Student Clearinghouse. Once students leave high school and put off going to college, it becomes \u003ca href=\"https://ccrc.tc.columbia.edu/media/k2/attachments/delaying-college-enrollment-earnings-trajectories.pdf\">harder to convince them to enroll (PDF)\u003c/a>, too.\u003c/p>\n\u003cp>Hunter Garcia, 22, enrolled at Butte College near Chico in the fall of 2019 after seeing a flier that advertised the school. He dropped out in the midst of the pandemic after starting his third semester and soon began working the night shift at a nearby Walmart warehouse. He didn’t feel safe at night near his apartment, and since he didn’t have a car, he walked to work each day around sunset, waiting until 10 p.m. to start his nine-hour shift. After six months, he quit. But by then, he said he felt too isolated and exhausted to restart an online education. “I just lost the drive,” he said.\u003c/p>\n\u003cp>Many colleges are rethinking the structure of college: trying to fit school around the student, instead of the traditional model, which asks students to schedule their lives around school. In one of the most innovative approaches, eight community colleges in California have opted into a pilot program that aims to redesign part of their curricula so students can gain a degree \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/community-colleges/\">without ever attending class\u003c/a>.\u003c/p>\n\u003cp>Most colleges are making simpler changes, such as offering more flexible hours, more online classes and new courses that are more easily applicable in the workforce. One school is offering higher wages for student tutors in an effort to keep them on campus and keep them from seeking higher-paying jobs elsewhere.\u003c/p>\n\u003cp>Garcia has no intentions of going back to school in the near future, though he hasn’t ruled it out entirely. He works as a carpenter now, making around $25 an hour, but he says it’s not much easier than his previous job at Walmart. “My body won’t be able to keep up with this forever,” he said.\u003c/p>\n\u003cp>\u003cem>Erica Yee contributed to this reporting.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Adam Echelman covers California’s community colleges in partnership with Open Campus, a nonprofit newsroom focused on higher education.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At its lowest point following the start of the pandemic, the California Community Colleges system had lost just over 417,000 students, an 18.5% drop compared to the 2018–19 academic year. That was a 30-year low. The decline means colleges risk losing state funds in the near future, since their funding is pegged in part to enrollment. In the long-term, it means employers may grapple with a less educated or less skilled workforce.\u003c/p>\n\u003cp>Enrollment numbers grew by about 5% in the 2022–23 school year, according to data provided by the California Community Colleges Chancellor’s Office. It’s the most recent data available, though numbers are not yet official. Early estimates from various community college districts show enrollment gains continuing into this fall, too.\u003c/p>\n\u003cp>But that rebound is uneven: it stems largely from high school students who are taking college classes, and to a lesser extent, from adults over 30 who are returning to college after \u003ca href=\"https://calmatters.org/education/higher-education/2023/06/community-college-enrollment-2/\">leaving at record rates\u003c/a> during the pandemic. Meanwhile, students in their 20s, like Guerra, continued to leave college. The state’s 116 community colleges lost more than 13,000 students between the ages of 20 and 30 last year, about a 2% decline in that population compared to the previous year.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15153595/embed#?secret=63WRe3iOG5\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The result is a demographic shift across the community college system. For over a decade, it was students between 20 and 30 years old who made up the plurality of students on campus. Last year, it was students under 20 who represented the largest group. These youth, particularly those in high school, have become central to the strategy of California Community College Chancellor Sonya Christian, who has said she wants to require \u003ca href=\"https://edsource.org/2023/enroll-every-9th-grader-in-a-college-course-says-californias-incoming-community-college-chancellor/691065\">every ninth-grader in California to enroll in a community college course\u003c/a>.\u003c/p>\n\u003ch2>Low unemployment means low enrollment for some colleges\u003c/h2>\n\u003cp>Administrators say there is no single explanation as to why this generation of twentysomethings is lagging behind the rest. For one, the age group isn’t monolithic, and students with different racial or ethnic backgrounds showed differing trends. The population of Asian and Filipino students in their 20s declined by 6% and 12%, respectively, while the number of African American and Native students in the same age group increased by a few percentage points compared to the previous year. Another possible explanation comes from a recent survey of the state’s community college students, which found that \u003ca href=\"https://ccleague.org/sites/default/files/images/basic_needs_among_california_community_college_students-final-2023.pdf?utm_source=CalMatters+Newsletters&utm_campaign=d3f14c6de2-WHATMATTERS&utm_medium=email&utm_term=0_faa7be558d-d3f14c6de2-151973567&mc_cid=d3f14c6de2&mc_eid=cafd8c3942\">roughly one-third of students between the ages of 21 and 30 had experienced homelessness in the past year (PDF)\u003c/a> — a higher rate than any other age group.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But most college administrators agree that the economy is often a leading factor. Historically, \u003ca href=\"https://ccrc.tc.columbia.edu/easyblog/why-enrollment-declined-what-can-we-do.html\">college enrollment fluctuates with the economy\u003c/a>. A good economy and ample job opportunities mean students often choose work over school.\u003c/p>\n\u003cp>“We’re seeing increased wages in occupations that don’t require a bachelor’s or an associate degree,” said Don Miller, vice president of academic affairs at Rio Hondo College, located near Whittier in eastern Los Angeles County. He cited rising wages in the service industry, such as at Starbucks, as well as for entry-level openings at logistics companies, such as Amazon or UPS.\u003c/p>\n\u003cp>Logistics in particular has seen \u003ca href=\"https://www.nytimes.com/2020/11/27/technology/pushed-by-pandemic-amazon-goes-on-a-hiring-spree-without-equal.html\">a boost in hiring and wages since the start of the pandemic\u003c/a> as more people shifted to online shopping. New shipping warehouses opened in the Inland Empire, making Amazon the \u003ca href=\"https://www.nytimes.com/2021/02/18/magazine/amazon-workers-employees-covid-19.html#:~:text=Nowhere%20in%20the,logistics%20air%20hubs\">largest private employer in the region\u003c/a>, and some Central Valley cities are close behind.\u003c/p>\n\u003cfigure id=\"attachment_11962569\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11962569\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-800x533.jpeg\" alt=\"External view of Amazon building with blue sky in the background. \" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02-1920x1280.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/09252023_Amazon_RL_CM_02.jpeg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Amazon SMF1 facility in Sacramento on Sept. 25, 2023. \u003ccite>(Rahul Lal/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At East Los Angeles College, logistics and technology professor Leo Medina said his classes, which prepare students to work at places like Amazon and UPS, used to enroll more than 800 students a year before the pandemic. He lost about a quarter of his students in 2020 but said some are starting to return, often with encouragement or financial incentives from their employers.\u003c/p>\n\u003cp>“You hit the ceiling if you don’t have a certain amount of education or skill,” he said.\u003c/p>\n\u003cp>Guerra started out in an entry-level position at Amazon, but after a year working the night shift, she got promoted. First, she became a data analyst and then an operations supervisor, where she made about $22 an hour.\u003c/p>\n\u003cp>For years, her managers at Amazon encouraged her to go back to school. While the company covers tuition, books, and fees for many of its employees, Guerra said she was unsure whether she wanted to go back to school or instead try to advance internally through more promotions. Her mentality changed this spring, when she lost her job and had to search for a new one.\u003c/p>\n\u003cp>“I have all these skills that I’ve learned, but there’s all these jobs that don’t want to hire me because I don’t have a degree,” she said. She found a position as a receptionist at a property management company in Sacramento and plans to enroll in college at some point next year.\u003c/p>\n\u003ch2>Losing the ‘drive’ for community college\u003c/h2>\n\u003cp>Community colleges have collectively spent millions of dollars, much of it part of COVID relief funds, to draw back students like Guerra. They run recruitment events at churches, community centers and rodeos. They’ve set up call centers to reach out to students and are plastering billboards \u003ca href=\"https://calmatters.org/education/higher-education/2023/08/california-community-colleges-2/\">with eye-catching puns\u003c/a> along highways and on buses. The Sacramento-area community college district flew a drone display in the image of a cap and gown to woo spectators at a professional soccer match. The efficacy of those marketing efforts is up for debate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But research has found a few clear trends in college recruitment. Only 13% of students who drop out of college re-enroll in school within five years, according to a\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SCND_Report_2019.pdf\"> 2019 analysis (PDF)\u003c/a> by the National Student Clearinghouse. Once students leave high school and put off going to college, it becomes \u003ca href=\"https://ccrc.tc.columbia.edu/media/k2/attachments/delaying-college-enrollment-earnings-trajectories.pdf\">harder to convince them to enroll (PDF)\u003c/a>, too.\u003c/p>\n\u003cp>Hunter Garcia, 22, enrolled at Butte College near Chico in the fall of 2019 after seeing a flier that advertised the school. He dropped out in the midst of the pandemic after starting his third semester and soon began working the night shift at a nearby Walmart warehouse. He didn’t feel safe at night near his apartment, and since he didn’t have a car, he walked to work each day around sunset, waiting until 10 p.m. to start his nine-hour shift. After six months, he quit. But by then, he said he felt too isolated and exhausted to restart an online education. “I just lost the drive,” he said.\u003c/p>\n\u003cp>Many colleges are rethinking the structure of college: trying to fit school around the student, instead of the traditional model, which asks students to schedule their lives around school. In one of the most innovative approaches, eight community colleges in California have opted into a pilot program that aims to redesign part of their curricula so students can gain a degree \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/community-colleges/\">without ever attending class\u003c/a>.\u003c/p>\n\u003cp>Most colleges are making simpler changes, such as offering more flexible hours, more online classes and new courses that are more easily applicable in the workforce. One school is offering higher wages for student tutors in an effort to keep them on campus and keep them from seeking higher-paying jobs elsewhere.\u003c/p>\n\u003cp>Garcia has no intentions of going back to school in the near future, though he hasn’t ruled it out entirely. He works as a carpenter now, making around $25 an hour, but he says it’s not much easier than his previous job at Walmart. “My body won’t be able to keep up with this forever,” he said.\u003c/p>\n\u003cp>\u003cem>Erica Yee contributed to this reporting.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Adam Echelman covers California’s community colleges in partnership with Open Campus, a nonprofit newsroom focused on higher education.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California’s top education official, Tony Thurmond, on Tuesday announced his bid for governor in 2026, a move that comes amid debates about the rights of students and parents, and what role the state should play as school boards approve class materials.\u003c/p>\n\u003cp>If elected, Thurmond, the state superintendent of public instruction, would be the first Black person to become California’s governor. He says he wants to address income inequality, ensure schools are better funded and speed up the state’s transition to renewable energy.\u003c/p>\n\u003cp>[aside postID=\"news_11959851,news_11953735,news_11944829\" label=\"Related Stories\"]“Our campaign isn’t about any one person. It’s about people who are struggling across our state,” the Democrat said in an advertisement announcing his campaign. “California should be a place where everyone has a chance to succeed.”\u003c/p>\n\u003cp>He joins an already crowded race for governor, though the election is more than three years away. California \u003ca href=\"https://apnews.com/article/eleni-kounalakis-california-governor-candidate-2e22f7c3567c021a64346591c11b4cac\">Lieutenant Governor Eleni Kounalakis\u003c/a> and former state Controller Betty Yee, both Democrats, also announced their 2026 bids for governor. Democratic State Treasurer Fiona Ma, who previously said she would run for governor, announced earlier this year that she is running for lieutenant governor.\u003c/p>\n\u003cp>Democratic California Gov. Gavin Newsom cannot seek a third term.\u003c/p>\n\u003cp>Before Thurmond became the state’s superintendent in 2019, he served on the West Contra Costa School Board, on the Richmond City Council and in the state Assembly. In 2021, he came under criticism after helping to hire his friend, a psychologist who lived in Philadelphia, as the state’s first superintendent of equity, \u003ca href=\"https://www.politico.com/states/california/story/2021/12/11/he-was-hired-to-fix-california-schools-while-running-a-business-in-philadelphia-1398697?nname=california-playbook&nid=00000150-384f-da43-aff2-bf7fd35a0000&nrid=00000150-42d0-d4aa-a374-5fd282180000&nlid=641189\">Politico reported\u003c/a>. The official later resigned.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thurmond has gotten involved recently in several debates over school board policies and he was kicked out of a Southern California school board meeting over the summer for \u003ca href=\"https://apnews.com/article/transgender-lgbtq-students-school-california-59de7bf833da353b66044d90fd730813\">opposing a policy\u003c/a> to require school staff to notify parents if their child changes their pronouns or gender identity. California Attorney General Rob Bonta \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">sued the Chino Valley district over the policy\u003c/a>, saying it discriminated against students. A judge then \u003ca href=\"https://apnews.com/article/chino-valley-parental-notification-transgender-students-california-cb4deaab3d29f26bc3705ee3815a5705\">halted the policy\u003c/a> while the litigation plays out.\u003c/p>\n\u003cp>Thurmond supported a bill Newsom signed into law Monday to \u003ca href=\"https://apnews.com/article/california-schools-book-ban-law-a8b4ebefb289a3d843b1757276115d2c\">ban school boards from rejecting textbooks\u003c/a> because they teach about the contributions of people from different racial backgrounds, sexual orientations or gender identities.\u003c/p>\n\u003cp>The legislation garnered more attention this summer when a Southern California school board \u003ca href=\"https://apnews.com/article/gavin-newsom-temecula-harvey-milk-curriculum-6fceefd6ebe1a201749dccfff7ed975a\">rejected a social studies curriculum \u003c/a>for elementary students with supplemental material mentioning Harvey Milk, who was a San Francisco politician and gay rights advocate. Newsom threatened the board with a $1.5 million fine. The school board later reversed course.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s top education official, Tony Thurmond, on Tuesday announced his bid for governor in 2026, a move that comes amid debates about the rights of students and parents, and what role the state should play as school boards approve class materials.\u003c/p>\n\u003cp>If elected, Thurmond, the state superintendent of public instruction, would be the first Black person to become California’s governor. He says he wants to address income inequality, ensure schools are better funded and speed up the state’s transition to renewable energy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Our campaign isn’t about any one person. It’s about people who are struggling across our state,” the Democrat said in an advertisement announcing his campaign. “California should be a place where everyone has a chance to succeed.”\u003c/p>\n\u003cp>He joins an already crowded race for governor, though the election is more than three years away. California \u003ca href=\"https://apnews.com/article/eleni-kounalakis-california-governor-candidate-2e22f7c3567c021a64346591c11b4cac\">Lieutenant Governor Eleni Kounalakis\u003c/a> and former state Controller Betty Yee, both Democrats, also announced their 2026 bids for governor. Democratic State Treasurer Fiona Ma, who previously said she would run for governor, announced earlier this year that she is running for lieutenant governor.\u003c/p>\n\u003cp>Democratic California Gov. Gavin Newsom cannot seek a third term.\u003c/p>\n\u003cp>Before Thurmond became the state’s superintendent in 2019, he served on the West Contra Costa School Board, on the Richmond City Council and in the state Assembly. In 2021, he came under criticism after helping to hire his friend, a psychologist who lived in Philadelphia, as the state’s first superintendent of equity, \u003ca href=\"https://www.politico.com/states/california/story/2021/12/11/he-was-hired-to-fix-california-schools-while-running-a-business-in-philadelphia-1398697?nname=california-playbook&nid=00000150-384f-da43-aff2-bf7fd35a0000&nrid=00000150-42d0-d4aa-a374-5fd282180000&nlid=641189\">Politico reported\u003c/a>. The official later resigned.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thurmond has gotten involved recently in several debates over school board policies and he was kicked out of a Southern California school board meeting over the summer for \u003ca href=\"https://apnews.com/article/transgender-lgbtq-students-school-california-59de7bf833da353b66044d90fd730813\">opposing a policy\u003c/a> to require school staff to notify parents if their child changes their pronouns or gender identity. California Attorney General Rob Bonta \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">sued the Chino Valley district over the policy\u003c/a>, saying it discriminated against students. A judge then \u003ca href=\"https://apnews.com/article/chino-valley-parental-notification-transgender-students-california-cb4deaab3d29f26bc3705ee3815a5705\">halted the policy\u003c/a> while the litigation plays out.\u003c/p>\n\u003cp>Thurmond supported a bill Newsom signed into law Monday to \u003ca href=\"https://apnews.com/article/california-schools-book-ban-law-a8b4ebefb289a3d843b1757276115d2c\">ban school boards from rejecting textbooks\u003c/a> because they teach about the contributions of people from different racial backgrounds, sexual orientations or gender identities.\u003c/p>\n\u003cp>The legislation garnered more attention this summer when a Southern California school board \u003ca href=\"https://apnews.com/article/gavin-newsom-temecula-harvey-milk-curriculum-6fceefd6ebe1a201749dccfff7ed975a\">rejected a social studies curriculum \u003c/a>for elementary students with supplemental material mentioning Harvey Milk, who was a San Francisco politician and gay rights advocate. Newsom threatened the board with a $1.5 million fine. The school board later reversed course.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "uc-to-offer-online-classes-to-low-income-high-school-students-next-winter",
"title": "UC to Offer Online Classes to Lower-Income High School Students Next Winter",
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"content": "\u003cp>The University of California is joining a national initiative to offer free online courses to students at lower-income high schools across the country beginning next year.\u003c/p>\n\u003cp>The university system is joining the \u003ca href=\"https://edequitylab.org/about/\">National Education Equity Lab\u003c/a> and beginning in the winter term of 2024 will offer two for-credit classes to students enrolled in Title I schools, a federal designation for schools with high numbers of lower-income students, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept23/a4.pdf\">UC’s board of regents learned Wednesday (PDF).\u003c/a>\u003c/p>\n\u003cp>UC is hopeful that the program will allow students — who might not otherwise have access to college courses — the opportunity to take UC classes and get a taste of college.\u003c/p>\n\u003cp>The classes are free to students, but the participating high schools will need to pay a fee of $250 per student to the equity lab to cover administrative and support costs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The specific classes that will be offered haven’t yet been determined, but they will be for college credit and are existing courses developed by UC faculty. Currently, 12 other universities participate in the national program. The classes available to students include a poetry course from Harvard, an environmental studies course from Howard University and a bioengineering course from Stanford.\u003c/p>\n\u003cp>UC will be the second public university to join the partnership and also the second university from California, \u003ca href=\"https://news.stanford.edu/2021/10/25/stanford-offers-novel-hybrid-college-courses-high-schoolers-expand-pathways-higher-ed/\">joining Stanford. \u003c/a>\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Rolin Moe, executive director, UC Online\"]‘These courses are focused on establishing that love of learning and that opportunity to show people that they can succeed in college.’[/pullquote]The program will allow the university to expand access to lower-income high school students who might not otherwise have a chance to take rigorous courses, said Rolin Moe, executive director of UC Online.\u003c/p>\n\u003cp>“These courses are focused on establishing that love of learning and that opportunity to show people that they can succeed in college,” Moe added. “A student who gets to say, ‘I took a course from Berkeley,’ or ‘I took a course from Santa Cruz,’ what that means for somebody internally and intrinsically could be all the difference.”\u003c/p>\n\u003cp>UC faculty will be responsible for creating the course syllabus and course materials as well as developing assessments. Teaching fellows, including UC undergraduate and graduate students, will help facilitate the courses by leading Zoom sessions, grading student work and answering questions. Teachers at the local high schools will also work with UC faculty to help facilitate the courses.\u003c/p>\n\u003cp>Students across the country and in California can already access college courses through dual enrollment programs that are offered mainly by community colleges. One regent, Jose Hernandez, said during Wednesday’s meeting that he’s concerned UC is “late to the game” and that community colleges have already “cornered the market” when it comes to offering college courses to students still enrolled in high school.\u003c/p>\n\u003cp>[aside label='More on the UC System' tag='university-of-california']UC’s courses will be different from traditional dual enrollment courses, said Yvette Gullatt, UC’s vice president for graduate and undergraduate affairs, because they will be classes and subjects that students “can’t get in high school or community college.”\u003c/p>\n\u003cp>She said the courses “resemble our university deep dive courses. These are the things our faculty do so very well. This is their research in the classroom. This is their teaching. So this goes beyond our traditional A through G and our general ed and into those spaces where our faculty’s teaching and research come together.”\u003c/p>\n\u003cp>The program will also be reaching different students. The students who typically enroll in dual enrollment courses “tend to be a much more middle-class constituency,” whereas the UC program will be targeted to students with lower-income, said Katherine Newman, UC’s provost and executive vice president of academic affairs.\u003c/p>\n\u003cp>“And it’s that connection to the university world, the four-year university world, that I think is going to make this particularly attractive,” Newman added.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California is joining a national initiative to offer free online courses to students at lower-income high schools across the country beginning next year.\u003c/p>\n\u003cp>The university system is joining the \u003ca href=\"https://edequitylab.org/about/\">National Education Equity Lab\u003c/a> and beginning in the winter term of 2024 will offer two for-credit classes to students enrolled in Title I schools, a federal designation for schools with high numbers of lower-income students, \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/sept23/a4.pdf\">UC’s board of regents learned Wednesday (PDF).\u003c/a>\u003c/p>\n\u003cp>UC is hopeful that the program will allow students — who might not otherwise have access to college courses — the opportunity to take UC classes and get a taste of college.\u003c/p>\n\u003cp>The classes are free to students, but the participating high schools will need to pay a fee of $250 per student to the equity lab to cover administrative and support costs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The specific classes that will be offered haven’t yet been determined, but they will be for college credit and are existing courses developed by UC faculty. Currently, 12 other universities participate in the national program. The classes available to students include a poetry course from Harvard, an environmental studies course from Howard University and a bioengineering course from Stanford.\u003c/p>\n\u003cp>UC will be the second public university to join the partnership and also the second university from California, \u003ca href=\"https://news.stanford.edu/2021/10/25/stanford-offers-novel-hybrid-college-courses-high-schoolers-expand-pathways-higher-ed/\">joining Stanford. \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘These courses are focused on establishing that love of learning and that opportunity to show people that they can succeed in college.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The program will allow the university to expand access to lower-income high school students who might not otherwise have a chance to take rigorous courses, said Rolin Moe, executive director of UC Online.\u003c/p>\n\u003cp>“These courses are focused on establishing that love of learning and that opportunity to show people that they can succeed in college,” Moe added. “A student who gets to say, ‘I took a course from Berkeley,’ or ‘I took a course from Santa Cruz,’ what that means for somebody internally and intrinsically could be all the difference.”\u003c/p>\n\u003cp>UC faculty will be responsible for creating the course syllabus and course materials as well as developing assessments. Teaching fellows, including UC undergraduate and graduate students, will help facilitate the courses by leading Zoom sessions, grading student work and answering questions. Teachers at the local high schools will also work with UC faculty to help facilitate the courses.\u003c/p>\n\u003cp>Students across the country and in California can already access college courses through dual enrollment programs that are offered mainly by community colleges. One regent, Jose Hernandez, said during Wednesday’s meeting that he’s concerned UC is “late to the game” and that community colleges have already “cornered the market” when it comes to offering college courses to students still enrolled in high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>UC’s courses will be different from traditional dual enrollment courses, said Yvette Gullatt, UC’s vice president for graduate and undergraduate affairs, because they will be classes and subjects that students “can’t get in high school or community college.”\u003c/p>\n\u003cp>She said the courses “resemble our university deep dive courses. These are the things our faculty do so very well. This is their research in the classroom. This is their teaching. So this goes beyond our traditional A through G and our general ed and into those spaces where our faculty’s teaching and research come together.”\u003c/p>\n\u003cp>The program will also be reaching different students. The students who typically enroll in dual enrollment courses “tend to be a much more middle-class constituency,” whereas the UC program will be targeted to students with lower-income, said Katherine Newman, UC’s provost and executive vice president of academic affairs.\u003c/p>\n\u003cp>“And it’s that connection to the university world, the four-year university world, that I think is going to make this particularly attractive,” Newman added.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "At 100, a Bay Area University Makes a Major Pandemic-Era Pivot. Will It Pay Off?",
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"content": "\u003cp>The higher education sector is still reeling from the pandemic as universities and colleges face declining student enrollment and figure out the expansion of online education.\u003c/p>\n\u003cp>While many large public universities get state funding, the economic impacts are particularly challenging for small private colleges and universities. In Los Angeles County, Marymount California University closed in summer 2022, and in May, Holy Names University in Oakland also \u003ca href=\"https://hnu.edu/news/holy-names-university-in-oakland-to-close-after-spring-semester-in-may-2023/\">closed\u003c/a>, citing financial challenges.\u003c/p>\n\u003cp>While the pandemic has affected higher education overall, since 2004, more than 850 colleges have closed, according to the \u003ca href=\"https://hechingerreport.org/proof-points-861-colleges-and-9499-campuses-have-closed-down-since-2004/\">Hechinger Report\u003c/a>, an education news source.\u003c/p>\n\u003cp>Despite the tough forecast, some institutions have been creative in an effort to stay open. Mills College in Oakland — which historically served women — decided last year to \u003ca href=\"https://www.kqed.org/news/11888178/mills-college-to-merge-with-northeastern-university-after-months-long-court-battle\">merge\u003c/a> with Northeastern University. Notre Dame de Namur University in Belmont, which turns 100 years old on Sunday, Sept. 17, is banking on a pivot away from undergraduate education — focusing instead on graduate programs and continuing education for non-traditional students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In a way, the pandemic had a silver lining,” said Beth Martin, the university’s president. “We have turned to trying to put more of our programs fully online. There are populations that we’ve never been able to reach. So I see it over the next many years being able to expand the mission and being able to reach more students than we ever could before.”\u003c/p>\n\u003cp>Martin has led this shift since her tenure began in September 2021, just as the 45-acre university had closed its undergraduate programs, and is pursuing a land-sale agreement with Stanford. She talked about all this with KQED’s Brian Watt.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Brian Watt: One hundred years is a real milestone. How do you see that in the context of the university’s history, as you look back on how the school has changed over the years?\u003c/strong>\u003c/p>\n\u003cp>[aside postID=\"mindshift_62014,news_11960912\" label=\"Related Stories\"]\u003cstrong>Beth Martin:\u003c/strong> When the sisters first arrived in 1923 in Belmont, Belmont wasn’t Belmont. It wasn’t incorporated until three years later. And so I see the hundred years as an increasingly large tapestry and the sisters and the educational institutions that they founded — not only a university, but also a high school and an elementary school — have really become inseparable parts of the community and have helped the community itself grow. I believe that their presence in the area has really also heightened the value of education, and over the years now, the university has managed to place so many teachers, so many therapists, and so many business people in our community and in Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>The university has lately been undergoing some pretty big changes. Tell us a little more about this shift and the impacts you’ve seen so far.\u003c/strong>\u003c/p>\n\u003cp>It was a major pivot. In addition to our graduate programs, we’re expanding our degree-completion programs, serving the post-traditional student, the adult student who has families [and] jobs. There are approximately 70 million people in the United States who have many units towards a bachelor’s degree but have never completed [it]. The mission of the sisters has always been to reach underserved populations. As you can imagine, when you’re a traditional residential facility, there are lots of people you can’t reach.\u003c/p>\n\u003cp>\u003cstrong>Tens of millions of people who have unfinished bachelor degrees — that’s a really huge number and strikes me as a real opening for a place like yours.\u003c/strong>\u003c/p>\n\u003cp>We see it that way. And we also see that our graduate programs are in high demand. We have clinical psychology that’s been in high demand for many years. And you know that the need right now is extreme. We have wonderful teaching programs. The teaching \u003ca href=\"https://www.kqed.org/news/11944810/california-sees-increase-in-number-of-credentialed-teachers-bucking-national-trends-but-is-it-enough\">shortage\u003c/a> is very high, especially in California.\u003c/p>\n\u003cp>\u003cstrong>The pivot is still a big change. Did it result in pretty big cuts?\u003c/strong>\u003c/p>\n\u003cp>We’re about 40% of the size that we were because we have a 45-acre campus with 25 major buildings that were primarily geared toward traditional undergraduate students living on campus. And now we don’t need a footprint that large. So there were quite a few cuts and then we had to build back.\u003c/p>\n\u003cp>\u003cstrong>One of the other big changes is the sale of Notre Dame de Namur’s campus to Stanford. Can you just talk a little bit more about that and what prompted it?\u003c/strong>\u003c/p>\n\u003cp>In 2020, the board of trustees were trying to figure out the best move forward. At one point, they said, In addition to our pivot, we really need to monetize the value of our campus. So they made the momentous decision to sell the property. They were hoping that it would [be maintained] as an academic site, so they were delighted to find that Stanford had an interest in purchasing it. The agreement is actually an option to purchase. So Stanford has the exclusive option to purchase our campus, but they have until June 2025 to exercise that option.\u003c/p>\n\u003cfigure id=\"attachment_11961159\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11961159\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-800x1199.jpg\" alt=\"A person with long gray hair smiles at the camera.\" width=\"800\" height=\"1199\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-800x1199.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-1020x1528.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-1025x1536.jpg 1025w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED.jpg 1335w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Notre Dame de Namur University President Beth Martin. \u003ccite>(Courtesy of Notre Dame de Namur University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Does the exclusive option to purchase mean any immediate influx of money that might actually be much needed for your campus?\u003c/strong>\u003c/p>\n\u003cp>That’s an interesting question, and you probably can imagine we have signed many NDAs. The agreement itself is very private.\u003c/p>\n\u003cp>\u003cstrong>Fair enough. I had to ask. And once the sale is finished, what happens next? Does the university have to find a new physical home?\u003c/strong>\u003c/p>\n\u003cp>In our agreement, Stanford has given us a lease-back option. They would be happy for us to stay a considerable amount of time. Even though we’re probably at least three years out from leaving, we’re already starting to make plans. We would love to stay — and plan to stay — in the community very close by because we’ve been a member of the community for so long.\u003c/p>\n\u003cp>One consideration is that as we get more sophisticated technologically. We’re in the process now of setting up a center for excellence in teaching and learning with instructional designers to increasingly put programs online. So we’re thinking maybe a small newer building that is super high-tech. But we don’t have to be in any hurry to leave the campus.\u003c/p>\n\u003cp>\u003cstrong>Given how higher education has struggled for years now and the pandemic dealt a big blow to universities, do you think Notre Dame de Namur can survive another 100 years?\u003c/strong>\u003c/p>\n\u003cp>That’s our plan. And I’ll tell you, it’s interesting, because you probably remember for the last several decades, people have been saying lifelong learning is important. But now it’s very clear that lifelong learning is not only important, it’s necessary. People have switched careers three, four or five times. So people are continually having to relearn skills that didn’t exist five years ago.\u003c/p>\n\u003cp>On our orientation day, I talked to a woman in her sixties who’s coming back to get her degree in clinical psychology. She’s had another career for 40 years. We’re seeing more of those folks. I think we’re going to be a little bit ahead of the game in being able to serve that demand.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The higher education sector is still reeling from the pandemic as universities and colleges face declining student enrollment and figure out the expansion of online education.\u003c/p>\n\u003cp>While many large public universities get state funding, the economic impacts are particularly challenging for small private colleges and universities. In Los Angeles County, Marymount California University closed in summer 2022, and in May, Holy Names University in Oakland also \u003ca href=\"https://hnu.edu/news/holy-names-university-in-oakland-to-close-after-spring-semester-in-may-2023/\">closed\u003c/a>, citing financial challenges.\u003c/p>\n\u003cp>While the pandemic has affected higher education overall, since 2004, more than 850 colleges have closed, according to the \u003ca href=\"https://hechingerreport.org/proof-points-861-colleges-and-9499-campuses-have-closed-down-since-2004/\">Hechinger Report\u003c/a>, an education news source.\u003c/p>\n\u003cp>Despite the tough forecast, some institutions have been creative in an effort to stay open. Mills College in Oakland — which historically served women — decided last year to \u003ca href=\"https://www.kqed.org/news/11888178/mills-college-to-merge-with-northeastern-university-after-months-long-court-battle\">merge\u003c/a> with Northeastern University. Notre Dame de Namur University in Belmont, which turns 100 years old on Sunday, Sept. 17, is banking on a pivot away from undergraduate education — focusing instead on graduate programs and continuing education for non-traditional students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In a way, the pandemic had a silver lining,” said Beth Martin, the university’s president. “We have turned to trying to put more of our programs fully online. There are populations that we’ve never been able to reach. So I see it over the next many years being able to expand the mission and being able to reach more students than we ever could before.”\u003c/p>\n\u003cp>Martin has led this shift since her tenure began in September 2021, just as the 45-acre university had closed its undergraduate programs, and is pursuing a land-sale agreement with Stanford. She talked about all this with KQED’s Brian Watt.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Brian Watt: One hundred years is a real milestone. How do you see that in the context of the university’s history, as you look back on how the school has changed over the years?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cstrong>Beth Martin:\u003c/strong> When the sisters first arrived in 1923 in Belmont, Belmont wasn’t Belmont. It wasn’t incorporated until three years later. And so I see the hundred years as an increasingly large tapestry and the sisters and the educational institutions that they founded — not only a university, but also a high school and an elementary school — have really become inseparable parts of the community and have helped the community itself grow. I believe that their presence in the area has really also heightened the value of education, and over the years now, the university has managed to place so many teachers, so many therapists, and so many business people in our community and in Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>The university has lately been undergoing some pretty big changes. Tell us a little more about this shift and the impacts you’ve seen so far.\u003c/strong>\u003c/p>\n\u003cp>It was a major pivot. In addition to our graduate programs, we’re expanding our degree-completion programs, serving the post-traditional student, the adult student who has families [and] jobs. There are approximately 70 million people in the United States who have many units towards a bachelor’s degree but have never completed [it]. The mission of the sisters has always been to reach underserved populations. As you can imagine, when you’re a traditional residential facility, there are lots of people you can’t reach.\u003c/p>\n\u003cp>\u003cstrong>Tens of millions of people who have unfinished bachelor degrees — that’s a really huge number and strikes me as a real opening for a place like yours.\u003c/strong>\u003c/p>\n\u003cp>We see it that way. And we also see that our graduate programs are in high demand. We have clinical psychology that’s been in high demand for many years. And you know that the need right now is extreme. We have wonderful teaching programs. The teaching \u003ca href=\"https://www.kqed.org/news/11944810/california-sees-increase-in-number-of-credentialed-teachers-bucking-national-trends-but-is-it-enough\">shortage\u003c/a> is very high, especially in California.\u003c/p>\n\u003cp>\u003cstrong>The pivot is still a big change. Did it result in pretty big cuts?\u003c/strong>\u003c/p>\n\u003cp>We’re about 40% of the size that we were because we have a 45-acre campus with 25 major buildings that were primarily geared toward traditional undergraduate students living on campus. And now we don’t need a footprint that large. So there were quite a few cuts and then we had to build back.\u003c/p>\n\u003cp>\u003cstrong>One of the other big changes is the sale of Notre Dame de Namur’s campus to Stanford. Can you just talk a little bit more about that and what prompted it?\u003c/strong>\u003c/p>\n\u003cp>In 2020, the board of trustees were trying to figure out the best move forward. At one point, they said, In addition to our pivot, we really need to monetize the value of our campus. So they made the momentous decision to sell the property. They were hoping that it would [be maintained] as an academic site, so they were delighted to find that Stanford had an interest in purchasing it. The agreement is actually an option to purchase. So Stanford has the exclusive option to purchase our campus, but they have until June 2025 to exercise that option.\u003c/p>\n\u003cfigure id=\"attachment_11961159\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11961159\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-800x1199.jpg\" alt=\"A person with long gray hair smiles at the camera.\" width=\"800\" height=\"1199\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-800x1199.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-1020x1528.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED-1025x1536.jpg 1025w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/230914-BETH-MARTIN-1-KQED.jpg 1335w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Notre Dame de Namur University President Beth Martin. \u003ccite>(Courtesy of Notre Dame de Namur University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Does the exclusive option to purchase mean any immediate influx of money that might actually be much needed for your campus?\u003c/strong>\u003c/p>\n\u003cp>That’s an interesting question, and you probably can imagine we have signed many NDAs. The agreement itself is very private.\u003c/p>\n\u003cp>\u003cstrong>Fair enough. I had to ask. And once the sale is finished, what happens next? Does the university have to find a new physical home?\u003c/strong>\u003c/p>\n\u003cp>In our agreement, Stanford has given us a lease-back option. They would be happy for us to stay a considerable amount of time. Even though we’re probably at least three years out from leaving, we’re already starting to make plans. We would love to stay — and plan to stay — in the community very close by because we’ve been a member of the community for so long.\u003c/p>\n\u003cp>One consideration is that as we get more sophisticated technologically. We’re in the process now of setting up a center for excellence in teaching and learning with instructional designers to increasingly put programs online. So we’re thinking maybe a small newer building that is super high-tech. But we don’t have to be in any hurry to leave the campus.\u003c/p>\n\u003cp>\u003cstrong>Given how higher education has struggled for years now and the pandemic dealt a big blow to universities, do you think Notre Dame de Namur can survive another 100 years?\u003c/strong>\u003c/p>\n\u003cp>That’s our plan. And I’ll tell you, it’s interesting, because you probably remember for the last several decades, people have been saying lifelong learning is important. But now it’s very clear that lifelong learning is not only important, it’s necessary. People have switched careers three, four or five times. So people are continually having to relearn skills that didn’t exist five years ago.\u003c/p>\n\u003cp>On our orientation day, I talked to a woman in her sixties who’s coming back to get her degree in clinical psychology. She’s had another career for 40 years. We’re seeing more of those folks. I think we’re going to be a little bit ahead of the game in being able to serve that demand.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Gov. Gavin Newsom has signed a series of early education bills that will boost California’s publicly funded child care and preschool programs right as federal pandemic relief for child care providers runs out at the end of September.\u003c/p>\n\u003cp>The state is budgeting about $2 billion to cover a roughly 20% pay raise for providers who look after the children of parents with lower income — their first salary bump in five years — and extend a few pandemic-era policies that helped them keep their doors open.\u003c/p>\n\u003cp>By signing these bills, Newsom also signed off on establishing \u003ca href=\"https://www.kqed.org/news/11957166/california-close-to-launch-80-billion-dollar-child-care-worker-retirement-plan\">the nation’s first retirement fund for the union representing more than 40,000 family child care providers\u003c/a> and continuing to pay for their health care and professional training.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Nina Buthee, executive director, EveryChild California\"]‘My hope — and the intention of a lot of these rate increases — is to be able to give a living wage to teachers and those individuals working directly with young children.’[/pullquote]“This is a pretty substantial investment acknowledging that early educator workers are underpaid, that they do need more funding, that they are a vital part of the workforce,” said Nina Buthee, executive director of the advocacy group EveryChild California.\u003c/p>\n\u003cp>The state is also extending a few pandemic-era policies that were initially funded by the federal government, including lowering, and in many cases eliminating, “family fees” that families with lower-income must pay to receive state-subsidized child care; and reimbursing providers based on enrollment rather than attendance.\u003c/p>\n\u003cp>Additionally, delinquent fees will be forgiven. For years, advocates \u003ca href=\"https://www.kqed.org/news/11947683/subsidized-child-care-fees-could-be-going-up-in-july-heres-what-to-know\">have criticized these fees as inequitable and unaffordable\u003c/a>. Families had to pay up to 25% of their income, or as much as $600 a month, per child. Advocates worried that if the state reintroduces the fees after waiving them during the pandemic, it would cause families to drop out of state-funded child care programs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These changes will help stabilize California’s beleaguered child care industry over the next 18 months, Buthee said, until broader reform takes hold to solve the shortage of child care in California. When the $24 billion in federal aid for the child care industry in all 50 states ends, an estimated 13,500 child care programs might close in California and child care could be disrupted for more than 84,000 children across the state, according to a \u003ca href=\"https://tcf-ccs-map.netlify.app/assets/factsheets/Child%20Care%20State%20Fact%20Sheet%20-%20California.pdf\">report (PDF)\u003c/a> by The Century Foundation. California hasn’t spent all the federal aid, and is issuing another round of stipends ranging from $500 to $3,000 before the end of November.\u003c/p>\n\u003cp>As part of its contract agreement with the union Child Care Providers United, the state has set a timeline for overhauling its reimbursement system so subsidized child care providers are more fairly paid.\u003c/p>\n\u003cp>These providers have long complained that the state was underpaying them by basing voucher rates on what parents were paying for child care at least five years ago. As a result, the payments failed to reflect the current costs of living and didn’t adequately cover the true cost of providing child care.[aside postID=\"news_11947683,news_11957166,news_11955866\" label=\"Related Stories\"]Zonia Sanchez, a family child care provider from Palmdale who helped negotiate the new contract, said she looks forward to collaborating with the state to develop the new payment system.\u003c/p>\n\u003cp>“We are grateful to the legislature and governor for listening to us, a woman of color-led workforce, and working with us to enact this historic contract,” she said in a statement. “Truly transforming California’s child care system is the goal of this contract.”\u003c/p>\n\u003cp>The rate increases negotiated by the union will extend to all state-funded child care programs, Buthee said, adding that she hopes the changes will incentivize programs that might have hesitated to serve families who qualify for subsidies and enroll them.\u003c/p>\n\u003cp>“My hope — and the intention of a lot of these rate increases — is to be able to give a living wage to teachers and those individuals working directly with young children,” Buthee said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom has signed a series of early education bills that will boost California’s publicly funded child care and preschool programs right as federal pandemic relief for child care providers runs out at the end of September.\u003c/p>\n\u003cp>The state is budgeting about $2 billion to cover a roughly 20% pay raise for providers who look after the children of parents with lower income — their first salary bump in five years — and extend a few pandemic-era policies that helped them keep their doors open.\u003c/p>\n\u003cp>By signing these bills, Newsom also signed off on establishing \u003ca href=\"https://www.kqed.org/news/11957166/california-close-to-launch-80-billion-dollar-child-care-worker-retirement-plan\">the nation’s first retirement fund for the union representing more than 40,000 family child care providers\u003c/a> and continuing to pay for their health care and professional training.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This is a pretty substantial investment acknowledging that early educator workers are underpaid, that they do need more funding, that they are a vital part of the workforce,” said Nina Buthee, executive director of the advocacy group EveryChild California.\u003c/p>\n\u003cp>The state is also extending a few pandemic-era policies that were initially funded by the federal government, including lowering, and in many cases eliminating, “family fees” that families with lower-income must pay to receive state-subsidized child care; and reimbursing providers based on enrollment rather than attendance.\u003c/p>\n\u003cp>Additionally, delinquent fees will be forgiven. For years, advocates \u003ca href=\"https://www.kqed.org/news/11947683/subsidized-child-care-fees-could-be-going-up-in-july-heres-what-to-know\">have criticized these fees as inequitable and unaffordable\u003c/a>. Families had to pay up to 25% of their income, or as much as $600 a month, per child. Advocates worried that if the state reintroduces the fees after waiving them during the pandemic, it would cause families to drop out of state-funded child care programs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These changes will help stabilize California’s beleaguered child care industry over the next 18 months, Buthee said, until broader reform takes hold to solve the shortage of child care in California. When the $24 billion in federal aid for the child care industry in all 50 states ends, an estimated 13,500 child care programs might close in California and child care could be disrupted for more than 84,000 children across the state, according to a \u003ca href=\"https://tcf-ccs-map.netlify.app/assets/factsheets/Child%20Care%20State%20Fact%20Sheet%20-%20California.pdf\">report (PDF)\u003c/a> by The Century Foundation. California hasn’t spent all the federal aid, and is issuing another round of stipends ranging from $500 to $3,000 before the end of November.\u003c/p>\n\u003cp>As part of its contract agreement with the union Child Care Providers United, the state has set a timeline for overhauling its reimbursement system so subsidized child care providers are more fairly paid.\u003c/p>\n\u003cp>These providers have long complained that the state was underpaying them by basing voucher rates on what parents were paying for child care at least five years ago. As a result, the payments failed to reflect the current costs of living and didn’t adequately cover the true cost of providing child care.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Zonia Sanchez, a family child care provider from Palmdale who helped negotiate the new contract, said she looks forward to collaborating with the state to develop the new payment system.\u003c/p>\n\u003cp>“We are grateful to the legislature and governor for listening to us, a woman of color-led workforce, and working with us to enact this historic contract,” she said in a statement. “Truly transforming California’s child care system is the goal of this contract.”\u003c/p>\n\u003cp>The rate increases negotiated by the union will extend to all state-funded child care programs, Buthee said, adding that she hopes the changes will incentivize programs that might have hesitated to serve families who qualify for subsidies and enroll them.\u003c/p>\n\u003cp>“My hope — and the intention of a lot of these rate increases — is to be able to give a living wage to teachers and those individuals working directly with young children,” Buthee said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "California State University Students to See 6% Tuition Increase Next Fall",
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"content": "\u003cp>California State University students will see a 6% annual tuition increase starting fall 2024.\u003c/p>\n\u003cp>The system’s board of trustees voted 15–5 for the five-year tuition rate hike Wednesday despite vocal opposition from students, faculty and staff during more than 2 hours, 30 minutes of public comment.\u003c/p>\n\u003cp>The rate increase will affect the system’s 460,000 undergraduate and graduate students. The board also agreed to sunset the increase after five years and be reevaluated for the 2029–30 academic year.\u003c/p>\n\u003cp>The vote means that the first annual increase would be $342 to $6,084 for full-time undergraduate students in 2024. Full-time graduate students will see tuition increase by $432 to $7,608.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>CSU outlined its need for the new revenue from the tuition hike. CSU is facing a $1.5 billion deficit. The increase will generate $148 million in new, ongoing revenue in its first year and about $840 million over the five years.\u003c/p>\n\u003cp>“This is really a difficult decision for all of us,” said trustee Leslie Gilbert-Lurie. “I reluctantly support raising tuition because, for the moment, I don’t feel we have found an alternative path, and I think part of the reason that we heard the anger and the anxiety from the public is that it is shocking that we have created a culture where people don’t expect tuition to be raised.”\u003c/p>\n\u003cfigure id=\"attachment_11961153\" class=\"wp-caption aligncenter\" style=\"max-width: 1374px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11961153\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CSUgraph01.png\" alt=\"A graph showing California State University's tuition rate approved increases. Students in the fall will see a 6% increase.\" width=\"1374\" height=\"1544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01.png 1374w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-800x899.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-1020x1146.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-160x180.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-1367x1536.png 1367w\" sizes=\"(max-width: 1374px) 100vw, 1374px\">\u003cfigcaption class=\"wp-caption-text\">California State University Tuition Rate Approved Increases. \u003ccite>(Courtesy of EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State tuition has only been raised once in the past 12 years, according to the chancellor’s office.\u003c/p>\n\u003cp>“Somewhere along the way, we gave people the impression that this system is magically going to create money to sustain itself, and what we see instead, as I have toured campuses, is shocking disrepair of buildings and salaries we can’t pay,” Gilbert-Lurie said. [pullquote size=\"medium\" align=\"right\" citation=\"Leslie Gilbert-Lurie, trustee, California State University\"]‘Somewhere along the way, we gave people the impression that this system is magically going to create money to sustain itself, and what we see instead, as I have toured campuses, is shocking disrepair of buildings and salaries we can’t pay.’[/pullquote] The CSU is facing demands to improve its Title IX policies and close equity gaps in student academics and graduation rates. It also has about $30 billion in capital maintenance and construction needs, enrollment challenges and demands to improve employee compensation and wages, trustee Jack McGrory said.\u003c/p>\n\u003cp>“We start with a $1.5 billion structural deficit that accumulated over the years because we didn’t take tough actions along the way,” he added.\u003c/p>\n\u003cp>The board also approved a new tuition policy that requires any future tuition hike to be assessed 18 months before it goes into effect. The policy also increases institutional financial aid by at least a third of any expected additional revenue received from tuition increases or enrollment growth. The trustees will also review the tuition policy every five years because rate increases will not be longer than five years. [aside label='More Stories on the California State University System' tag='california-state-university'] “The system is facing revenue shortfalls,” said interim Chancellor Jolene Koester. “We have also proposed a salary step structure for our staff, and the bottom line is that the total new proposed financial commitments that have been offered to our faculty and staff for the current year, 2023–24, far exceeds the entire amount of new funding available to the CSU in the 2023–24 state budget.”\u003c/p>\n\u003cp>Koester said the university presidents must make “extremely difficult, extremely painful decisions regarding how they’re going to reallocate their already limited financial resources” to meet those compensation obligations.\u003c/p>\n\u003cp>Student-trustee Diana Aguilar-Cruz offered trustees an alternative solution to shorten the tuition rate hike from five years to three or four, but the other trustees rejected that idea.\u003c/p>\n\u003cp>“This will benefit students in the long term and in the years to come,” she said. “But right now, it will harm our students.”\u003c/p>\n\u003cp>With students applying to CSU campuses for admission starting Oct. 1, Steve Relyea, the system’s chief financial officer, said the trustees could not delay voting on a tuition rate increase.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358?amp=1\">This story was originally published in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California State University students will see a 6% annual tuition increase starting fall 2024.\u003c/p>\n\u003cp>The system’s board of trustees voted 15–5 for the five-year tuition rate hike Wednesday despite vocal opposition from students, faculty and staff during more than 2 hours, 30 minutes of public comment.\u003c/p>\n\u003cp>The rate increase will affect the system’s 460,000 undergraduate and graduate students. The board also agreed to sunset the increase after five years and be reevaluated for the 2029–30 academic year.\u003c/p>\n\u003cp>The vote means that the first annual increase would be $342 to $6,084 for full-time undergraduate students in 2024. Full-time graduate students will see tuition increase by $432 to $7,608.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>CSU outlined its need for the new revenue from the tuition hike. CSU is facing a $1.5 billion deficit. The increase will generate $148 million in new, ongoing revenue in its first year and about $840 million over the five years.\u003c/p>\n\u003cp>“This is really a difficult decision for all of us,” said trustee Leslie Gilbert-Lurie. “I reluctantly support raising tuition because, for the moment, I don’t feel we have found an alternative path, and I think part of the reason that we heard the anger and the anxiety from the public is that it is shocking that we have created a culture where people don’t expect tuition to be raised.”\u003c/p>\n\u003cfigure id=\"attachment_11961153\" class=\"wp-caption aligncenter\" style=\"max-width: 1374px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11961153\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CSUgraph01.png\" alt=\"A graph showing California State University's tuition rate approved increases. Students in the fall will see a 6% increase.\" width=\"1374\" height=\"1544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01.png 1374w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-800x899.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-1020x1146.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-160x180.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/CSUgraph01-1367x1536.png 1367w\" sizes=\"(max-width: 1374px) 100vw, 1374px\">\u003cfigcaption class=\"wp-caption-text\">California State University Tuition Rate Approved Increases. \u003ccite>(Courtesy of EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State tuition has only been raised once in the past 12 years, according to the chancellor’s office.\u003c/p>\n\u003cp>“Somewhere along the way, we gave people the impression that this system is magically going to create money to sustain itself, and what we see instead, as I have toured campuses, is shocking disrepair of buildings and salaries we can’t pay,” Gilbert-Lurie said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> The CSU is facing demands to improve its Title IX policies and close equity gaps in student academics and graduation rates. It also has about $30 billion in capital maintenance and construction needs, enrollment challenges and demands to improve employee compensation and wages, trustee Jack McGrory said.\u003c/p>\n\u003cp>“We start with a $1.5 billion structural deficit that accumulated over the years because we didn’t take tough actions along the way,” he added.\u003c/p>\n\u003cp>The board also approved a new tuition policy that requires any future tuition hike to be assessed 18 months before it goes into effect. The policy also increases institutional financial aid by at least a third of any expected additional revenue received from tuition increases or enrollment growth. The trustees will also review the tuition policy every five years because rate increases will not be longer than five years. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> “The system is facing revenue shortfalls,” said interim Chancellor Jolene Koester. “We have also proposed a salary step structure for our staff, and the bottom line is that the total new proposed financial commitments that have been offered to our faculty and staff for the current year, 2023–24, far exceeds the entire amount of new funding available to the CSU in the 2023–24 state budget.”\u003c/p>\n\u003cp>Koester said the university presidents must make “extremely difficult, extremely painful decisions regarding how they’re going to reallocate their already limited financial resources” to meet those compensation obligations.\u003c/p>\n\u003cp>Student-trustee Diana Aguilar-Cruz offered trustees an alternative solution to shorten the tuition rate hike from five years to three or four, but the other trustees rejected that idea.\u003c/p>\n\u003cp>“This will benefit students in the long term and in the years to come,” she said. “But right now, it will harm our students.”\u003c/p>\n\u003cp>With students applying to CSU campuses for admission starting Oct. 1, Steve Relyea, the system’s chief financial officer, said the trustees could not delay voting on a tuition rate increase.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/cal-state-students-will-see-6-tuition-hike/697358?amp=1\">This story was originally published in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "'Radically Different': 8 California Community Colleges Test New Way to Earn Degrees With Less Class Time",
"headTitle": "‘Radically Different’: 8 California Community Colleges Test New Way to Earn Degrees With Less Class Time | KQED",
"content": "\u003cp>A revolution is in the making at California’s community colleges: No more grades, no more sitting through lectures or seminars, no more deadlines. In a pilot program taking shape across eight of the state’s community colleges, the only requirement for some associate degrees will be “competency.”\u003c/p>\n\u003cp>Students who can prove that they have the relevant skills can earn that degree.\u003c/p>\n\u003cp>In theory, this model, known as “competency-based education,” could provide students with more flexibility and the potential to attain degrees faster in key job sectors. The pilot is geared toward working adults, many of whom \u003ca href=\"https://calmatters.org/education/higher-education/2023/06/community-college-enrollment-2/\">left community colleges at record rates\u003c/a> during the COVID-19 pandemic.\u003c/p>\n\u003cp>As the state’s population of K-12 students continues to shrink, leaving colleges with fewer students right out of high school, the pilot aims to attract adults who are already in the workforce by “valuing their lived and work experience,” said Madera Community College President Ángel Reyna.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If successful, these community colleges will set themselves apart from every other two-year institution in the country. The pilot, which launched in 2021, provides \u003ca href=\"https://www.datawrapper.de/_/3nzyx/\">eight California community colleges\u003c/a> with up to $515,000 over four years to design a single associate degree program using this new model.\u003c/p>\n\u003cp>The goal is for students to be able to enroll at some point in the 2024–25 academic year, said Aisha Lowe, an executive vice chancellor at the California Community College Chancellor’s Office. In practice, colleges must overcome bureaucratic and logistical hurdles to make the new system work. At least one community college says it is struggling to hit the state’s deadline.\u003c/p>\n\u003cp>The challenge is to create something that works “but isn’t so different that colleges can still wrap their heads around it and engage,” Lowe said. “It’s definitely unprecedented.”\u003c/p>\n\u003ch2>A new way to measure learning\u003c/h2>\n\u003cp>The new model restructures the requirements of a degree to reflect what students have learned, rather than the amount of time they spend in class.\u003c/p>\n\u003cp>Currently, all college degrees require a certain number of hours spent in a classroom, either in-person or virtually. An associate degree, which California’s community colleges offer, requires roughly 3,000 hours spent in a classroom or on homework in a traditional academic year. That’s why some refer to it as a “two-year degree.” [aside label='More on Education' tag='california-education'] Teachers get paid in part based on the number of hours they teach. Because of the high number of part-time students, the state funds colleges and universities based largely on the number of hours that a student spends in class, not the number of students themselves.\u003c/p>\n\u003cp>In this current system, students may be required to sit through classes to get college credit even if they can demonstrate they already have some of the requisite skills. Students who may have less time for school because of work or family obligations lose out too, said Charla Long, the president of the Competency-Based Education Network, a consultant for California’s pilot program.\u003c/p>\n\u003cp>“We’ve created an inequitable system because it’s so time-bound,” she said.\u003c/p>\n\u003cp>In the new system, students seeking an associate degree in early childhood education at Shasta College in Redding will take 60 different exams, each one testing a specific skill, said Buffy Tanner, the college’s director of innovation and special projects. Students in the program will have materials to teach themselves, teachers will be available to answer questions and counselors will be able to provide wraparound support. [pullquote size=\"medium\" align=\"right\" citation=\"Charla Long, president, Competency-Based Education Network\"]‘We’ve created an inequitable system because it’s so time-bound.’[/pullquote] Currently, a student is required to take 20 semester-long classes for that same degree. Students in the new program will be able to take an exam up to three times and can move as quickly or as slowly as they want, Tanner said. In-state students in the new program who do not qualify for financial aid will pay the same total tuition, just shy of $2,800 for an associate degree, not including the cost of books, classroom supplies, or other miscellaneous fees. Shasta College, like the other colleges in the pilot, is still trying to figure out how much to pay faculty in the new system.\u003c/p>\n\u003cp>Not every student can succeed in this self-paced format. Tanner said the plan is to vet students for the program through questions about their lives and study habits: “Do you need external deadlines? What kind of self-discipline do you have?”\u003c/p>\n\u003cp>“We have to make sure students fully understand what they’re getting into,” she said.\u003c/p>\n\u003ch2>A growing phenomenon\u003c/h2>\n\u003cp>Such \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/community-colleges/\">alternative education systems\u003c/a> have existed for decades. Since the 1970s, some colleges and universities have experimented with new models of teaching and learning that offer more flexibility and try to evaluate students based on what they know, not on how much time they spent in class, Long said.\u003c/p>\n\u003cp>In 1997, a group of 19 governors from Western states agreed to develop a private, nonprofit institution, known as \u003ca href=\"https://www.wgu.edu/student-experience/learning/how.html\">Western Governors University\u003c/a>, to provide “competency-based” education. With roughly 150,000 students today, it’s the \u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_312.10.asp\">largest higher education institution in the country\u003c/a>. Though headquartered in Utah, the university is entirely online and boasts students from all 50 states.\u003c/p>\n\u003cp>Other large for-profit and nonprofit university systems have experimented with the same model, including Capella University, an online college, and Southern New Hampshire University. California followed. In 2018, \u003ca href=\"https://edsource.org/2018/gov-brown-pushes-online-community-college-in-his-state-of-the-state-faculty-critic-remains-unmoved/593020\">at the behest of former Gov. Jerry Brown\u003c/a>, the state created a new community college, known as Calbright, which is free, entirely online, and exclusively “competency-based.”\u003c/p>\n\u003cp>“This is radically different, and an incredibly powerful way to support our students,” Calbright’s \u003ca href=\"https://www.calbright.org/newsroom/blog/what-is-competency-based-education/\">blog\u003c/a> says about its model.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.air.org/sites/default/files/2021-07/State-of-the-Field-Findings-from-2020-Postsecondary-CBE-Survey-July-2021.pdf\">2020 survey (PDF)\u003c/a> of nearly 500 colleges and universities across the country found that 13% were already offering at least one degree or certificate through competency-based education and roughly half of those surveyed were in the process of adopting one, though the report noted that there’s “considerable variation” about how they define the model.\u003c/p>\n\u003ch2>Late-night homework makes progress slow\u003c/h2>\n\u003cp>For Calbright student Jeremy Cox, the appeal was less about the instructional method and more about the convenience of online education. He started taking online classes in 2016 through for-profit companies such as Udemy and Coursera.\u003c/p>\n\u003cfigure id=\"attachment_11960916\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11960916 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02.jpg\" alt='An older man with a blue, collared shirt that says \"Calbright College\" on it stands in a walkway with trees.' width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jeremy Cox at Seal Beach on Aug. 28, 2023. \u003ccite>(Julie A Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“To be able to just pull out a phone and bust out a couple of lessons from Udemy or Coursera, that’s very helpful,” he said.\u003c/p>\n\u003cp>One day while at a park near Long Beach with his children, Cox ran into a woman who told him about Calbright College. While Udemy and Coursera do not focus on a particular instructional method, Cox said his experience at Calbright College has been pretty similar, with two key differences.\u003c/p>\n\u003cp>Unlike Udemy or Coursera, he said, Calbright provides teachers who are more available and respond quickly to questions via Slack, a messaging app. The other difference is social interaction. He has become involved in building community among his classmates and serves as the college’s first student body president.\u003c/p>\n\u003cp>Calbright has had consistent enrollment growth each academic year since it began, despite \u003ca href=\"https://calmatters.org/education/higher-education/2021/05/calbright-community-college-audi/\">a scathing report\u003c/a> from the state auditor’s office. State legislators have repeatedly tried to defund the school, pointing to poor academic outcomes.\u003c/p>\n\u003cp>Even though the college advertises that students can finish certificate programs in less than a year, CalMatters found that \u003ca href=\"https://calmatters.org/education/2023/04/calbright-community-college/\">fewer than 10% of Calbright students do\u003c/a>. The data only runs through the spring of 2022, and Calbright was unable to provide updated figures.\u003c/p>\n\u003cp>Cox said he had intended to complete an IT certification at Calbright in three to six months with a goal of one day getting a job that involves user design, artificial intelligence or blockchain. Now, he expects it to take about a year and a half.\u003c/p>\n\u003cp>“My study time is when the kids go to bed. I only have after 10 p.m.,” he said. “And then with student body responsibilities, my time is split between the two. Half of it is with the student body and half is my studies.”\u003c/p>\n\u003ch2>Creating an ‘unprecedented’ new system\u003c/h2>\n\u003cp>With this new pilot, these eight community colleges in California aim to go one step further than Calbright College, using a similar concept but creating new curricula and setting up new systems to provide even more flexibility for students. Calbright is not in the pilot, but Lowe said the college has provided advice, such as strategies to support students outside the classroom.\u003c/p>\n\u003cp>By the 2024–25 school year, these eight colleges plan to change part of their state funding formula, faculty pay, and financial aid regulations. They’re also adapting the licenses that allow them to operate, a process known as accreditation. These are changes that take years of work and include getting approval from district boards, state officials and federal agencies. Adapting financial aid policies is particularly cumbersome, but Long, president of the Competency-Based Education Network, said if the eight colleges can succeed, they’ll be the first two-year institutions in the country to do it. [pullquote size=\"medium\" align=\"right\" citation=\"Elizabeth Waterbury, music instructor and faculty association president, Shasta College\"]‘This whole framework is going to have to break or change and nobody really knows how to go about doing that.’[/pullquote] If the state’s community colleges can’t adapt to the competency model of no lectures or grades, other schools will beat them to it, said Lowe, an executive vice chancellor of the community college system. She pointed to “for-profits” as the primary competitor.\u003c/p>\n\u003cp>At Shasta College, Tanner said the pilot program offered an opportunity to train students as the state ramps up its plans to offer free transitional kindergarten, which is a year of school offered to any 4-year-old before kindergarten. California will need \u003ca href=\"https://learningpolicyinstitute.org/product/ca-transitional-kindergarten-workforce-brief\">as many as 15,600 new early childhood educators\u003c/a> by 2025–26 to teach transitional kindergarten.\u003c/p>\n\u003cp>State law sets requirements for transitional kindergarten teachers, such as taking 24 units of early education college classes or having comparable professional experience. For those who already have some background in early childhood education, but not enough to meet the requirements, the new course model could allow them to “quickly demonstrate that they know their stuff,” Tanner said.\u003c/p>\n\u003ch2>Unions and faculty leaders voice concern\u003c/h2>\n\u003cp>The success of the pilot depends on the support of the faculty.\u003c/p>\n\u003cp>“Take a look at teacher load, teacher contracts — that’s all connected to time in the classroom, lecture hours. This whole framework is going to have to break or change and nobody really knows how to go about doing that,” said Elizabeth Waterbury, a music instructor and the faculty association president at Shasta College.\u003c/p>\n\u003cp>While she supports the idea, she’s concerned about what the new system could do to faculty pay.\u003c/p>\n\u003cp>“I’m afraid we may be the ones who could make it more difficult for California to transition to competency-based education,” she said.\u003c/p>\n\u003cp>Tanner and her colleagues haven’t yet tried to sell the faculty union on the pilot. Instead, they plan to ask faculty involved in the pilot program to track their time so that the college first understands the workload.\u003c/p>\n\u003cp>Last fall, faculty leaders from the Madera Community College Academic Senate expressed concerns about the ways this new model might impact their pay and intellectual property, college president Reyna said. The development of the new program has been on “pause” ever since, he said.\u003c/p>\n\u003cfigure id=\"attachment_11960915\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11960915 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03.jpg\" alt=\"The campus of Madera Community College is show. A pole with the school's flag hangs on a pole. Students walk with backpacks.\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A Madera Community College banner hanging over the main walkway on campus on Aug. 28, 2023. \u003ccite>(Larry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Aug. 25, the Madera Community College Academic Senate issued \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/08/CBE-Resolution-adopted-08.25.23.pdf\">a resolution (PDF) \u003c/a>saying it was “deeply concerned” about the direction of the pilot program and asked the college to “reconsider” participating. However, the former president of the academic senate, Brad Millar, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/08/Attachment-C-Madera_Direct-Assessment-Competency-Based-Education-Collaborative-RFA-20-040.pdf\">already signed off on the formation of the program\u003c/a> on March 7, 2021, when the college submitted its application to join the pilot.\u003c/p>\n\u003cp>But in its resolution, the academic senate said anyone who signed the application on behalf of the group never sought approval from its members. When the members of the academic senate did discuss the program on Nov. 18, 2022, it “failed to garner support,” according to the resolution.\u003c/p>\n\u003cp>“In concept, there are many benefits,” Bill Turini, president of the Madera Community College Academic Senate, told CalMatters. One potential concern is that the model could lead to less qualified teachers in some instances, he said. He said the program is “still an abstraction” but pointed to other, simpler changes that he said yield similar results, such as more online instruction and flexible start dates. [pullquote size=\"medium\" align=\"right\" citation=\"Leticia Barajas, faculty member and president of academic senate, East Los Angeles College\"]‘We’ve now grown to an older student population. This is about institutional transformative change.’[/pullquote] Madera Community College is the newest community college in the state, officially recognized in 2020. It is part of a large district that includes Fresno City College, Clovis Community College, and Reedley College. None of the other schools in the district are participating in the pilot.\u003c/p>\n\u003cp>“Any policy that we want to change at Madera Community College to accommodate competency-based education, it impacts the three other colleges,” Reyna said.\u003c/p>\n\u003cp>East Los Angeles College is the only college participating in the pilot among a nine-college district. It’s the largest community college district in the nation. It’s been slow to implement some of the changes required by the pilot program, but success there could make it easier for other colleges in the district to follow.\u003c/p>\n\u003cp>“When you talk to faculty who’ve been here longer than 10 years and their picture of an East Los Angeles College student, they envision a 20-year-old student taking 15 units (full-time) at the Monterey Park campus. We’ve now grown to an older student population,” said Leticia Barajas, a faculty member and president of the college’s academic senate. “This is about institutional transformative change.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A revolution is in the making at California’s community colleges: No more grades, no more sitting through lectures or seminars, no more deadlines. In a pilot program taking shape across eight of the state’s community colleges, the only requirement for some associate degrees will be “competency.”\u003c/p>\n\u003cp>Students who can prove that they have the relevant skills can earn that degree.\u003c/p>\n\u003cp>In theory, this model, known as “competency-based education,” could provide students with more flexibility and the potential to attain degrees faster in key job sectors. The pilot is geared toward working adults, many of whom \u003ca href=\"https://calmatters.org/education/higher-education/2023/06/community-college-enrollment-2/\">left community colleges at record rates\u003c/a> during the COVID-19 pandemic.\u003c/p>\n\u003cp>As the state’s population of K-12 students continues to shrink, leaving colleges with fewer students right out of high school, the pilot aims to attract adults who are already in the workforce by “valuing their lived and work experience,” said Madera Community College President Ángel Reyna.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If successful, these community colleges will set themselves apart from every other two-year institution in the country. The pilot, which launched in 2021, provides \u003ca href=\"https://www.datawrapper.de/_/3nzyx/\">eight California community colleges\u003c/a> with up to $515,000 over four years to design a single associate degree program using this new model.\u003c/p>\n\u003cp>The goal is for students to be able to enroll at some point in the 2024–25 academic year, said Aisha Lowe, an executive vice chancellor at the California Community College Chancellor’s Office. In practice, colleges must overcome bureaucratic and logistical hurdles to make the new system work. At least one community college says it is struggling to hit the state’s deadline.\u003c/p>\n\u003cp>The challenge is to create something that works “but isn’t so different that colleges can still wrap their heads around it and engage,” Lowe said. “It’s definitely unprecedented.”\u003c/p>\n\u003ch2>A new way to measure learning\u003c/h2>\n\u003cp>The new model restructures the requirements of a degree to reflect what students have learned, rather than the amount of time they spend in class.\u003c/p>\n\u003cp>Currently, all college degrees require a certain number of hours spent in a classroom, either in-person or virtually. An associate degree, which California’s community colleges offer, requires roughly 3,000 hours spent in a classroom or on homework in a traditional academic year. That’s why some refer to it as a “two-year degree.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> Teachers get paid in part based on the number of hours they teach. Because of the high number of part-time students, the state funds colleges and universities based largely on the number of hours that a student spends in class, not the number of students themselves.\u003c/p>\n\u003cp>In this current system, students may be required to sit through classes to get college credit even if they can demonstrate they already have some of the requisite skills. Students who may have less time for school because of work or family obligations lose out too, said Charla Long, the president of the Competency-Based Education Network, a consultant for California’s pilot program.\u003c/p>\n\u003cp>“We’ve created an inequitable system because it’s so time-bound,” she said.\u003c/p>\n\u003cp>In the new system, students seeking an associate degree in early childhood education at Shasta College in Redding will take 60 different exams, each one testing a specific skill, said Buffy Tanner, the college’s director of innovation and special projects. Students in the program will have materials to teach themselves, teachers will be available to answer questions and counselors will be able to provide wraparound support. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> Currently, a student is required to take 20 semester-long classes for that same degree. Students in the new program will be able to take an exam up to three times and can move as quickly or as slowly as they want, Tanner said. In-state students in the new program who do not qualify for financial aid will pay the same total tuition, just shy of $2,800 for an associate degree, not including the cost of books, classroom supplies, or other miscellaneous fees. Shasta College, like the other colleges in the pilot, is still trying to figure out how much to pay faculty in the new system.\u003c/p>\n\u003cp>Not every student can succeed in this self-paced format. Tanner said the plan is to vet students for the program through questions about their lives and study habits: “Do you need external deadlines? What kind of self-discipline do you have?”\u003c/p>\n\u003cp>“We have to make sure students fully understand what they’re getting into,” she said.\u003c/p>\n\u003ch2>A growing phenomenon\u003c/h2>\n\u003cp>Such \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/community-colleges/\">alternative education systems\u003c/a> have existed for decades. Since the 1970s, some colleges and universities have experimented with new models of teaching and learning that offer more flexibility and try to evaluate students based on what they know, not on how much time they spent in class, Long said.\u003c/p>\n\u003cp>In 1997, a group of 19 governors from Western states agreed to develop a private, nonprofit institution, known as \u003ca href=\"https://www.wgu.edu/student-experience/learning/how.html\">Western Governors University\u003c/a>, to provide “competency-based” education. With roughly 150,000 students today, it’s the \u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_312.10.asp\">largest higher education institution in the country\u003c/a>. Though headquartered in Utah, the university is entirely online and boasts students from all 50 states.\u003c/p>\n\u003cp>Other large for-profit and nonprofit university systems have experimented with the same model, including Capella University, an online college, and Southern New Hampshire University. California followed. In 2018, \u003ca href=\"https://edsource.org/2018/gov-brown-pushes-online-community-college-in-his-state-of-the-state-faculty-critic-remains-unmoved/593020\">at the behest of former Gov. Jerry Brown\u003c/a>, the state created a new community college, known as Calbright, which is free, entirely online, and exclusively “competency-based.”\u003c/p>\n\u003cp>“This is radically different, and an incredibly powerful way to support our students,” Calbright’s \u003ca href=\"https://www.calbright.org/newsroom/blog/what-is-competency-based-education/\">blog\u003c/a> says about its model.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.air.org/sites/default/files/2021-07/State-of-the-Field-Findings-from-2020-Postsecondary-CBE-Survey-July-2021.pdf\">2020 survey (PDF)\u003c/a> of nearly 500 colleges and universities across the country found that 13% were already offering at least one degree or certificate through competency-based education and roughly half of those surveyed were in the process of adopting one, though the report noted that there’s “considerable variation” about how they define the model.\u003c/p>\n\u003ch2>Late-night homework makes progress slow\u003c/h2>\n\u003cp>For Calbright student Jeremy Cox, the appeal was less about the instructional method and more about the convenience of online education. He started taking online classes in 2016 through for-profit companies such as Udemy and Coursera.\u003c/p>\n\u003cfigure id=\"attachment_11960916\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11960916 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02.jpg\" alt='An older man with a blue, collared shirt that says \"Calbright College\" on it stands in a walkway with trees.' width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jeremy Cox at Seal Beach on Aug. 28, 2023. \u003ccite>(Julie A Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“To be able to just pull out a phone and bust out a couple of lessons from Udemy or Coursera, that’s very helpful,” he said.\u003c/p>\n\u003cp>One day while at a park near Long Beach with his children, Cox ran into a woman who told him about Calbright College. While Udemy and Coursera do not focus on a particular instructional method, Cox said his experience at Calbright College has been pretty similar, with two key differences.\u003c/p>\n\u003cp>Unlike Udemy or Coursera, he said, Calbright provides teachers who are more available and respond quickly to questions via Slack, a messaging app. The other difference is social interaction. He has become involved in building community among his classmates and serves as the college’s first student body president.\u003c/p>\n\u003cp>Calbright has had consistent enrollment growth each academic year since it began, despite \u003ca href=\"https://calmatters.org/education/higher-education/2021/05/calbright-community-college-audi/\">a scathing report\u003c/a> from the state auditor’s office. State legislators have repeatedly tried to defund the school, pointing to poor academic outcomes.\u003c/p>\n\u003cp>Even though the college advertises that students can finish certificate programs in less than a year, CalMatters found that \u003ca href=\"https://calmatters.org/education/2023/04/calbright-community-college/\">fewer than 10% of Calbright students do\u003c/a>. The data only runs through the spring of 2022, and Calbright was unable to provide updated figures.\u003c/p>\n\u003cp>Cox said he had intended to complete an IT certification at Calbright in three to six months with a goal of one day getting a job that involves user design, artificial intelligence or blockchain. Now, he expects it to take about a year and a half.\u003c/p>\n\u003cp>“My study time is when the kids go to bed. I only have after 10 p.m.,” he said. “And then with student body responsibilities, my time is split between the two. Half of it is with the student body and half is my studies.”\u003c/p>\n\u003ch2>Creating an ‘unprecedented’ new system\u003c/h2>\n\u003cp>With this new pilot, these eight community colleges in California aim to go one step further than Calbright College, using a similar concept but creating new curricula and setting up new systems to provide even more flexibility for students. Calbright is not in the pilot, but Lowe said the college has provided advice, such as strategies to support students outside the classroom.\u003c/p>\n\u003cp>By the 2024–25 school year, these eight colleges plan to change part of their state funding formula, faculty pay, and financial aid regulations. They’re also adapting the licenses that allow them to operate, a process known as accreditation. These are changes that take years of work and include getting approval from district boards, state officials and federal agencies. Adapting financial aid policies is particularly cumbersome, but Long, president of the Competency-Based Education Network, said if the eight colleges can succeed, they’ll be the first two-year institutions in the country to do it. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> If the state’s community colleges can’t adapt to the competency model of no lectures or grades, other schools will beat them to it, said Lowe, an executive vice chancellor of the community college system. She pointed to “for-profits” as the primary competitor.\u003c/p>\n\u003cp>At Shasta College, Tanner said the pilot program offered an opportunity to train students as the state ramps up its plans to offer free transitional kindergarten, which is a year of school offered to any 4-year-old before kindergarten. California will need \u003ca href=\"https://learningpolicyinstitute.org/product/ca-transitional-kindergarten-workforce-brief\">as many as 15,600 new early childhood educators\u003c/a> by 2025–26 to teach transitional kindergarten.\u003c/p>\n\u003cp>State law sets requirements for transitional kindergarten teachers, such as taking 24 units of early education college classes or having comparable professional experience. For those who already have some background in early childhood education, but not enough to meet the requirements, the new course model could allow them to “quickly demonstrate that they know their stuff,” Tanner said.\u003c/p>\n\u003ch2>Unions and faculty leaders voice concern\u003c/h2>\n\u003cp>The success of the pilot depends on the support of the faculty.\u003c/p>\n\u003cp>“Take a look at teacher load, teacher contracts — that’s all connected to time in the classroom, lecture hours. This whole framework is going to have to break or change and nobody really knows how to go about doing that,” said Elizabeth Waterbury, a music instructor and the faculty association president at Shasta College.\u003c/p>\n\u003cp>While she supports the idea, she’s concerned about what the new system could do to faculty pay.\u003c/p>\n\u003cp>“I’m afraid we may be the ones who could make it more difficult for California to transition to competency-based education,” she said.\u003c/p>\n\u003cp>Tanner and her colleagues haven’t yet tried to sell the faculty union on the pilot. Instead, they plan to ask faculty involved in the pilot program to track their time so that the college first understands the workload.\u003c/p>\n\u003cp>Last fall, faculty leaders from the Madera Community College Academic Senate expressed concerns about the ways this new model might impact their pay and intellectual property, college president Reyna said. The development of the new program has been on “pause” ever since, he said.\u003c/p>\n\u003cfigure id=\"attachment_11960915\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11960915 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03.jpg\" alt=\"The campus of Madera Community College is show. A pole with the school's flag hangs on a pole. Students walk with backpacks.\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/CMCollege03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A Madera Community College banner hanging over the main walkway on campus on Aug. 28, 2023. \u003ccite>(Larry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Aug. 25, the Madera Community College Academic Senate issued \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/08/CBE-Resolution-adopted-08.25.23.pdf\">a resolution (PDF) \u003c/a>saying it was “deeply concerned” about the direction of the pilot program and asked the college to “reconsider” participating. However, the former president of the academic senate, Brad Millar, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/08/Attachment-C-Madera_Direct-Assessment-Competency-Based-Education-Collaborative-RFA-20-040.pdf\">already signed off on the formation of the program\u003c/a> on March 7, 2021, when the college submitted its application to join the pilot.\u003c/p>\n\u003cp>But in its resolution, the academic senate said anyone who signed the application on behalf of the group never sought approval from its members. When the members of the academic senate did discuss the program on Nov. 18, 2022, it “failed to garner support,” according to the resolution.\u003c/p>\n\u003cp>“In concept, there are many benefits,” Bill Turini, president of the Madera Community College Academic Senate, told CalMatters. One potential concern is that the model could lead to less qualified teachers in some instances, he said. He said the program is “still an abstraction” but pointed to other, simpler changes that he said yield similar results, such as more online instruction and flexible start dates. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> Madera Community College is the newest community college in the state, officially recognized in 2020. It is part of a large district that includes Fresno City College, Clovis Community College, and Reedley College. None of the other schools in the district are participating in the pilot.\u003c/p>\n\u003cp>“Any policy that we want to change at Madera Community College to accommodate competency-based education, it impacts the three other colleges,” Reyna said.\u003c/p>\n\u003cp>East Los Angeles College is the only college participating in the pilot among a nine-college district. It’s the largest community college district in the nation. It’s been slow to implement some of the changes required by the pilot program, but success there could make it easier for other colleges in the district to follow.\u003c/p>\n\u003cp>“When you talk to faculty who’ve been here longer than 10 years and their picture of an East Los Angeles College student, they envision a 20-year-old student taking 15 units (full-time) at the Monterey Park campus. We’ve now grown to an older student population,” said Leticia Barajas, a faculty member and president of the college’s academic senate. “This is about institutional transformative change.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "How to Talk About 9/11 With a New Generation of Kids | KQED",
"content": "\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>“I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,” Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 22nd anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>First and foremost, keep it age-appropriate\u003c/h3>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that “children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.”\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\u003c/p>\n\u003cp>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>“Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.”\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch3>Make room for discomfort\u003c/h3>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. “They’re not used to that,” he says. “They’re used to stories geared toward kids, and so there’s a happy ending.”\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>“We advise teachers to be bold, and be courageous in meeting the kids where they’re at,” says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. “Sometimes the edges of our learning happen when we are uncomfortable.”\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch3>Be clear who the attackers were — and weren’t\u003c/h3>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it’s important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>“We’re very careful to answer that question, that it’s al-Qaida, it’s a terrorist organization,” Gardner says. “It’s not Muslims. It’s not people from a certain country.”\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, “I think it is so important for educators, adults to be able to sit with a child and say, ‘I don’t know.’ ”\u003c/p>\n\u003ch3>Stress how they can still help\u003c/h3>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://911lesson.org/\">to develop lessons around 9/11\u003c/a>. Jan Helson, the group’s co-founder, says it’s important to follow that “I don’t know” with, “But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.”\u003c/p>\n\u003cp>That’s why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It’s also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>“We give students an opportunity to respond and take action,” says Gardner, who remembers when her school’s art teacher “worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.”\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch3>Be prepared to share your feelings\u003c/h3>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children’s curiosity has largely focused on the facts of that day. This year, though, “They’re asking, ‘What was it like for you? How did you feel after 9/11? When did you feel safe again?’ ”\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today’s students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum’s annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.[aside postID=news_11773638,lowdown_14066]\u003c/p>\n\u003cp>“I just wanted to be normal,” Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. “And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.”\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini’s story is one of resilience that will resonate with today’s COVID-19 generation.\u003c/p>\n\u003cp>“Young people are looking to a generation who did live through a world-changing event,” Jones says, “and they want to know that it’s possible to come out of it and how did we do it.”\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2023 NPR. To see more, visit \u003ca href=\"https://www.npr.org/\">NPR.org\u003c/a>.\u003c/em>\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>“I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,” Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 22nd anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>First and foremost, keep it age-appropriate\u003c/h3>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that “children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.”\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\u003c/p>\n\u003cp>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>“Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.”\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch3>Make room for discomfort\u003c/h3>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. “They’re not used to that,” he says. “They’re used to stories geared toward kids, and so there’s a happy ending.”\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>“We advise teachers to be bold, and be courageous in meeting the kids where they’re at,” says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. “Sometimes the edges of our learning happen when we are uncomfortable.”\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch3>Be clear who the attackers were — and weren’t\u003c/h3>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it’s important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>“We’re very careful to answer that question, that it’s al-Qaida, it’s a terrorist organization,” Gardner says. “It’s not Muslims. It’s not people from a certain country.”\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, “I think it is so important for educators, adults to be able to sit with a child and say, ‘I don’t know.’ ”\u003c/p>\n\u003ch3>Stress how they can still help\u003c/h3>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://911lesson.org/\">to develop lessons around 9/11\u003c/a>. Jan Helson, the group’s co-founder, says it’s important to follow that “I don’t know” with, “But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.”\u003c/p>\n\u003cp>That’s why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It’s also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>“We give students an opportunity to respond and take action,” says Gardner, who remembers when her school’s art teacher “worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.”\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch3>Be prepared to share your feelings\u003c/h3>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children’s curiosity has largely focused on the facts of that day. This year, though, “They’re asking, ‘What was it like for you? How did you feel after 9/11? When did you feel safe again?’ ”\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today’s students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum’s annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I just wanted to be normal,” Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. “And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.”\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini’s story is one of resilience that will resonate with today’s COVID-19 generation.\u003c/p>\n\u003cp>“Young people are looking to a generation who did live through a world-changing event,” Jones says, “and they want to know that it’s possible to come out of it and how did we do it.”\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2023 NPR. To see more, visit \u003ca href=\"https://www.npr.org/\">NPR.org\u003c/a>.\u003c/em>\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "how-to-prep-your-kid-for-kindergarten-if-they-havent-been-to-preschool",
"title": "Kindergarten Readiness: A Guide for Parents Without Preschool Access",
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"content": "\u003cp>[dropcap]I[/dropcap]t’s a harsh reality that the first few years of being a parent, when you’re operating on little sleep and learning a completely new set of skills, are some of \u003ca href=\"https://www.zerotothree.org/\">the most important years in a child’s brain development\u003c/a>.\u003c/p>\n\u003cp>America’s child care shortage makes the first few years even trickier for parents to navigate. \u003ca href=\"https://strongnation.s3.amazonaws.com/documents/1596/4db2b14c-a85b-4b49-9390-c6b90935e3de.pdf\">Seventy-four percent of parents who responded to a nationwide survey in 2022 (PDF)\u003c/a> reported that child care was difficult to access. In 2018, The Center for American Progress found that \u003ca href=\"https://childcaredeserts.org/2018/index.html?state=CA&split=true\">about 51% of Americans and 60% of Californians lived in a “child care desert,”\u003c/a> where the supply of licensed child care is not enough to meet the demand.\u003c/p>\n\u003cp>Finding child care could get even harder \u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">when stabilization funding from the federal American Recovery Plan Act (ARPA) ends \u003c/a>Sept. 30. One estimate found that \u003ca href=\"https://tcf.org/content/report/child-care-cliff/#\">funding loss could cause more than 13,000 child care programs in California to close\u003c/a> and more than 84,000 kids to lose child care.\u003c/p>\n\u003cp>That loss in care will likely affect elementary classrooms down the line because \u003ca href=\"https://publications.aap.org/pediatrics/article/146/6/e20200978/77108/Kindergarten-Readiness-Later-Health-and-Social?autolog\">child care programs, including preschool, play a huge role in preparing children for kindergarten\u003c/a>, and influence kids’ academic performance throughout elementary school.\u003c/p>\n\u003cp>Many parents want to place their kids in child care, but don’t qualify for state-subsidized care and can’t afford private care. Others either don’t have care close by or the available care doesn’t match up with their work schedules.\u003c/p>\n\u003cp>So how can parents be sure that their children are growing and learning at a healthy pace without the help of early childhood educators?\u003c/p>\n\u003cp>No matter the situation, there are still lots of things California parents can do to prepare their children for kindergarten, even if child care and preschool are not viable options. We created this guide with those parents in mind, to help connect them to resources so that they don’t have to face the school readiness challenge alone.\u003c/p>\n\u003cp>Keep reading to learn why preparing a child for kindergarten is so important, and\u003cspan style=\"font-weight: 400;\"> about the tools available to help California families\u003c/span>. Or jump straight to:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#milestones\">What are my child’s developmental milestones to know?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#readiness\">How can I improve my kid’s “kindergarten readiness”?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#statewide\">What early learning and development resources does the state offer?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#local\">What early learning and development resources does my Bay Area county offer?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Preparing for kindergarten without child care\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11922708/californias-2-7-billion-plan-to-expand-transitional-kindergarten-is-off-to-an-uneven-start\">California is in the process of expanding transitional kindergarten\u003c/a> to include all 4-year-olds, which will help close the school readiness gap for children who don’t have access to private preschool. \u003ca href=\"https://www.childcarelaw.org/content/quick-guide-to-affordable-child-care-programs-in-california/\">There are state and federal no-cost or subsidized child care programs\u003c/a> for families that receive CalWORKS benefits, for children experiencing homelessness and abuse, some foster children, and for families who meet low-income requirements.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else do you need a guide on right now?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>But for the many Californians who don’t qualify for public programs and who cannot find or afford early childhood care on their own, there are some parenting resources and support systems in place.\u003c/p>\n\u003cp>\u003ca href=\"#statewide\">Statewide initiatives like Early Start and First 5 California\u003c/a> offer developmental assessments and tools to help build early literacy and numeracy skills at home. And state programs often contract with local nonprofit organizations to provide culturally-relevant programming. These resources can help parents navigate the first few years when child care is hardest to find and when kids’ neural networks are developing at a rapid rate.\u003c/p>\n\u003cp>One example of a culturally-relevant resource is the \u003ca href=\"https://www.capsonoma.org/pasitos-playgroups/\">Pasitos program\u003c/a>, started by Community Action Partnership of Sonoma County in 2006 to help boost school readiness for the county’s Latinx communities. Resources like Pasitos are especially crucial in Sonoma County, where the supply of licensed care has been decimated by repeated natural disasters — the devastating \u003ca href=\"https://www.kqed.org/news/11715439/pge-says-unlicensed-electrical-work-may-have-sparked-tubbs-fire-disaster\">Tubbs Fire\u003c/a> in 2017 \u003ca href=\"https://www.santarosametrochamber.com/programs/employer-supported-child-care/\">resulted in the loss of 15 programs, displacing 444 children practically overnight\u003c/a>.\u003c/p>\n\u003cp>At Pasitos, parents and their kids attend weekly classes, taught in Spanish, at numerous sites throughout the county.[pullquote size=\"medium\" align=\"right\" citation=\"Samantha Carranza, Pasitos parent\"]‘Even a small program like this, when we come for a few hours a week, it’s made a huge difference in my children.’[/pullquote]“We are celebrating the ending of the first school year for these children,” said Ingrid Arceo as she looked around at the toddlers swarming the play structure at a neighborhood park in Santa Rosa. “They are in our Primero Pasitos, that’s when they’re 16 months to two years. For some of them, this is their very first time they’re attending a playgroup for any social setting.”\u003c/p>\n\u003cp>One way that Pasitos prepares students for school is by getting them familiar with routine and structure.\u003c/p>\n\u003cp>“They have free play at the beginning of their class and then they gather for a circle with the teacher where they sing and read books,” said Arceo. “They talk about different themes every week, like weather, or animals. And then they have an activity that the teacher plans.”\u003c/p>\n\u003cp>Kids also get a chance to play and work through conflict with other children. That’s especially important because social and emotional regulation is a large component of kindergarten readiness.\u003c/p>\n\u003ch2>A link to early intervention\u003c/h2>\n\u003cp>When Samantha Carranza and her husband calculated what child care would cost, they decided it made more sense for Samantha to stay at home full-time rather than return to work. Carranza and her husband are now celebrating their daughter’s graduation from Primero Pasitos, something they wish they knew about when they were first-time parents.\u003c/p>\n\u003cp>“My daughter has the advantage of coming to this program and it’s night and day,” said Carranza. “Even a small program like this, when we come for a few hours a week, it’s made a huge difference in my children.”\u003c/p>\n\u003cfigure id=\"attachment_11960470\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11960470\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED.jpg\" alt='A table top with with a blue table cloth and cardboard graduation caps and paperwork reading \"Primeros Pasitos: Congratulations.\"' width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Graduation gifts and certificates ready to be handed out to participants of the Primero Pasitos program in Santa Rosa on May 17. 2023. \u003ccite>(Amanda Stupi/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Carranza’s son has a speech delay. She said if she had enrolled in Pasitos when he was younger, she would have sought help for his delay earlier because the program taught her about developmental timelines.\u003c/p>\n\u003cp>“I knew that it wasn’t normal for a 2-year-old to have no words,” said Carranza. “When I brought it up to his pediatrician, she said, ‘Well, it’s the middle of the pandemic and he’s a boy. Boys talk a lot later.’ In a way, dismissing me. But at the time it was kind of what I wanted to hear.”\u003c/p>\n\u003cp>After learning about speech therapy from another parent, Carranza connected with the North Bay Regional Center, part of California’s Early Start Program that offers evaluations and services to kids under the age of 3 who are at risk of having developmental or intellectual disabilities.\u003c/p>\n\u003cp>“I didn’t really know how serious it is to really make sure that your children are hitting certain milestones,” said Carranza. “And I think a lot of us, we don’t know.”\u003c/p>\n\u003ch2>The advantage of a peer group\u003c/h2>\n\u003cp>Amy Westling, executive director of the Association of Regional Center Agencies, said parents with kids in child care or preschool have an advantage when it comes to identifying developmental differences in their kids.\u003c/p>\n\u003cp>“When you see children who are about the same age as your child, doing things that your child hasn’t done, it sometimes triggers families to think through perhaps there could be a challenge that their child needs some additional support with,” said Westling.\u003c/p>\n\u003cp>Similarly, a preschool teacher or caregiver can offer a second opinion when a doctor raises or dismisses concerns.\u003c/p>\n\u003ch2>When doctor visits fall short\u003c/h2>\n\u003cp>\u003ca href=\"https://www.healthychildren.org/English/family-life/health-management/Pages/Well-Child-Care-A-Check-Up-for-Success.aspx\">The American Association of Pediatrics (AAP) recommends that children have preventative check-ins\u003c/a>, often called “well visits,” at 12 different times between birth and 3 years of age. These visits should continue once a year after a child turns 3.\u003c/p>\n\u003cp>AAP recommends that kids receive developmental and behavioral screenings during the 9-, 18- and 30-month well visits, and that kids be screened for autism spectrum disorder (ASD) at their 18- and 24-month visits.\u003c/p>\n\u003cp>But studies indicate that \u003ca href=\"https://www.zerotothree.org/resource/whats-the-most-compelling-data-or-statistic-in-the-early-childhood-field-youve-seen-lately/\">many kids are not being assessed\u003c/a> and that \u003ca href=\"https://publications.aap.org/pediatrics/article-abstract/129/6/1027/32022/Missed-Opportunities-in-the-Referral-of-High-Risk\">developmental delays are being missed\u003c/a>. Research shows that \u003ca href=\"https://ectacenter.org/~pdfs/topics/racialequity/factsheet-racialequity-2023.pdf\">white children and children of wealthier and more educated parents are more likely to be screened (PDF)\u003c/a>.\u003c/p>\n\u003cp>[aside label='Early Childhood Education and Care' tag='early-childhood-education-and-care']Westling says that pediatricians and other healthcare providers often don’t have enough time with patients to complete an adequate assessment.\u003c/p>\n\u003cp>“They often see them for 10 or 15 minutes every three months or so,” said Westling. “They may rely upon families’ identification of concerns to really trigger a more in-depth exploration. But their families don’t have the awareness that the child may be falling behind same-age peers. They may not flag that.”\u003c/p>\n\u003cp>Families on \u003ca href=\"https://www.kqed.org/news/11944543/on-medi-cal-eligibility-changes-starting-in-april-could-mean-you-lose-coverage-heres-what-to-do\">Medi-Cal\u003c/a> should be especially concerned about short visits, says Westling.\u003c/p>\n\u003cp>“Pediatricians who accept various types of insurance, particularly Medi-Cal, have to make their practices financially viable, oftentimes through high volume.” said Westling. “So it may be that children who have Medi-Cal as their primary insurance may find that their appointment times are shorter than children who have private commercial insurance.”\u003c/p>\n\u003cp>Sometimes even if a pediatrician takes the time to conduct an assessment, a child may behave differently in a clinical setting, making it harder to discern between a developmental delay and a scared child acting timid.\u003c/p>\n\u003cfigure id=\"attachment_11960375\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11960375\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut.jpg\" alt=\"A kindergarten-age white child high-fives a young Black woman teacher in a classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Developmental milestones are important to track because the earlier a child receives help, the more likely they are to overcome a challenge. \u003ccite>(Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003ca id=\"milestones\">\u003c/a>Resources to learn about developmental milestones\u003c/h2>\n\u003cp>\u003ca href=\"https://www.cdc.gov/ncbddd/actearly/milestones/milestones-2mo.html\">The Centers for Disease Control and Prevention (CDC) defines a developmental milestone\u003c/a> as something that 75% or more children can do by a certain age.\u003c/p>\n\u003cp>The milestones help parents and doctors track children’s growth across physical, cognitive, language and social-emotional areas. Examples of milestones include a child’s ability to hold their head up, to point or to string a certain number of words together in a sentence. If a child misses a milestone it could be an indication that they need extra help to fully develop in one area or that they face a more serious disability or health problem.\u003c/p>\n\u003cp>Milestones are important to track because the earlier a child receives help, the more likely they are to overcome a delay or challenge.\u003c/p>\n\u003cp>“The most important thing for people to realize is that children can make incredible progress,” said Westling. “And they make the best progress the earlier we can intervene in their lives and in their development. Their little minds are like sponges.”\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.cdc.gov/ncbddd/actearly/index.html\">The CDC has lots of great information on developmental milestones\u003c/a>, including \u003ca href=\"https://www.cdc.gov/ncbddd/actearly/milestones/milestones-in-action.html\">videos of milestones in action\u003c/a> as well as a \u003ca href=\"https://www.cdc.gov/ncbddd/actearly/milestones-app.html\">milestone-tracking app\u003c/a>, available in English and Spanish, to help you keep track of your child’s development.\u003c/li>\n\u003cli>The \u003ca href=\"https://www.healthychildren.org/English/Pages/default.aspx\">American Academy of Pediatrics’ website organizes milestones and skills by age, making it fairly easy to find information quickly\u003c/a>.\u003c/li>\n\u003cli>The Ages & Stages Questionnaires (ASQ) is a common screening tool. \u003ca href=\"https://agesandstages.com/about-asq/for-parents/\">Read answers to commonly-asked questions about this questionnaire.\u003c/a>\u003c/li>\n\u003cli>California’s Early Start operates a toll-free “babyline” at 800–515–BABY (800–515–2229). You can also email \u003ca href=\"mailto:earlystart@dds.ca.gov\">earlystart@dds.ca.gov\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca id=\"readiness\">\u003c/a>Resources to learn about kindergarten readiness\u003c/h2>\n\u003cp>There’s no single, standardized checklist for kindergarten readiness skills, largely because there is no state or federal requirement for schools to assess them.\u003c/p>\n\u003cp>Among the school districts that do track kindergarten readiness, several different assessment tools are used. Sarah Crow, managing director of the \u003ca href=\"https://first5center.org/publications/readying-our-state-how-kindergarten-readiness-inventories-can-benefit-california\">First 5 Center for Children’s Policy\u003c/a>, says 35 states are in the process of implementing assessments and that 25 counties in California currently track kindergarten readiness.\u003c/p>\n\u003cp>Most experts agree that kids entering kindergarten should have some exposure to language and reading, numbers and counting, logic and sorting, and some practice regulating emotions and playing with other children their age.\u003c/p>\n\u003cp>“Readiness, as it’s sort of been defined and studied, is about literacy and numeracy knowledge,” said Crow. “But it also refers to things like the ability to listen and ask questions, express your thoughts and communicate and demonstrate some self regulation, like sit on a rug in a kindergarten classroom.”\u003c/p>\n\u003cp>Child care providers trained in early childhood development incorporate these skills into daily activities. Similarly, parents may already be teaching these skills without even realizing it — \u003ca href=\"https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/pi2e-first-look.pdf\">every interaction has potential to be educational for babies and infants (PDF)\u003c/a>. Still, intention goes a long way and experts have tips for how to incorporate numeracy and literacy into your day-to-day.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.healthychildren.org/English/ages-stages/preschool/Pages/Is-Your-Child-Ready-for-School.aspx\">The American Academy of Pediatrics offers a good overview of kindergarten readiness\u003c/a>, including addressing misconceptions about “redshirting,” the parental practice of starting kids in kindergarten late in an attempt to give them a better chance at success.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cocokids.org/beginning-kindergarten-skills/\">Explore an exhaustive list of actions kindergartners may be expected to have the ability to do\u003c/a> via CocoKids, a nonprofit that champions quality child care and early education in Contra Costa County.\u003c/li>\n\u003cli>The National Association for the Education of Young Children (NAEYC) \u003ca href=\"https://www.naeyc.org/our-work/families/math\">offers lots of resources to help you incorporate math concepts at home\u003c/a>.\u003c/li>\n\u003cli>First 5’s parenting site \u003ca href=\"https://www.first5california.com/en-us/articles/everyday-opportunities-for-speech-language-and-literacy-development-newborn-baby-toddler-preschooler/\">features a list of ways to encourage language skills in your child\u003c/a>.\u003c/li>\n\u003cli>The \u003ca href=\"https://talkingisteaching.org/\">Talking Is Teaching public awareness campaign\u003c/a> has great advice for how to have verbal interactions with someone who can’t talk back to you yet — their \u003ca href=\"https://talkingisteaching.org/big-feelings\">videos about developing social-emotional skills are helpful too\u003c/a>.\u003c/li>\n\u003cli>Here’s a \u003ca href=\"https://d4804za1f1gw.cloudfront.net/wp-content/uploads/sites/72/2019/10/28103533/HelpChildRead.pdf\">helpful quick-reference PDF from Contra Costa County Library (PDF)\u003c/a> with guidance on how to have everyday educational interactions with your child, from talking to reading and playing. (You may want to paste this one to the fridge.)\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca id=\"statewide\">\u003c/a>Statewide resources for early learning and development\u003c/h2>\n\u003cp>When it comes to finding resources related to child care and child development, three California programs will be key: the California Child Care Resource and Referral Network, First 5 California and Early Start.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://rrnetwork.org/family-services/find-child-care\">California Child Care Resource and Referral Network\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>Each county in California \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/rragencylist.asp\">has at least one agency that’s part of the California Child Care Resource and Referral Network\u003c/a>. These offices focus on helping parents find child care and recruiting and training more family child care providers: people who care for small groups of kids in their homes. Even if you’re not looking for child care specifically, these agencies can be a good place to contact.\u003c/p>\n\u003cp>Sometimes the organizations that have resource and referral (R&R) contracts provide other services as well — think play groups, parenting classes and financial assistance. Each agency varies, but chances are the people working at your local R&R center know about many of the resources in your community.\u003c/p>\n\u003cp>\u003ca href=\"https://rrnetwork.org/\">Look up your local resource and referral agency within the California Child Care Resource and Referral Network\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.ccfc.ca.gov/index.html\">First 5 California\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>First 5 California is a statewide organization with a presence in each county. First 5 was established in 1998 when voters approved \u003ca href=\"https://www.ccfc.ca.gov/about/prop_10.html\">Proposition 10\u003c/a>, which imposed a tax on tobacco products. The collected funds are divided between First 5 at the state level and a First 5 commission in each county. At a statewide level, First 5 advocates for policies that support children up to 5 years of age and their families. \u003ca href=\"https://www.first5california.com/en-us/\">First 5 operates a resource website for parents that’s worth checking out\u003c/a>.\u003c/p>\n\u003cp>Like R&R agencies, each First 5 county commission varies in focus, depending on what challenges families in the region face. Local efforts range from parenting groups to child development classes to tracking kindergarten readiness. Again, if your local First 5 office doesn’t offer a service directly, the people working there likely know who does.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ccfc.ca.gov/family/family.html#find\">Find your local First 5 office\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Early Start is California’s early intervention program for infants and toddlers with developmental delays or those at risk for having a developmental disability. Most people interact with Early Start through one of 21 regional centers throughout the state. Regional centers are agencies contracted by the state to manage services for families with children under 3 years old who have or are at risk of having a developmental disability or delay. Some families are referred to regional centers immediately after birth by a neonatal intensive care unit. Other families may be referred later on by a pediatrician, and still other parents call on their own.\u003c/p>\n\u003cp>There is no cost for an evaluation, and one is supposed to be conducted within 45 days of when a parent first contacts the center. \u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/02/EarlyStart_FAQ_01262023-.pdf\">This FAQ by the California Dept. of Developmental Services is straightforward and may answer many of the questions you have about calling a center \u003c/a>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/02/EarlyStart_FAQ_01262023-.pdf\">(PDF)\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/rc/lookup-rcs-by-county/\">Look up an Early Start regional center near you\u003c/a>.\u003c/p>\n\u003ch2>\u003ca id=\"local\">\u003c/a>Bay Area resources by county for early learning and development\u003c/h2>\n\u003cp>Scroll down to find your Bay Area county below. This guide focuses on programs that can help parents without access to child care make sure their young children are kindergarten-ready. The classes and playgroups here do not require the time or financial commitment of more traditional child care or preschool.\u003c/p>\n\u003cp>In addition to the local outposts of the larger statewide organizations mentioned above, parents looking to bolster their kids’ school readiness should check out their local libraries and recreation departments.\u003c/p>\n\u003cp>Bay Area libraries offer much more than traditional storytimes. Kids can dial a number and have a story read to them in English or Spanish — another library has worked to place books in barbershops — and several libraries have project kits that kids can check out.\u003c/p>\n\u003cp>Most recreation departments offer some kind of financial assistance for classes, but that information is often not easy to find. If cost is preventing you from registering for a class, call your county’s recreation and parks department and ask about scholarships.\u003c/p>\n\u003cp>\u003cstrong>Alameda County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://alamedakids.org/resource-directory/early-childhood-resource-directory.php\">Explore First 5 Alameda County’s parenting resources.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://4calameda.org/\">Alameda County 4Cs\u003c/a> offers a play group for children ages 3-5. Find more information on their \u003ca href=\"https://4calameda.org/events-trainings/\">events calendar\u003c/a>.\u003c/li>\n\u003cli>Find \u003ca href=\"https://alamedakids.org/resource-directory/view-program.php?id=782\">free playgroups offered by Oakland Parks and Recreation\u003c/a>.\u003c/li>\n\u003cli>Kids attending kindergarten the next year can enroll in a \u003ca href=\"https://alamedakids.org/summer-pre-kindergarten\">free 5–6 week crash course called Summer Pre-Kindergarten\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://bananasbunch.org/\">Bananas Bunch\u003c/a> in Oakland offers \u003ca href=\"https://bananasbunch.org/bananas-workshops-trainings/\">workshops for parents and caregivers\u003c/a> at multiple locations, \u003ca href=\"https://bananasbunch.org/east-oakland-office-resources/\">including one in East Oakland\u003c/a>.\u003c/li>\n\u003cli>510 Families features a \u003ca href=\"https://www.510families.com/free-storytimes-east-bay/\">helpful listing of free storytimes in the East Bay\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://berkeleyca.gov/community-recreation/parks-recreation\">Berkeley’s Parks and Rec Dept.\u003c/a> offers \u003ca href=\"https://rec.berkeleyca.gov/CA/berkeley-ca/catalog/index/1b0541170dcfdbf827582958f16afda6?filter=c2VhcmNoPXdlZSUyMHBsYXk=\">Together Wee Play\u003c/a>, a drop-in playgroup for parents and their kids. Staff offer ideas for play and skill building. Some scholarships available. There’s \u003ca href=\"https://berkeleyca.gov/sites/default/files/documents/Fall-Winter-Activity-Guide_2023-08-15.pdf\">much more in their fall and winter activity guide (PDF)\u003c/a>.\u003c/li>\n\u003cli>Explore the \u003ca href=\"https://aclibrary.bibliocommons.com/v2/events\">Alameda County Library’s Event Calendar here\u003c/a>, including make and play labs, storytimes and more.\u003c/li>\n\u003cli>\u003ca href=\"https://www.alamedafree.org/PROGRAMS-SERVICES/Childrens-Services/Childrens-Activities\">Find storytimes at the city of Alameda’s Free Library\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://behively.org/\">Hively\u003c/a> operates five family resource centers throughout the county and offers child care resource and referral services.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Contra Costa County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.first5coco.org/who-we-are/\">First 5 Contra Costa\u003c/a> operates \u003ca href=\"https://www.first5coco.org/strengthening-families/first-5-centers/first-5-centers/\">five centers throughout the county, each with a downloadable event calendar available in English and Spanish\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cocokids.org/\">Coco Kids offers child care resource and referral services\u003c/a> and other family supportive services.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ci.richmond.ca.us/106/Recreation\">Richmond’s recreation department\u003c/a> offers a drop-in play group at two locations. Cost is $5. \u003ca href=\"https://www.ci.richmond.ca.us/DocumentCenter/View/66240/2023-Fall-Activity-Guide---Eng-PDF\">Find more information on page 6 of the Fall Activity Guide (PDF)\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://pram.net/playgroups-1\">Pram (Parents, Resources and More) operates volunteer-led playgroups in and around Richmond\u003c/a>.\u003c/li>\n\u003cli>Contra Costa County libraries offer \u003ca href=\"https://ccclib.org/earlylit/\">storytimes\u003c/a> and \u003ca href=\"https://ccclib.org/kids/#story-walk\">story walks\u003c/a>. They also offer \u003ca href=\"https://ccclib.org/kindergarten-countdown/\">Kindergarten Countdown activity kits\u003c/a>, with some also available in Spanish.\u003c/li>\n\u003cli>\u003ca href=\"https://www.antiochca.gov/recreation/\">Antioch’s\u003c/a> Recreation Department \u003ca href=\"https://www.antiochca.gov/fc/recreation/RecGuide.pdf\">offers tumbling and dance classes, some on Saturdays, for young kids (PDF)\u003c/a>. Scholarships are available.\u003c/li>\n\u003cli>Pittsburg’s recreation department \u003ca href=\"https://secure.rec1.com/CA/city-of-pittsburg/catalog\">offers a Mommy and Me Yoga class and more\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Marin County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Explore \u003ca href=\"https://www.first5marin.org/parenting/\">First 5 Marin’s parenting resources\u003c/a>.\u003c/li>\n\u003cli>Marin Child Care Council \u003ca href=\"https://www.mc3.org/\">offers child care referrals and training for parents and providers\u003c/a>. They also run \u003ca href=\"https://www.mc3.org/playgroups\">Kaleidoscope Play and Learn\u003c/a>, a playgroup for children ages 0–5.\u003c/li>\n\u003cli>Help Me Grow Marin \u003ca href=\"https://helpmegrowmarin.org/\">helps parents find developmental and behavioral screenings\u003c/a>.\u003c/li>\n\u003cli>The Parent Services Project \u003ca href=\"https://parentservices.org/program/literacy-child-development-supports/\">offers a Raising a Reader program where participants access a rotating selection of books\u003c/a>. They also offer playgroups in San Rafael’s Canal neighborhood and in Point Reyes.\u003c/li>\n\u003cli>North Marin Community Services operates out of Novato and offers lots of services \u003ca href=\"https://www.northmarincs.org/education-programs/developmental-playgroup/\">including a developmental playgroup for ages 2–5\u003c/a>. They also \u003ca href=\"https://www.northmarincs.org/pathways-to-programs/\">offer individual peer emotional support\u003c/a> for Spanish speakers.\u003c/li>\n\u003cli>The Marin County Free Library \u003ca href=\"https://marinlibrary.org/kids-0-5/\">offers multiple story times throughout the week and also has online story playlists\u003c/a>. There’s also a \u003ca href=\"https://marinlibrary.org/learning-bus/\">learning bus\u003c/a> that brings free, bilingual activities to locations throughout the county. In West Marin, they \u003ca href=\"https://marinlibrary.org/west-marin-literacy-services/\">offer a yearly Día de los Niños/Día de los Libros (Children’s Day/Book Day) program and a summertime Reading on the Ranches program\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Napa County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.first5napa.org/\">Explore First 5 Napa’s parenting resources\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://crcnapa.org/family-friend-and-neighbor/\">Community Resources for Children\u003c/a> offers bilingual resources with a focus on informal caregivers like family, friends, and neighbors. They also offer \u003ca href=\"https://crcnapa.org/portfolio-item/active-minds/\">Active Minds, a six-week program for parents and their children designed to promote school readiness skills through play\u003c/a>. Space is limited.\u003c/li>\n\u003cli>The \u003ca href=\"https://www.countyofnapa.org/911/Storytimes\">Napa County Library offers storytimes at four locations\u003c/a>. The Napa branch offers a Spanish-language storytime. That branch also hosts \u003ca href=\"https://www.countyofnapa.org/236/Parenting-Classes\">Triple P positive parenting classes\u003c/a>, which provide parenting information and support.\u003c/li>\n\u003cli>Cope Family Center \u003ca href=\"https://www.copefamilycenter.org/about-parenting-classes\">offers Triple P positive parenting classes for parents of kids 2 years and older\u003c/a>. The classes are free and most are offered in Spanish and English.\u003c/li>\n\u003cli>UpValley Family Resource Center \u003ca href=\"https://upvalleyfamilycenters.org/events/\">offers playgroups in St. Helena and Calistoga\u003c/a>. It also offers books through the Raising a Reader program and a \u003ca href=\"https://upvalleyfamilycenters.org/children-youth-schools/\">summer bridge program for incoming kindergartners\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>San Mateo County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://first5sanmateo.org/\">Explore First 5 San Mateo’s parenting resources\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://sanmateo4cs.org/families/child-care-referrals/\">San Mateo 4Cs\u003c/a> offers child care referrals and training and support for providers.\u003c/li>\n\u003cli>\u003ca href=\"https://helpmegrowsmc.org/\">Help Me Grow\u003c/a> connects parents, caregivers and providers with information and resources about early childhood development.\u003c/li>\n\u003cli>The \u003ca href=\"https://web2.myvscloud.com/wbwsc/casanmateowt.wsc/\">city of San Mateo Parks and Recreation Department\u003c/a> offers several child care programs and a variety of Adult and Child classes. Kids can participate in some activities like ballet and soccer by themselves starting at age 4. There are class fees but the city activity guide says that financial assistance may be available if requested at least 10 business days before a class starts.\u003c/li>\n\u003cli>\u003ca href=\"https://www.burlingame.org/library/services/kids/storytimecorner.php\">Burlingame City Library\u003c/a> hosts four different storytimes throughout the week.\u003c/li>\n\u003cli>\u003ca href=\"https://ccy.jfcs.org/workshops/\">Center for Children and Youth, part of Jewish Family and Children’s Services\u003c/a>, puts on playgroups throughout the Bay Area. The most regular offerings appear to be on the Peninsula. Playgroups cost $10 each.\u003c/li>\n\u003cli>\u003ca href=\"https://www.dalycity.org/845/About-Us\">Daly City’s\u003c/a> recreation department \u003ca href=\"https://anc.apm.activecommunities.com/dalycity/daycare/program/185?onlineSiteId=0&locale=en-US&from_original_cui=true&online=true\">hosts a Tiny Tot Playtime\u003c/a>. Cost is $5 for residents, $6.50 for nonresidents. The department \u003ca href=\"https://www.dalycity.org/DocumentCenter/View/769/Scholarship-Policy-and-Application-PDF?bidId=\">does have some scholarships available (PDF)\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.dalycity.org/289/Kids\">Daly City Library\u003c/a> offers numerous storytimes at its branches, including two that start at 6 p.m.\u003c/li>\n\u003cli>\u003ca href=\"https://smcl.bibliocommons.com/v2/events?_gl=1*rq44ly*_ga*NTIwNTgxMzAxLjE2OTI2NzkzMjA.*_ga_G99DMMNG39*MTY5MjY3OTMyMS4xLjAuMTY5MjY3OTMyMS4wLjAuMA..*_ga_C65HB4ZH63*MTY5MjY3OTMyMS4xLjAuMTY5MjY3OTMyMS4wLjAuMA..&locations=1E\">The San Mateo County Library\u003c/a> hosts a weekly bilingual story time at the East Palo Alto branch.\u003c/li>\n\u003cli>\u003ca href=\"https://www.redwoodcity.org/departments/library/events/storytimes-calendar-events\">Redwood City Public Library’s offerings\u003c/a> include evening “pajama” storytimes in Spanish and English.\u003c/li>\n\u003cli>\u003ca href=\"https://www.redwoodcity.org/departments/parks-recreation-and-community-services/activities-programs/activity-guide\">Redwood City Parks and Recreation offers several different preschool options\u003c/a> including Spanish and Persian immersion programs. \u003ca href=\"https://www.redwoodcity.org/departments/parks-recreation-and-community-services/early-learning\">Various Adult and Child classes are offered\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ssf.net/departments/parks-recreation/\">South San Francisco\u003c/a> Parks and Recreation Department \u003ca href=\"https://www.ssf.net/home/showpublisheddocument/30344/638263894278470000\">offers some preschool programming and classes (PDF)\u003c/a>, including a PE-style class called “Gym Daddy.” Scholarships are available for city residents.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ssf.net/departments/library/kids\">The South San Francisco Public Library offers storytimes\u003c/a> in Cantonese and Tagalog, as well as a storytime that takes place outside.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>San Francisco\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://sfdec.org/\">San Francisco’s Department of Early Childhood\u003c/a> operates 26 family resource centers throughout the city. Offerings at each vary, but span from playgroups to Triple P positive parenting classes. \u003ca href=\"https://sfdec.org/family-event-calendar/\">Explore the department’s family event calendar\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://sfrecpark.org/\">San Francisco’s Department of Recreation and Parks\u003c/a> offers free, drop-in “kinder gyms” for kids 4 years and younger and their caregivers \u003ca href=\"https://sfrecpark.org/406/Recreation-Programs\">at various sites throughout the city\u003c/a>. Some classes are also geared for kids ages 3–5.\u003c/li>\n\u003cli>\u003ca href=\"https://sfpl.org/kids\">San Francisco Public Library\u003c/a> offers storytimes for different age groups in multiple languages at branches across the city.\u003c/li>\n\u003cli>The \u003ca href=\"https://www.ymcasf.org/family-resource-centers\">YMCA of San Francisco\u003c/a> operates a handful of family resource centers across the city.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Santa Clara County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.first5kids.org/\">First 5 Santa Clara\u003c/a> operates 20 Family Resource Centers throughout the county that \u003ca href=\"https://www.first5kids.org/what-we-fund/family-strengthening-initiative/family-resource-center/\">offer parenting classes and a wide range of resources\u003c/a>, including bridge libraries with books available in English, Spanish, Vietnamese and other languages.\u003c/li>\n\u003cli>\u003ca href=\"https://www.childcarescc.org/\">Santa Clara County Childcare Resource and Referral agencies\u003c/a> help families locate child care, offer training for child care providers and help with locating developmental screenings.\u003c/li>\n\u003cli>\u003ca href=\"http://www.inclusioncollaborative.org/warmline.aspx\">Inclusion Support WarmLine\u003c/a> offers support for parents and caregivers of children with disabilities and other challenges. They can also be reached at (408) 453-6651 or by email at \u003ca href=\"mailto:inclusionwarmline@sccoe.org\">inclusionwarmline@sccoe.org\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://sccld.org/kids/\">The Santa Clara County Library District\u003c/a> offers storytimes for different age groups at multiple branches including bilingual options and one geared toward kids with special needs. There’s also a “Play and Learn” offering that incorporates 30 minutes of free play for kids 1–5 years old.\u003c/li>\n\u003cli>The district also offers members free access to \u003ca href=\"https://sccld.org/ready-rosie/\">Ready Rosie, an online subscription tool that provides videos and tips for early literacy\u003c/a>. Ready Rosie is available in English and Spanish. The district’s website also includes a page \u003ca href=\"https://sccld.org/kinderreadiness/\">dedicated to kindergarten readiness\u003c/a>, which includes resources for developing literacy and information on registering for kindergarten.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cupertino.org/our-city/departments/parks-recreation\">Cupertino Parks and Recreation\u003c/a> offers dance, sport and music classes starting as young as 2 years old, but most start at age 4. There are class fees but limited scholarships are available. Search by activities \u003ca href=\"https://anc.apm.activecommunities.com/cupertino/activity/search?onlineSiteId=0&locale=en-US&activity_select_param=2&max_age=4&viewMode=list\">here\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cityofgilroy.org/340/Recreation-Division\">Gilroy Recreation’s classes for kids\u003c/a> include dance, soccer and science classes. \u003ca href=\"https://secure.rec1.com/CA/gilroy-ca/catalog\">Some of Gilroy Recreation’s classes start as early as age 2\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.lasmadres.org/content.aspx?page_id=22&club_id=177487&module_id=9888\">Las Madres playgroups\u003c/a> offers memberships at $85 annually.\u003c/li>\n\u003cli>\u003ca href=\"https://www.sjpl.org/early-education\">San José Public Library events for kids\u003c/a> include storytimes, play groups, art activities. Library members also get free access to Ready4K, a service that texts early learning strategies once a week. The library also has \u003ca href=\"https://www.youtube.com/playlist?list=PLC29BE8C245D07700\">70 recorded story times on YouTube\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.sclibrary.org/kids-teens/kids/resources-for-little-ones-kindergarten-under\">The Santa Clara City Library\u003c/a> offers storytimes, including bilingual and “Stay and Play” options. They also \u003ca href=\"https://www.sclibrary.org/kids-teens/kids/dial-a-story\">offer a Dial-a-Story service\u003c/a> in English and Spanish and \u003ca href=\"https://www.sclibrary.org/kids-teens/kids/early-literacy-kits\">early literacy kits that you can check out\u003c/a> and use while at the library.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Solano County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.solanocounty.com/depts/first5/default.asp\">First 5 Solano County\u003c/a> operates a family center in Vallejo which offers parenting classes, developmental assessments, car seat fittings and drop-in play groups and \u003ca href=\"https://solanotriplep.com/\">offers Triple P positive parenting classes\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://solanofamily.org/\">Solano Family and Children’s Services\u003c/a> offers child care referrals and trainings for providers.\u003c/li>\n\u003cli>The Solano County Library \u003ca href=\"https://solanolibrary.com/services/storytimes/\">offers storytimes for three different age groups under 5\u003c/a> and \u003ca href=\"https://solanolibrary.evanced.info/signup\">events\u003c/a> like Coloring Book Week and Read to a Dog. They also \u003ca href=\"https://solanolibrary.com/kids/storytime-kits/\">offer thematic online literacy kits\u003c/a> for young children and operate \u003ca href=\"https://solanolibrary.com/kids/reading-at-the-barbershop/\">Reading at the Barbershop,\u003c/a> which places books at barbershops around the county.\u003c/li>\n\u003cli>Explore programs \u003ca href=\"https://www.gvrd.org/teacher-kay-s-mini-alphapals\">from the Greater Vallejo Recreation District\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.solanocounty.com/depts/fvp/community_resources/family_resource_center_(frc).asp\">Nine family resource centers\u003c/a> are located throughout the county, offering a myriad of services and supports.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Sonoma County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://first5sonomacounty.org/resources-for-parents/parents-resource-guide/child-activities-safety-and-clubs-for-families/\">Explore offerings from First 5 Sonoma County\u003c/a>.\u003c/li>\n\u003cli>4Cs of Sonoma County \u003ca href=\"https://www.sonoma4cs.org/families/\">offers child care referrals and training and support of child care providers\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.earlylearninginstitute.com/playgroup\">The Early Learning Institute offers multiple playgroups\u003c/a> including one for children with special needs.\u003c/li>\n\u003cli>Children’s Museum of Sonoma County \u003ca href=\"https://www.cmosc.org/visit/membership/access-program/\">offers Family Access Programs with reduced membership rates\u003c/a> as low as $18 a year.\u003c/li>\n\u003cli>\u003ca href=\"https://www.capsonoma.org/education/\">Community Action Partnership\u003c/a> offers parenting classes and support groups in English and Spanish, \u003ca href=\"https://www.capsonoma.org/pasitos-playgroups/\">including the Pasitos and Primeros program\u003c/a>. They also operate \u003ca href=\"https://www.capsonoma.org/padres-unidos/\">FUERZA\u003c/a>, a parent and youth support center.\u003c/li>\n\u003cli>\u003ca href=\"https://www.corazonhealdsburg.org/\">Corazón Healdsburg\u003c/a> runs a bilingual family resource center, offering case management services and classes for a variety of age groups.\u003c/li>\n\u003cli>\u003ca href=\"https://www.rpcity.org/cms/One.aspx?portalId=3037873&pageId=3360871\">Rohnert Park’s Community Services Department\u003c/a> runs a preschool program for kids ages 3–5 and offers a variety of youth classes.\u003c/li>\n\u003cli>\u003ca href=\"https://rccservices.org/\">River to Coast Children’s Services\u003c/a> serves Western Sonoma County. They offer services ranging from child care referral, trainings for providers and a \u003ca href=\"https://rccservices.org/kindergym.html\">weekly kindergym playgroup\u003c/a> in Forestville.\u003c/li>\n\u003cli>The City of Santa Rosa Parks offers a variety classes for kids which cost money — \u003ca href=\"https://www.srcity.org/1235/Apply-for-a-Scholarship\">but you can apply for scholarships\u003c/a>.\u003c/li>\n\u003cli>Sonoma County Library \u003ca href=\"https://legacy.sonomalibrary.org/kids/early-literacy/storytimes\">offers storytimes geared for different age groups at branches throughout the county\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>[hearken id=\"10483\" src=\"https://modules.wearehearken.com/kqed/embed/10483.js\"]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "With child care becoming increasingly harder to access, parents are having to navigate kindergarten readiness on their own. Here’s a guide to help them do that.",
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"title": "Preparing Child for Kindergarten Without Preschool | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">I\u003c/span>\u003c/p>\u003cp>t’s a harsh reality that the first few years of being a parent, when you’re operating on little sleep and learning a completely new set of skills, are some of \u003ca href=\"https://www.zerotothree.org/\">the most important years in a child’s brain development\u003c/a>.\u003c/p>\n\u003cp>America’s child care shortage makes the first few years even trickier for parents to navigate. \u003ca href=\"https://strongnation.s3.amazonaws.com/documents/1596/4db2b14c-a85b-4b49-9390-c6b90935e3de.pdf\">Seventy-four percent of parents who responded to a nationwide survey in 2022 (PDF)\u003c/a> reported that child care was difficult to access. In 2018, The Center for American Progress found that \u003ca href=\"https://childcaredeserts.org/2018/index.html?state=CA&split=true\">about 51% of Americans and 60% of Californians lived in a “child care desert,”\u003c/a> where the supply of licensed child care is not enough to meet the demand.\u003c/p>\n\u003cp>Finding child care could get even harder \u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">when stabilization funding from the federal American Recovery Plan Act (ARPA) ends \u003c/a>Sept. 30. One estimate found that \u003ca href=\"https://tcf.org/content/report/child-care-cliff/#\">funding loss could cause more than 13,000 child care programs in California to close\u003c/a> and more than 84,000 kids to lose child care.\u003c/p>\n\u003cp>That loss in care will likely affect elementary classrooms down the line because \u003ca href=\"https://publications.aap.org/pediatrics/article/146/6/e20200978/77108/Kindergarten-Readiness-Later-Health-and-Social?autolog\">child care programs, including preschool, play a huge role in preparing children for kindergarten\u003c/a>, and influence kids’ academic performance throughout elementary school.\u003c/p>\n\u003cp>Many parents want to place their kids in child care, but don’t qualify for state-subsidized care and can’t afford private care. Others either don’t have care close by or the available care doesn’t match up with their work schedules.\u003c/p>\n\u003cp>So how can parents be sure that their children are growing and learning at a healthy pace without the help of early childhood educators?\u003c/p>\n\u003cp>No matter the situation, there are still lots of things California parents can do to prepare their children for kindergarten, even if child care and preschool are not viable options. We created this guide with those parents in mind, to help connect them to resources so that they don’t have to face the school readiness challenge alone.\u003c/p>\n\u003cp>Keep reading to learn why preparing a child for kindergarten is so important, and\u003cspan style=\"font-weight: 400;\"> about the tools available to help California families\u003c/span>. Or jump straight to:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#milestones\">What are my child’s developmental milestones to know?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#readiness\">How can I improve my kid’s “kindergarten readiness”?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#statewide\">What early learning and development resources does the state offer?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#local\">What early learning and development resources does my Bay Area county offer?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Preparing for kindergarten without child care\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11922708/californias-2-7-billion-plan-to-expand-transitional-kindergarten-is-off-to-an-uneven-start\">California is in the process of expanding transitional kindergarten\u003c/a> to include all 4-year-olds, which will help close the school readiness gap for children who don’t have access to private preschool. \u003ca href=\"https://www.childcarelaw.org/content/quick-guide-to-affordable-child-care-programs-in-california/\">There are state and federal no-cost or subsidized child care programs\u003c/a> for families that receive CalWORKS benefits, for children experiencing homelessness and abuse, some foster children, and for families who meet low-income requirements.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else do you need a guide on right now?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>But for the many Californians who don’t qualify for public programs and who cannot find or afford early childhood care on their own, there are some parenting resources and support systems in place.\u003c/p>\n\u003cp>\u003ca href=\"#statewide\">Statewide initiatives like Early Start and First 5 California\u003c/a> offer developmental assessments and tools to help build early literacy and numeracy skills at home. And state programs often contract with local nonprofit organizations to provide culturally-relevant programming. These resources can help parents navigate the first few years when child care is hardest to find and when kids’ neural networks are developing at a rapid rate.\u003c/p>\n\u003cp>One example of a culturally-relevant resource is the \u003ca href=\"https://www.capsonoma.org/pasitos-playgroups/\">Pasitos program\u003c/a>, started by Community Action Partnership of Sonoma County in 2006 to help boost school readiness for the county’s Latinx communities. Resources like Pasitos are especially crucial in Sonoma County, where the supply of licensed care has been decimated by repeated natural disasters — the devastating \u003ca href=\"https://www.kqed.org/news/11715439/pge-says-unlicensed-electrical-work-may-have-sparked-tubbs-fire-disaster\">Tubbs Fire\u003c/a> in 2017 \u003ca href=\"https://www.santarosametrochamber.com/programs/employer-supported-child-care/\">resulted in the loss of 15 programs, displacing 444 children practically overnight\u003c/a>.\u003c/p>\n\u003cp>At Pasitos, parents and their kids attend weekly classes, taught in Spanish, at numerous sites throughout the county.\u003c/p>\u003c/div>",
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"content": "‘Even a small program like this, when we come for a few hours a week, it’s made a huge difference in my children.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We are celebrating the ending of the first school year for these children,” said Ingrid Arceo as she looked around at the toddlers swarming the play structure at a neighborhood park in Santa Rosa. “They are in our Primero Pasitos, that’s when they’re 16 months to two years. For some of them, this is their very first time they’re attending a playgroup for any social setting.”\u003c/p>\n\u003cp>One way that Pasitos prepares students for school is by getting them familiar with routine and structure.\u003c/p>\n\u003cp>“They have free play at the beginning of their class and then they gather for a circle with the teacher where they sing and read books,” said Arceo. “They talk about different themes every week, like weather, or animals. And then they have an activity that the teacher plans.”\u003c/p>\n\u003cp>Kids also get a chance to play and work through conflict with other children. That’s especially important because social and emotional regulation is a large component of kindergarten readiness.\u003c/p>\n\u003ch2>A link to early intervention\u003c/h2>\n\u003cp>When Samantha Carranza and her husband calculated what child care would cost, they decided it made more sense for Samantha to stay at home full-time rather than return to work. Carranza and her husband are now celebrating their daughter’s graduation from Primero Pasitos, something they wish they knew about when they were first-time parents.\u003c/p>\n\u003cp>“My daughter has the advantage of coming to this program and it’s night and day,” said Carranza. “Even a small program like this, when we come for a few hours a week, it’s made a huge difference in my children.”\u003c/p>\n\u003cfigure id=\"attachment_11960470\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11960470\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED.jpg\" alt='A table top with with a blue table cloth and cardboard graduation caps and paperwork reading \"Primeros Pasitos: Congratulations.\"' width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/Certificates-and-gifts.jpg-LJ-KQED-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Graduation gifts and certificates ready to be handed out to participants of the Primero Pasitos program in Santa Rosa on May 17. 2023. \u003ccite>(Amanda Stupi/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Carranza’s son has a speech delay. She said if she had enrolled in Pasitos when he was younger, she would have sought help for his delay earlier because the program taught her about developmental timelines.\u003c/p>\n\u003cp>“I knew that it wasn’t normal for a 2-year-old to have no words,” said Carranza. “When I brought it up to his pediatrician, she said, ‘Well, it’s the middle of the pandemic and he’s a boy. Boys talk a lot later.’ In a way, dismissing me. But at the time it was kind of what I wanted to hear.”\u003c/p>\n\u003cp>After learning about speech therapy from another parent, Carranza connected with the North Bay Regional Center, part of California’s Early Start Program that offers evaluations and services to kids under the age of 3 who are at risk of having developmental or intellectual disabilities.\u003c/p>\n\u003cp>“I didn’t really know how serious it is to really make sure that your children are hitting certain milestones,” said Carranza. “And I think a lot of us, we don’t know.”\u003c/p>\n\u003ch2>The advantage of a peer group\u003c/h2>\n\u003cp>Amy Westling, executive director of the Association of Regional Center Agencies, said parents with kids in child care or preschool have an advantage when it comes to identifying developmental differences in their kids.\u003c/p>\n\u003cp>“When you see children who are about the same age as your child, doing things that your child hasn’t done, it sometimes triggers families to think through perhaps there could be a challenge that their child needs some additional support with,” said Westling.\u003c/p>\n\u003cp>Similarly, a preschool teacher or caregiver can offer a second opinion when a doctor raises or dismisses concerns.\u003c/p>\n\u003ch2>When doctor visits fall short\u003c/h2>\n\u003cp>\u003ca href=\"https://www.healthychildren.org/English/family-life/health-management/Pages/Well-Child-Care-A-Check-Up-for-Success.aspx\">The American Association of Pediatrics (AAP) recommends that children have preventative check-ins\u003c/a>, often called “well visits,” at 12 different times between birth and 3 years of age. These visits should continue once a year after a child turns 3.\u003c/p>\n\u003cp>AAP recommends that kids receive developmental and behavioral screenings during the 9-, 18- and 30-month well visits, and that kids be screened for autism spectrum disorder (ASD) at their 18- and 24-month visits.\u003c/p>\n\u003cp>But studies indicate that \u003ca href=\"https://www.zerotothree.org/resource/whats-the-most-compelling-data-or-statistic-in-the-early-childhood-field-youve-seen-lately/\">many kids are not being assessed\u003c/a> and that \u003ca href=\"https://publications.aap.org/pediatrics/article-abstract/129/6/1027/32022/Missed-Opportunities-in-the-Referral-of-High-Risk\">developmental delays are being missed\u003c/a>. Research shows that \u003ca href=\"https://ectacenter.org/~pdfs/topics/racialequity/factsheet-racialequity-2023.pdf\">white children and children of wealthier and more educated parents are more likely to be screened (PDF)\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Westling says that pediatricians and other healthcare providers often don’t have enough time with patients to complete an adequate assessment.\u003c/p>\n\u003cp>“They often see them for 10 or 15 minutes every three months or so,” said Westling. “They may rely upon families’ identification of concerns to really trigger a more in-depth exploration. But their families don’t have the awareness that the child may be falling behind same-age peers. They may not flag that.”\u003c/p>\n\u003cp>Families on \u003ca href=\"https://www.kqed.org/news/11944543/on-medi-cal-eligibility-changes-starting-in-april-could-mean-you-lose-coverage-heres-what-to-do\">Medi-Cal\u003c/a> should be especially concerned about short visits, says Westling.\u003c/p>\n\u003cp>“Pediatricians who accept various types of insurance, particularly Medi-Cal, have to make their practices financially viable, oftentimes through high volume.” said Westling. “So it may be that children who have Medi-Cal as their primary insurance may find that their appointment times are shorter than children who have private commercial insurance.”\u003c/p>\n\u003cp>Sometimes even if a pediatrician takes the time to conduct an assessment, a child may behave differently in a clinical setting, making it harder to discern between a developmental delay and a scared child acting timid.\u003c/p>\n\u003cfigure id=\"attachment_11960375\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11960375\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut.jpg\" alt=\"A kindergarten-age white child high-fives a young Black woman teacher in a classroom\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/09/RS68798_iStock-1408303916-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Developmental milestones are important to track because the earlier a child receives help, the more likely they are to overcome a challenge. \u003ccite>(Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003ca id=\"milestones\">\u003c/a>Resources to learn about developmental milestones\u003c/h2>\n\u003cp>\u003ca href=\"https://www.cdc.gov/ncbddd/actearly/milestones/milestones-2mo.html\">The Centers for Disease Control and Prevention (CDC) defines a developmental milestone\u003c/a> as something that 75% or more children can do by a certain age.\u003c/p>\n\u003cp>The milestones help parents and doctors track children’s growth across physical, cognitive, language and social-emotional areas. Examples of milestones include a child’s ability to hold their head up, to point or to string a certain number of words together in a sentence. If a child misses a milestone it could be an indication that they need extra help to fully develop in one area or that they face a more serious disability or health problem.\u003c/p>\n\u003cp>Milestones are important to track because the earlier a child receives help, the more likely they are to overcome a delay or challenge.\u003c/p>\n\u003cp>“The most important thing for people to realize is that children can make incredible progress,” said Westling. “And they make the best progress the earlier we can intervene in their lives and in their development. Their little minds are like sponges.”\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.cdc.gov/ncbddd/actearly/index.html\">The CDC has lots of great information on developmental milestones\u003c/a>, including \u003ca href=\"https://www.cdc.gov/ncbddd/actearly/milestones/milestones-in-action.html\">videos of milestones in action\u003c/a> as well as a \u003ca href=\"https://www.cdc.gov/ncbddd/actearly/milestones-app.html\">milestone-tracking app\u003c/a>, available in English and Spanish, to help you keep track of your child’s development.\u003c/li>\n\u003cli>The \u003ca href=\"https://www.healthychildren.org/English/Pages/default.aspx\">American Academy of Pediatrics’ website organizes milestones and skills by age, making it fairly easy to find information quickly\u003c/a>.\u003c/li>\n\u003cli>The Ages & Stages Questionnaires (ASQ) is a common screening tool. \u003ca href=\"https://agesandstages.com/about-asq/for-parents/\">Read answers to commonly-asked questions about this questionnaire.\u003c/a>\u003c/li>\n\u003cli>California’s Early Start operates a toll-free “babyline” at 800–515–BABY (800–515–2229). You can also email \u003ca href=\"mailto:earlystart@dds.ca.gov\">earlystart@dds.ca.gov\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca id=\"readiness\">\u003c/a>Resources to learn about kindergarten readiness\u003c/h2>\n\u003cp>There’s no single, standardized checklist for kindergarten readiness skills, largely because there is no state or federal requirement for schools to assess them.\u003c/p>\n\u003cp>Among the school districts that do track kindergarten readiness, several different assessment tools are used. Sarah Crow, managing director of the \u003ca href=\"https://first5center.org/publications/readying-our-state-how-kindergarten-readiness-inventories-can-benefit-california\">First 5 Center for Children’s Policy\u003c/a>, says 35 states are in the process of implementing assessments and that 25 counties in California currently track kindergarten readiness.\u003c/p>\n\u003cp>Most experts agree that kids entering kindergarten should have some exposure to language and reading, numbers and counting, logic and sorting, and some practice regulating emotions and playing with other children their age.\u003c/p>\n\u003cp>“Readiness, as it’s sort of been defined and studied, is about literacy and numeracy knowledge,” said Crow. “But it also refers to things like the ability to listen and ask questions, express your thoughts and communicate and demonstrate some self regulation, like sit on a rug in a kindergarten classroom.”\u003c/p>\n\u003cp>Child care providers trained in early childhood development incorporate these skills into daily activities. Similarly, parents may already be teaching these skills without even realizing it — \u003ca href=\"https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/pi2e-first-look.pdf\">every interaction has potential to be educational for babies and infants (PDF)\u003c/a>. Still, intention goes a long way and experts have tips for how to incorporate numeracy and literacy into your day-to-day.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.healthychildren.org/English/ages-stages/preschool/Pages/Is-Your-Child-Ready-for-School.aspx\">The American Academy of Pediatrics offers a good overview of kindergarten readiness\u003c/a>, including addressing misconceptions about “redshirting,” the parental practice of starting kids in kindergarten late in an attempt to give them a better chance at success.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cocokids.org/beginning-kindergarten-skills/\">Explore an exhaustive list of actions kindergartners may be expected to have the ability to do\u003c/a> via CocoKids, a nonprofit that champions quality child care and early education in Contra Costa County.\u003c/li>\n\u003cli>The National Association for the Education of Young Children (NAEYC) \u003ca href=\"https://www.naeyc.org/our-work/families/math\">offers lots of resources to help you incorporate math concepts at home\u003c/a>.\u003c/li>\n\u003cli>First 5’s parenting site \u003ca href=\"https://www.first5california.com/en-us/articles/everyday-opportunities-for-speech-language-and-literacy-development-newborn-baby-toddler-preschooler/\">features a list of ways to encourage language skills in your child\u003c/a>.\u003c/li>\n\u003cli>The \u003ca href=\"https://talkingisteaching.org/\">Talking Is Teaching public awareness campaign\u003c/a> has great advice for how to have verbal interactions with someone who can’t talk back to you yet — their \u003ca href=\"https://talkingisteaching.org/big-feelings\">videos about developing social-emotional skills are helpful too\u003c/a>.\u003c/li>\n\u003cli>Here’s a \u003ca href=\"https://d4804za1f1gw.cloudfront.net/wp-content/uploads/sites/72/2019/10/28103533/HelpChildRead.pdf\">helpful quick-reference PDF from Contra Costa County Library (PDF)\u003c/a> with guidance on how to have everyday educational interactions with your child, from talking to reading and playing. (You may want to paste this one to the fridge.)\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca id=\"statewide\">\u003c/a>Statewide resources for early learning and development\u003c/h2>\n\u003cp>When it comes to finding resources related to child care and child development, three California programs will be key: the California Child Care Resource and Referral Network, First 5 California and Early Start.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://rrnetwork.org/family-services/find-child-care\">California Child Care Resource and Referral Network\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>Each county in California \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/rragencylist.asp\">has at least one agency that’s part of the California Child Care Resource and Referral Network\u003c/a>. These offices focus on helping parents find child care and recruiting and training more family child care providers: people who care for small groups of kids in their homes. Even if you’re not looking for child care specifically, these agencies can be a good place to contact.\u003c/p>\n\u003cp>Sometimes the organizations that have resource and referral (R&R) contracts provide other services as well — think play groups, parenting classes and financial assistance. Each agency varies, but chances are the people working at your local R&R center know about many of the resources in your community.\u003c/p>\n\u003cp>\u003ca href=\"https://rrnetwork.org/\">Look up your local resource and referral agency within the California Child Care Resource and Referral Network\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.ccfc.ca.gov/index.html\">First 5 California\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>First 5 California is a statewide organization with a presence in each county. First 5 was established in 1998 when voters approved \u003ca href=\"https://www.ccfc.ca.gov/about/prop_10.html\">Proposition 10\u003c/a>, which imposed a tax on tobacco products. The collected funds are divided between First 5 at the state level and a First 5 commission in each county. At a statewide level, First 5 advocates for policies that support children up to 5 years of age and their families. \u003ca href=\"https://www.first5california.com/en-us/\">First 5 operates a resource website for parents that’s worth checking out\u003c/a>.\u003c/p>\n\u003cp>Like R&R agencies, each First 5 county commission varies in focus, depending on what challenges families in the region face. Local efforts range from parenting groups to child development classes to tracking kindergarten readiness. Again, if your local First 5 office doesn’t offer a service directly, the people working there likely know who does.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ccfc.ca.gov/family/family.html#find\">Find your local First 5 office\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Early Start is California’s early intervention program for infants and toddlers with developmental delays or those at risk for having a developmental disability. Most people interact with Early Start through one of 21 regional centers throughout the state. Regional centers are agencies contracted by the state to manage services for families with children under 3 years old who have or are at risk of having a developmental disability or delay. Some families are referred to regional centers immediately after birth by a neonatal intensive care unit. Other families may be referred later on by a pediatrician, and still other parents call on their own.\u003c/p>\n\u003cp>There is no cost for an evaluation, and one is supposed to be conducted within 45 days of when a parent first contacts the center. \u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/02/EarlyStart_FAQ_01262023-.pdf\">This FAQ by the California Dept. of Developmental Services is straightforward and may answer many of the questions you have about calling a center \u003c/a>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/02/EarlyStart_FAQ_01262023-.pdf\">(PDF)\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/rc/lookup-rcs-by-county/\">Look up an Early Start regional center near you\u003c/a>.\u003c/p>\n\u003ch2>\u003ca id=\"local\">\u003c/a>Bay Area resources by county for early learning and development\u003c/h2>\n\u003cp>Scroll down to find your Bay Area county below. This guide focuses on programs that can help parents without access to child care make sure their young children are kindergarten-ready. The classes and playgroups here do not require the time or financial commitment of more traditional child care or preschool.\u003c/p>\n\u003cp>In addition to the local outposts of the larger statewide organizations mentioned above, parents looking to bolster their kids’ school readiness should check out their local libraries and recreation departments.\u003c/p>\n\u003cp>Bay Area libraries offer much more than traditional storytimes. Kids can dial a number and have a story read to them in English or Spanish — another library has worked to place books in barbershops — and several libraries have project kits that kids can check out.\u003c/p>\n\u003cp>Most recreation departments offer some kind of financial assistance for classes, but that information is often not easy to find. If cost is preventing you from registering for a class, call your county’s recreation and parks department and ask about scholarships.\u003c/p>\n\u003cp>\u003cstrong>Alameda County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://alamedakids.org/resource-directory/early-childhood-resource-directory.php\">Explore First 5 Alameda County’s parenting resources.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://4calameda.org/\">Alameda County 4Cs\u003c/a> offers a play group for children ages 3-5. Find more information on their \u003ca href=\"https://4calameda.org/events-trainings/\">events calendar\u003c/a>.\u003c/li>\n\u003cli>Find \u003ca href=\"https://alamedakids.org/resource-directory/view-program.php?id=782\">free playgroups offered by Oakland Parks and Recreation\u003c/a>.\u003c/li>\n\u003cli>Kids attending kindergarten the next year can enroll in a \u003ca href=\"https://alamedakids.org/summer-pre-kindergarten\">free 5–6 week crash course called Summer Pre-Kindergarten\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://bananasbunch.org/\">Bananas Bunch\u003c/a> in Oakland offers \u003ca href=\"https://bananasbunch.org/bananas-workshops-trainings/\">workshops for parents and caregivers\u003c/a> at multiple locations, \u003ca href=\"https://bananasbunch.org/east-oakland-office-resources/\">including one in East Oakland\u003c/a>.\u003c/li>\n\u003cli>510 Families features a \u003ca href=\"https://www.510families.com/free-storytimes-east-bay/\">helpful listing of free storytimes in the East Bay\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://berkeleyca.gov/community-recreation/parks-recreation\">Berkeley’s Parks and Rec Dept.\u003c/a> offers \u003ca href=\"https://rec.berkeleyca.gov/CA/berkeley-ca/catalog/index/1b0541170dcfdbf827582958f16afda6?filter=c2VhcmNoPXdlZSUyMHBsYXk=\">Together Wee Play\u003c/a>, a drop-in playgroup for parents and their kids. Staff offer ideas for play and skill building. Some scholarships available. There’s \u003ca href=\"https://berkeleyca.gov/sites/default/files/documents/Fall-Winter-Activity-Guide_2023-08-15.pdf\">much more in their fall and winter activity guide (PDF)\u003c/a>.\u003c/li>\n\u003cli>Explore the \u003ca href=\"https://aclibrary.bibliocommons.com/v2/events\">Alameda County Library’s Event Calendar here\u003c/a>, including make and play labs, storytimes and more.\u003c/li>\n\u003cli>\u003ca href=\"https://www.alamedafree.org/PROGRAMS-SERVICES/Childrens-Services/Childrens-Activities\">Find storytimes at the city of Alameda’s Free Library\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://behively.org/\">Hively\u003c/a> operates five family resource centers throughout the county and offers child care resource and referral services.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Contra Costa County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.first5coco.org/who-we-are/\">First 5 Contra Costa\u003c/a> operates \u003ca href=\"https://www.first5coco.org/strengthening-families/first-5-centers/first-5-centers/\">five centers throughout the county, each with a downloadable event calendar available in English and Spanish\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cocokids.org/\">Coco Kids offers child care resource and referral services\u003c/a> and other family supportive services.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ci.richmond.ca.us/106/Recreation\">Richmond’s recreation department\u003c/a> offers a drop-in play group at two locations. Cost is $5. \u003ca href=\"https://www.ci.richmond.ca.us/DocumentCenter/View/66240/2023-Fall-Activity-Guide---Eng-PDF\">Find more information on page 6 of the Fall Activity Guide (PDF)\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://pram.net/playgroups-1\">Pram (Parents, Resources and More) operates volunteer-led playgroups in and around Richmond\u003c/a>.\u003c/li>\n\u003cli>Contra Costa County libraries offer \u003ca href=\"https://ccclib.org/earlylit/\">storytimes\u003c/a> and \u003ca href=\"https://ccclib.org/kids/#story-walk\">story walks\u003c/a>. They also offer \u003ca href=\"https://ccclib.org/kindergarten-countdown/\">Kindergarten Countdown activity kits\u003c/a>, with some also available in Spanish.\u003c/li>\n\u003cli>\u003ca href=\"https://www.antiochca.gov/recreation/\">Antioch’s\u003c/a> Recreation Department \u003ca href=\"https://www.antiochca.gov/fc/recreation/RecGuide.pdf\">offers tumbling and dance classes, some on Saturdays, for young kids (PDF)\u003c/a>. Scholarships are available.\u003c/li>\n\u003cli>Pittsburg’s recreation department \u003ca href=\"https://secure.rec1.com/CA/city-of-pittsburg/catalog\">offers a Mommy and Me Yoga class and more\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Marin County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Explore \u003ca href=\"https://www.first5marin.org/parenting/\">First 5 Marin’s parenting resources\u003c/a>.\u003c/li>\n\u003cli>Marin Child Care Council \u003ca href=\"https://www.mc3.org/\">offers child care referrals and training for parents and providers\u003c/a>. They also run \u003ca href=\"https://www.mc3.org/playgroups\">Kaleidoscope Play and Learn\u003c/a>, a playgroup for children ages 0–5.\u003c/li>\n\u003cli>Help Me Grow Marin \u003ca href=\"https://helpmegrowmarin.org/\">helps parents find developmental and behavioral screenings\u003c/a>.\u003c/li>\n\u003cli>The Parent Services Project \u003ca href=\"https://parentservices.org/program/literacy-child-development-supports/\">offers a Raising a Reader program where participants access a rotating selection of books\u003c/a>. They also offer playgroups in San Rafael’s Canal neighborhood and in Point Reyes.\u003c/li>\n\u003cli>North Marin Community Services operates out of Novato and offers lots of services \u003ca href=\"https://www.northmarincs.org/education-programs/developmental-playgroup/\">including a developmental playgroup for ages 2–5\u003c/a>. They also \u003ca href=\"https://www.northmarincs.org/pathways-to-programs/\">offer individual peer emotional support\u003c/a> for Spanish speakers.\u003c/li>\n\u003cli>The Marin County Free Library \u003ca href=\"https://marinlibrary.org/kids-0-5/\">offers multiple story times throughout the week and also has online story playlists\u003c/a>. There’s also a \u003ca href=\"https://marinlibrary.org/learning-bus/\">learning bus\u003c/a> that brings free, bilingual activities to locations throughout the county. In West Marin, they \u003ca href=\"https://marinlibrary.org/west-marin-literacy-services/\">offer a yearly Día de los Niños/Día de los Libros (Children’s Day/Book Day) program and a summertime Reading on the Ranches program\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Napa County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.first5napa.org/\">Explore First 5 Napa’s parenting resources\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://crcnapa.org/family-friend-and-neighbor/\">Community Resources for Children\u003c/a> offers bilingual resources with a focus on informal caregivers like family, friends, and neighbors. They also offer \u003ca href=\"https://crcnapa.org/portfolio-item/active-minds/\">Active Minds, a six-week program for parents and their children designed to promote school readiness skills through play\u003c/a>. Space is limited.\u003c/li>\n\u003cli>The \u003ca href=\"https://www.countyofnapa.org/911/Storytimes\">Napa County Library offers storytimes at four locations\u003c/a>. The Napa branch offers a Spanish-language storytime. That branch also hosts \u003ca href=\"https://www.countyofnapa.org/236/Parenting-Classes\">Triple P positive parenting classes\u003c/a>, which provide parenting information and support.\u003c/li>\n\u003cli>Cope Family Center \u003ca href=\"https://www.copefamilycenter.org/about-parenting-classes\">offers Triple P positive parenting classes for parents of kids 2 years and older\u003c/a>. The classes are free and most are offered in Spanish and English.\u003c/li>\n\u003cli>UpValley Family Resource Center \u003ca href=\"https://upvalleyfamilycenters.org/events/\">offers playgroups in St. Helena and Calistoga\u003c/a>. It also offers books through the Raising a Reader program and a \u003ca href=\"https://upvalleyfamilycenters.org/children-youth-schools/\">summer bridge program for incoming kindergartners\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>San Mateo County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://first5sanmateo.org/\">Explore First 5 San Mateo’s parenting resources\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://sanmateo4cs.org/families/child-care-referrals/\">San Mateo 4Cs\u003c/a> offers child care referrals and training and support for providers.\u003c/li>\n\u003cli>\u003ca href=\"https://helpmegrowsmc.org/\">Help Me Grow\u003c/a> connects parents, caregivers and providers with information and resources about early childhood development.\u003c/li>\n\u003cli>The \u003ca href=\"https://web2.myvscloud.com/wbwsc/casanmateowt.wsc/\">city of San Mateo Parks and Recreation Department\u003c/a> offers several child care programs and a variety of Adult and Child classes. Kids can participate in some activities like ballet and soccer by themselves starting at age 4. There are class fees but the city activity guide says that financial assistance may be available if requested at least 10 business days before a class starts.\u003c/li>\n\u003cli>\u003ca href=\"https://www.burlingame.org/library/services/kids/storytimecorner.php\">Burlingame City Library\u003c/a> hosts four different storytimes throughout the week.\u003c/li>\n\u003cli>\u003ca href=\"https://ccy.jfcs.org/workshops/\">Center for Children and Youth, part of Jewish Family and Children’s Services\u003c/a>, puts on playgroups throughout the Bay Area. The most regular offerings appear to be on the Peninsula. Playgroups cost $10 each.\u003c/li>\n\u003cli>\u003ca href=\"https://www.dalycity.org/845/About-Us\">Daly City’s\u003c/a> recreation department \u003ca href=\"https://anc.apm.activecommunities.com/dalycity/daycare/program/185?onlineSiteId=0&locale=en-US&from_original_cui=true&online=true\">hosts a Tiny Tot Playtime\u003c/a>. Cost is $5 for residents, $6.50 for nonresidents. The department \u003ca href=\"https://www.dalycity.org/DocumentCenter/View/769/Scholarship-Policy-and-Application-PDF?bidId=\">does have some scholarships available (PDF)\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.dalycity.org/289/Kids\">Daly City Library\u003c/a> offers numerous storytimes at its branches, including two that start at 6 p.m.\u003c/li>\n\u003cli>\u003ca href=\"https://smcl.bibliocommons.com/v2/events?_gl=1*rq44ly*_ga*NTIwNTgxMzAxLjE2OTI2NzkzMjA.*_ga_G99DMMNG39*MTY5MjY3OTMyMS4xLjAuMTY5MjY3OTMyMS4wLjAuMA..*_ga_C65HB4ZH63*MTY5MjY3OTMyMS4xLjAuMTY5MjY3OTMyMS4wLjAuMA..&locations=1E\">The San Mateo County Library\u003c/a> hosts a weekly bilingual story time at the East Palo Alto branch.\u003c/li>\n\u003cli>\u003ca href=\"https://www.redwoodcity.org/departments/library/events/storytimes-calendar-events\">Redwood City Public Library’s offerings\u003c/a> include evening “pajama” storytimes in Spanish and English.\u003c/li>\n\u003cli>\u003ca href=\"https://www.redwoodcity.org/departments/parks-recreation-and-community-services/activities-programs/activity-guide\">Redwood City Parks and Recreation offers several different preschool options\u003c/a> including Spanish and Persian immersion programs. \u003ca href=\"https://www.redwoodcity.org/departments/parks-recreation-and-community-services/early-learning\">Various Adult and Child classes are offered\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ssf.net/departments/parks-recreation/\">South San Francisco\u003c/a> Parks and Recreation Department \u003ca href=\"https://www.ssf.net/home/showpublisheddocument/30344/638263894278470000\">offers some preschool programming and classes (PDF)\u003c/a>, including a PE-style class called “Gym Daddy.” Scholarships are available for city residents.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ssf.net/departments/library/kids\">The South San Francisco Public Library offers storytimes\u003c/a> in Cantonese and Tagalog, as well as a storytime that takes place outside.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>San Francisco\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://sfdec.org/\">San Francisco’s Department of Early Childhood\u003c/a> operates 26 family resource centers throughout the city. Offerings at each vary, but span from playgroups to Triple P positive parenting classes. \u003ca href=\"https://sfdec.org/family-event-calendar/\">Explore the department’s family event calendar\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://sfrecpark.org/\">San Francisco’s Department of Recreation and Parks\u003c/a> offers free, drop-in “kinder gyms” for kids 4 years and younger and their caregivers \u003ca href=\"https://sfrecpark.org/406/Recreation-Programs\">at various sites throughout the city\u003c/a>. Some classes are also geared for kids ages 3–5.\u003c/li>\n\u003cli>\u003ca href=\"https://sfpl.org/kids\">San Francisco Public Library\u003c/a> offers storytimes for different age groups in multiple languages at branches across the city.\u003c/li>\n\u003cli>The \u003ca href=\"https://www.ymcasf.org/family-resource-centers\">YMCA of San Francisco\u003c/a> operates a handful of family resource centers across the city.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Santa Clara County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.first5kids.org/\">First 5 Santa Clara\u003c/a> operates 20 Family Resource Centers throughout the county that \u003ca href=\"https://www.first5kids.org/what-we-fund/family-strengthening-initiative/family-resource-center/\">offer parenting classes and a wide range of resources\u003c/a>, including bridge libraries with books available in English, Spanish, Vietnamese and other languages.\u003c/li>\n\u003cli>\u003ca href=\"https://www.childcarescc.org/\">Santa Clara County Childcare Resource and Referral agencies\u003c/a> help families locate child care, offer training for child care providers and help with locating developmental screenings.\u003c/li>\n\u003cli>\u003ca href=\"http://www.inclusioncollaborative.org/warmline.aspx\">Inclusion Support WarmLine\u003c/a> offers support for parents and caregivers of children with disabilities and other challenges. They can also be reached at (408) 453-6651 or by email at \u003ca href=\"mailto:inclusionwarmline@sccoe.org\">inclusionwarmline@sccoe.org\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://sccld.org/kids/\">The Santa Clara County Library District\u003c/a> offers storytimes for different age groups at multiple branches including bilingual options and one geared toward kids with special needs. There’s also a “Play and Learn” offering that incorporates 30 minutes of free play for kids 1–5 years old.\u003c/li>\n\u003cli>The district also offers members free access to \u003ca href=\"https://sccld.org/ready-rosie/\">Ready Rosie, an online subscription tool that provides videos and tips for early literacy\u003c/a>. Ready Rosie is available in English and Spanish. The district’s website also includes a page \u003ca href=\"https://sccld.org/kinderreadiness/\">dedicated to kindergarten readiness\u003c/a>, which includes resources for developing literacy and information on registering for kindergarten.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cupertino.org/our-city/departments/parks-recreation\">Cupertino Parks and Recreation\u003c/a> offers dance, sport and music classes starting as young as 2 years old, but most start at age 4. There are class fees but limited scholarships are available. Search by activities \u003ca href=\"https://anc.apm.activecommunities.com/cupertino/activity/search?onlineSiteId=0&locale=en-US&activity_select_param=2&max_age=4&viewMode=list\">here\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cityofgilroy.org/340/Recreation-Division\">Gilroy Recreation’s classes for kids\u003c/a> include dance, soccer and science classes. \u003ca href=\"https://secure.rec1.com/CA/gilroy-ca/catalog\">Some of Gilroy Recreation’s classes start as early as age 2\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.lasmadres.org/content.aspx?page_id=22&club_id=177487&module_id=9888\">Las Madres playgroups\u003c/a> offers memberships at $85 annually.\u003c/li>\n\u003cli>\u003ca href=\"https://www.sjpl.org/early-education\">San José Public Library events for kids\u003c/a> include storytimes, play groups, art activities. Library members also get free access to Ready4K, a service that texts early learning strategies once a week. The library also has \u003ca href=\"https://www.youtube.com/playlist?list=PLC29BE8C245D07700\">70 recorded story times on YouTube\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.sclibrary.org/kids-teens/kids/resources-for-little-ones-kindergarten-under\">The Santa Clara City Library\u003c/a> offers storytimes, including bilingual and “Stay and Play” options. They also \u003ca href=\"https://www.sclibrary.org/kids-teens/kids/dial-a-story\">offer a Dial-a-Story service\u003c/a> in English and Spanish and \u003ca href=\"https://www.sclibrary.org/kids-teens/kids/early-literacy-kits\">early literacy kits that you can check out\u003c/a> and use while at the library.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Solano County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.solanocounty.com/depts/first5/default.asp\">First 5 Solano County\u003c/a> operates a family center in Vallejo which offers parenting classes, developmental assessments, car seat fittings and drop-in play groups and \u003ca href=\"https://solanotriplep.com/\">offers Triple P positive parenting classes\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://solanofamily.org/\">Solano Family and Children’s Services\u003c/a> offers child care referrals and trainings for providers.\u003c/li>\n\u003cli>The Solano County Library \u003ca href=\"https://solanolibrary.com/services/storytimes/\">offers storytimes for three different age groups under 5\u003c/a> and \u003ca href=\"https://solanolibrary.evanced.info/signup\">events\u003c/a> like Coloring Book Week and Read to a Dog. They also \u003ca href=\"https://solanolibrary.com/kids/storytime-kits/\">offer thematic online literacy kits\u003c/a> for young children and operate \u003ca href=\"https://solanolibrary.com/kids/reading-at-the-barbershop/\">Reading at the Barbershop,\u003c/a> which places books at barbershops around the county.\u003c/li>\n\u003cli>Explore programs \u003ca href=\"https://www.gvrd.org/teacher-kay-s-mini-alphapals\">from the Greater Vallejo Recreation District\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.solanocounty.com/depts/fvp/community_resources/family_resource_center_(frc).asp\">Nine family resource centers\u003c/a> are located throughout the county, offering a myriad of services and supports.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Sonoma County\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://first5sonomacounty.org/resources-for-parents/parents-resource-guide/child-activities-safety-and-clubs-for-families/\">Explore offerings from First 5 Sonoma County\u003c/a>.\u003c/li>\n\u003cli>4Cs of Sonoma County \u003ca href=\"https://www.sonoma4cs.org/families/\">offers child care referrals and training and support of child care providers\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.earlylearninginstitute.com/playgroup\">The Early Learning Institute offers multiple playgroups\u003c/a> including one for children with special needs.\u003c/li>\n\u003cli>Children’s Museum of Sonoma County \u003ca href=\"https://www.cmosc.org/visit/membership/access-program/\">offers Family Access Programs with reduced membership rates\u003c/a> as low as $18 a year.\u003c/li>\n\u003cli>\u003ca href=\"https://www.capsonoma.org/education/\">Community Action Partnership\u003c/a> offers parenting classes and support groups in English and Spanish, \u003ca href=\"https://www.capsonoma.org/pasitos-playgroups/\">including the Pasitos and Primeros program\u003c/a>. They also operate \u003ca href=\"https://www.capsonoma.org/padres-unidos/\">FUERZA\u003c/a>, a parent and youth support center.\u003c/li>\n\u003cli>\u003ca href=\"https://www.corazonhealdsburg.org/\">Corazón Healdsburg\u003c/a> runs a bilingual family resource center, offering case management services and classes for a variety of age groups.\u003c/li>\n\u003cli>\u003ca href=\"https://www.rpcity.org/cms/One.aspx?portalId=3037873&pageId=3360871\">Rohnert Park’s Community Services Department\u003c/a> runs a preschool program for kids ages 3–5 and offers a variety of youth classes.\u003c/li>\n\u003cli>\u003ca href=\"https://rccservices.org/\">River to Coast Children’s Services\u003c/a> serves Western Sonoma County. They offer services ranging from child care referral, trainings for providers and a \u003ca href=\"https://rccservices.org/kindergym.html\">weekly kindergym playgroup\u003c/a> in Forestville.\u003c/li>\n\u003cli>The City of Santa Rosa Parks offers a variety classes for kids which cost money — \u003ca href=\"https://www.srcity.org/1235/Apply-for-a-Scholarship\">but you can apply for scholarships\u003c/a>.\u003c/li>\n\u003cli>Sonoma County Library \u003ca href=\"https://legacy.sonomalibrary.org/kids/early-literacy/storytimes\">offers storytimes geared for different age groups at branches throughout the county\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "California Schools Struggle to Deal With Soaring Chronic Absenteeism",
"headTitle": "California Schools Struggle to Deal With Soaring Chronic Absenteeism | KQED",
"content": "\u003cp>As a new school year gets underway in California, districts are desperately trying to lure thousands of missing, tardy and truant students back to the classroom in what many view as a pivotal moment for education in California.\u003c/p>\n\u003cp>In 2021–22, 30% of students in California’s public schools were chronically absent, an all-time high and more than three times the pre-pandemic rate. Advocates fear that unless schools can reverse the trend, so many students will fall behind that they may never catch up.\u003c/p>\n\u003cp>“This is a crisis, and it’s not going to change until we do everything we can to get kids back in school 100%,” said Heather Hough, director of Policy Analysis for California Education. “What we all fear is that this will become the new normal. … It is hard to overstate the importance of this issue, and it is absolutely a pivotal moment.”[pullquote size=\"medium\" align=\"right\" citation=\"Hedy Chang, executive director, Attendance Works\"]‘We need to create those deep connections, so every child knows that there’s an adult waiting with open arms to welcome them to school. That needs to be the new normal.’[/pullquote]Before the pandemic, about 10% of students in California’s public schools missed at least 10% (or 18 days) in a school year, which the state defines as chronically absent. But COVID-related school closures, remote learning and quarantines have created a new habit for millions of families: optional, not mandatory, daily school attendance.\u003c/p>\n\u003cp>Even though California \u003ca href=\"https://www.cde.ca.gov/ls/ai/sb/#:~:text=California%20compulsory%20education%20law%20requires,Exam%20and%20obtained%20parental%20permission.\">law\u003c/a> requires all children ages 6 through 18 to attend school every day, nearly 2 million students were chronically absent in 2021–22, the most recent year data is available. Nearly every group of students had high rates of absenteeism, but the highest rates were among kindergartners. Kindergartners who are Black, Pacific Islander or have disabilities all had rates of 50% or higher.\u003c/p>\n\u003cfigure id=\"attachment_11960341\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960341\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg\" alt=\"Seven small children stand in line on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students line up on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students’ specific reasons for missing school are varied. Lack of transportation is among the most common reasons, but sometimes students have to look after younger siblings or go to work. In some cases, students stay home because they’re being bullied or don’t like their teachers. After COVID, some parents have become overly cautious about sending their children to school with minor ailments.\u003c/p>\n\u003cp>Personal connections have made all the difference at an elementary school in Salinas — thanks in part to a school secretary the students call “Miss Cathy.”[aside postID=\"mindshift_61166,mindshift_61278,news_11940901\" label=\"Related Stories\"]As students and their parents file into Loma Vista Elementary every morning, Catalina Cisneros greets them by name, gives them hugs and catches up in Spanish, the predominant language in that part of the city. Cisneros, a Salinas native, said she understands the struggles that families face as they raise their children while working long hours, sometimes starting their days at 4 a.m. in the nearby lettuce fields.\u003c/p>\n\u003cp>“I treat the parents how I’d like to be treated, with empathy and compassion,” said Cisneros, who started working at Loma Vista Elementary three years ago. “We have to, because we want the kids in school. The parents want their kids in school, too. They’re doing the best they can, and sometimes it’s hard. I get that.”\u003c/p>\n\u003cp>Absenteeism has myriad negative impacts. For students, they’re more likely to fall behind academically, drop out and not graduate. For schools, lower attendance means less revenue from the state, which bases its funding on how many students show up every day. For teachers, poor attendance means half-empty classrooms, with some students who are weeks or months behind their peers.\u003c/p>\n\u003cfigure id=\"attachment_11960342\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960342\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg\" alt=\"A woman wearing a dress and pink sweater embraces a child wearing a blue sweater and jeans on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Catalina Cisneros, secretary at Loma Vista Elementary School, gets a hug from a student on the first day of school in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There are legal implications, as well. In extreme cases, local district attorneys can get involved, citing and fining parents or students who persistently flout the mandatory attendance law.\u003c/p>\n\u003cp>Alarmed at the extent of the crisis, the Legislature is intervening. The Assembly recently asked Hough’s organization, Policy Analysis for California Education, to study the issue and come up with recommendations.\u003c/p>\n\u003cp>The findings could lead to legislation that would address the issue directly. A few possibilities include increased accountability at the local level, such as offering districts more incentives to get students back in class; better data collection; and broader efforts to make school a more attractive place for students to be.\u003c/p>\n\u003cp>In response to the pandemic, the state has already invested billions in initiatives aimed at boosting student engagement, including:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/ls/ex/elopinfo.asp\">After-school and summer programs\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/school-lunches/\">Improved school meals\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/eo/in/ts-communityschools.asp\">Community schools\u003c/a>, which offer social services to students, their families and others in the neighborhood.\u003c/li>\n\u003cli>\u003ca href=\"https://www.gov.ca.gov/2022/08/18/governor-newsom-unveils-new-plan-to-transform-kids-mental-health/\">Mental health\u003c/a> counselors, on-campus wellness centers and staff training on social-emotional learning.\u003c/li>\n\u003cli>\u003ca href=\"https://stnonline.com/special-reports/historic-california-budget-provides-more-funding-to-school-transportation-questions-remain/\">Expanded school bus services\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>It’s unclear how much impact these programs have had so far, or if they’ll survive once COVID relief funding expires or the state budget tightens. But in any case, the state needs to do more, said Assembly Budget Chair Phil Ting, a Democrat representing San Francisco.\u003c/p>\n\u003cp>“It’s worrisome that kids are still staying home from school in record numbers,” Ting said. “Our investments in universal school meals, after-school programs and home-to-school transportation have not been enough to bring students back.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ting said he’s hopeful that studying the issue will lead to solutions.\u003c/p>\n\u003cp>“When children don’t regularly attend class, they fall behind on their lessons, and they are more likely to drop out — some as early as kindergarten. The implications of a less-educated generation are great,” he said. “We need to understand why attendance is below pre-COVID levels, so that we can better direct state resources and education leaders where they’ll be most effective in re-engaging students.”\u003c/p>\n\u003cp>Absenteeism has been so high in the Salinas City Elementary District — approaching 40% last year — that the district convened a group of teachers, administrators, counselors and others to brainstorm how to get students back in the classroom. Among the steps is encouraging office staff to be friendly, welcoming and non-judgmental, even when students are late or absent for long periods. Another step is talking to the families and students who have struggled the most with attendance, and addressing the specific reasons they can’t get to school.\u003c/p>\n\u003cfigure id=\"attachment_11960336\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960336\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg\" alt=\"A small girl wearing a purple skirt and pink backpack walks with a bald man wearing a black shirt and camouflage pants in a crosswalk.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents walk their kids to school on the first day of classes at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In some cases, families said the bus pickup time was too early. So the district purchased a fleet of vans that could do shorter bus routes, allowing for later pickup times. Other families said their children didn’t want to go to school because they felt anxious or bullied, so the district connected students with counselors, tried to end the bullying and worked to improve the overall campus climate. Some students said they simply hate school, so the district arranged for them to transfer to a school that might be a better fit.\u003c/p>\n\u003cp>The efforts appear to be working. In 2021–22, the district’s chronic absenteeism rate was 38%, almost triple the pre-pandemic rate and well above the state average. By January, it had fallen to 29%, and last week it had fallen to 21%. Loma Vista, which had one of the district’s highest absenteeism rates — 46% in 2021–22 — saw its rate drop to just over 24% so far this school year.\u003c/p>\n\u003cp>The numbers are important, said Superintendent Rebeca Andrade, but students’ success is more important. The pandemic was particularly hard on the community, and families in the lower-income agricultural region have struggled to rebound.\u003c/p>\n\u003cp>“To see so many kids missing school — it wasn’t just frustrating. It was heartbreaking,” Andrade said. “School is supposed to be a safe place, and too many students were missing that. We knew we had to do something.”\u003c/p>\n\u003cfigure id=\"attachment_11960339\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960339\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg\" alt='A woman wearing a shirt with blue and white designs holds a book that reads \"Good Morning\" with illustrations in front of children.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher greets her students as they enter the classroom on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stemming absenteeism ultimately may be up to individual schools and staff, said Hedy Chang, executive director of the advocacy group Attendance Works.\u003c/p>\n\u003cp>For starters, health standards need to change, she said. Schools should promote better preventative care for students, but also convince parents that COVID is no longer a public health emergency and that children should not miss school “for every sniffle or tummy ache.”\u003c/p>\n\u003cp>But more importantly, school staff must work directly with families to address the specific reasons for absenteeism, taking into account language and cultural barriers, and build strong personal relationships with parents and students, she said.\u003c/p>\n\u003cfigure id=\"attachment_11960337\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960337\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg\" alt=\"Eight children sit in chairs on a playground with their hands on their heads facing a woman who is doing the same thing while standing.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher plays a game with students before an assembly on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to create those deep connections, so every child knows that there’s an adult waiting with open arms to welcome them to school,” Chang said. “That needs to be the new normal.”\u003c/p>\n\u003cp>Maria Perez, a parent at Loma Vista, said she wakes up at 5:30 a.m. to get her fourth grade daughter to school in time to be at her job at a Castroville fruit distribution center by 8 a.m. It doesn’t help, she said, when her daughter oversleeps or doesn’t feel well.\u003c/p>\n\u003cp>“Sometimes it’s a challenge. I tell her, it’s going to be a good day, it’s alright, don’t worry,” Perez said. “It’s important she goes to school because I want her to meet people, to make friends, to learn, to be someone in life.”\u003c/p>\n\u003cp>Parent Leslie Naranjo, who dropped four of her six kids off at Loma Vista on a recent morning, said getting out the door every day can be a Herculean task. She hasn’t always been as punctual as she’d like to be, but she’s trying: She now puts out her kids’ clothes the night before, bought a shoe rack so they’re not constantly searching for lost shoes, and has them shower before bed instead of in the morning.\u003c/p>\n\u003cp>It’s all helped, she said, but it’s Miss Cathy’s smiles that have made the difference.\u003c/p>\n\u003cp>“When we come in, she always says, ‘Hi!’ She’s always so happy to see us,” Naranjo said. “The kids see she’s excited to be here, so they get excited. It works.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a new school year gets underway in California, districts are desperately trying to lure thousands of missing, tardy and truant students back to the classroom in what many view as a pivotal moment for education in California.\u003c/p>\n\u003cp>In 2021–22, 30% of students in California’s public schools were chronically absent, an all-time high and more than three times the pre-pandemic rate. Advocates fear that unless schools can reverse the trend, so many students will fall behind that they may never catch up.\u003c/p>\n\u003cp>“This is a crisis, and it’s not going to change until we do everything we can to get kids back in school 100%,” said Heather Hough, director of Policy Analysis for California Education. “What we all fear is that this will become the new normal. … It is hard to overstate the importance of this issue, and it is absolutely a pivotal moment.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Before the pandemic, about 10% of students in California’s public schools missed at least 10% (or 18 days) in a school year, which the state defines as chronically absent. But COVID-related school closures, remote learning and quarantines have created a new habit for millions of families: optional, not mandatory, daily school attendance.\u003c/p>\n\u003cp>Even though California \u003ca href=\"https://www.cde.ca.gov/ls/ai/sb/#:~:text=California%20compulsory%20education%20law%20requires,Exam%20and%20obtained%20parental%20permission.\">law\u003c/a> requires all children ages 6 through 18 to attend school every day, nearly 2 million students were chronically absent in 2021–22, the most recent year data is available. Nearly every group of students had high rates of absenteeism, but the highest rates were among kindergartners. Kindergartners who are Black, Pacific Islander or have disabilities all had rates of 50% or higher.\u003c/p>\n\u003cfigure id=\"attachment_11960341\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960341\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg\" alt=\"Seven small children stand in line on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students line up on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students’ specific reasons for missing school are varied. Lack of transportation is among the most common reasons, but sometimes students have to look after younger siblings or go to work. In some cases, students stay home because they’re being bullied or don’t like their teachers. After COVID, some parents have become overly cautious about sending their children to school with minor ailments.\u003c/p>\n\u003cp>Personal connections have made all the difference at an elementary school in Salinas — thanks in part to a school secretary the students call “Miss Cathy.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>As students and their parents file into Loma Vista Elementary every morning, Catalina Cisneros greets them by name, gives them hugs and catches up in Spanish, the predominant language in that part of the city. Cisneros, a Salinas native, said she understands the struggles that families face as they raise their children while working long hours, sometimes starting their days at 4 a.m. in the nearby lettuce fields.\u003c/p>\n\u003cp>“I treat the parents how I’d like to be treated, with empathy and compassion,” said Cisneros, who started working at Loma Vista Elementary three years ago. “We have to, because we want the kids in school. The parents want their kids in school, too. They’re doing the best they can, and sometimes it’s hard. I get that.”\u003c/p>\n\u003cp>Absenteeism has myriad negative impacts. For students, they’re more likely to fall behind academically, drop out and not graduate. For schools, lower attendance means less revenue from the state, which bases its funding on how many students show up every day. For teachers, poor attendance means half-empty classrooms, with some students who are weeks or months behind their peers.\u003c/p>\n\u003cfigure id=\"attachment_11960342\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960342\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg\" alt=\"A woman wearing a dress and pink sweater embraces a child wearing a blue sweater and jeans on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Catalina Cisneros, secretary at Loma Vista Elementary School, gets a hug from a student on the first day of school in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There are legal implications, as well. In extreme cases, local district attorneys can get involved, citing and fining parents or students who persistently flout the mandatory attendance law.\u003c/p>\n\u003cp>Alarmed at the extent of the crisis, the Legislature is intervening. The Assembly recently asked Hough’s organization, Policy Analysis for California Education, to study the issue and come up with recommendations.\u003c/p>\n\u003cp>The findings could lead to legislation that would address the issue directly. A few possibilities include increased accountability at the local level, such as offering districts more incentives to get students back in class; better data collection; and broader efforts to make school a more attractive place for students to be.\u003c/p>\n\u003cp>In response to the pandemic, the state has already invested billions in initiatives aimed at boosting student engagement, including:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/ls/ex/elopinfo.asp\">After-school and summer programs\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/school-lunches/\">Improved school meals\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/eo/in/ts-communityschools.asp\">Community schools\u003c/a>, which offer social services to students, their families and others in the neighborhood.\u003c/li>\n\u003cli>\u003ca href=\"https://www.gov.ca.gov/2022/08/18/governor-newsom-unveils-new-plan-to-transform-kids-mental-health/\">Mental health\u003c/a> counselors, on-campus wellness centers and staff training on social-emotional learning.\u003c/li>\n\u003cli>\u003ca href=\"https://stnonline.com/special-reports/historic-california-budget-provides-more-funding-to-school-transportation-questions-remain/\">Expanded school bus services\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>It’s unclear how much impact these programs have had so far, or if they’ll survive once COVID relief funding expires or the state budget tightens. But in any case, the state needs to do more, said Assembly Budget Chair Phil Ting, a Democrat representing San Francisco.\u003c/p>\n\u003cp>“It’s worrisome that kids are still staying home from school in record numbers,” Ting said. “Our investments in universal school meals, after-school programs and home-to-school transportation have not been enough to bring students back.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ting said he’s hopeful that studying the issue will lead to solutions.\u003c/p>\n\u003cp>“When children don’t regularly attend class, they fall behind on their lessons, and they are more likely to drop out — some as early as kindergarten. The implications of a less-educated generation are great,” he said. “We need to understand why attendance is below pre-COVID levels, so that we can better direct state resources and education leaders where they’ll be most effective in re-engaging students.”\u003c/p>\n\u003cp>Absenteeism has been so high in the Salinas City Elementary District — approaching 40% last year — that the district convened a group of teachers, administrators, counselors and others to brainstorm how to get students back in the classroom. Among the steps is encouraging office staff to be friendly, welcoming and non-judgmental, even when students are late or absent for long periods. Another step is talking to the families and students who have struggled the most with attendance, and addressing the specific reasons they can’t get to school.\u003c/p>\n\u003cfigure id=\"attachment_11960336\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960336\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg\" alt=\"A small girl wearing a purple skirt and pink backpack walks with a bald man wearing a black shirt and camouflage pants in a crosswalk.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents walk their kids to school on the first day of classes at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In some cases, families said the bus pickup time was too early. So the district purchased a fleet of vans that could do shorter bus routes, allowing for later pickup times. Other families said their children didn’t want to go to school because they felt anxious or bullied, so the district connected students with counselors, tried to end the bullying and worked to improve the overall campus climate. Some students said they simply hate school, so the district arranged for them to transfer to a school that might be a better fit.\u003c/p>\n\u003cp>The efforts appear to be working. In 2021–22, the district’s chronic absenteeism rate was 38%, almost triple the pre-pandemic rate and well above the state average. By January, it had fallen to 29%, and last week it had fallen to 21%. Loma Vista, which had one of the district’s highest absenteeism rates — 46% in 2021–22 — saw its rate drop to just over 24% so far this school year.\u003c/p>\n\u003cp>The numbers are important, said Superintendent Rebeca Andrade, but students’ success is more important. The pandemic was particularly hard on the community, and families in the lower-income agricultural region have struggled to rebound.\u003c/p>\n\u003cp>“To see so many kids missing school — it wasn’t just frustrating. It was heartbreaking,” Andrade said. “School is supposed to be a safe place, and too many students were missing that. We knew we had to do something.”\u003c/p>\n\u003cfigure id=\"attachment_11960339\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960339\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg\" alt='A woman wearing a shirt with blue and white designs holds a book that reads \"Good Morning\" with illustrations in front of children.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher greets her students as they enter the classroom on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stemming absenteeism ultimately may be up to individual schools and staff, said Hedy Chang, executive director of the advocacy group Attendance Works.\u003c/p>\n\u003cp>For starters, health standards need to change, she said. Schools should promote better preventative care for students, but also convince parents that COVID is no longer a public health emergency and that children should not miss school “for every sniffle or tummy ache.”\u003c/p>\n\u003cp>But more importantly, school staff must work directly with families to address the specific reasons for absenteeism, taking into account language and cultural barriers, and build strong personal relationships with parents and students, she said.\u003c/p>\n\u003cfigure id=\"attachment_11960337\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960337\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg\" alt=\"Eight children sit in chairs on a playground with their hands on their heads facing a woman who is doing the same thing while standing.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher plays a game with students before an assembly on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to create those deep connections, so every child knows that there’s an adult waiting with open arms to welcome them to school,” Chang said. “That needs to be the new normal.”\u003c/p>\n\u003cp>Maria Perez, a parent at Loma Vista, said she wakes up at 5:30 a.m. to get her fourth grade daughter to school in time to be at her job at a Castroville fruit distribution center by 8 a.m. It doesn’t help, she said, when her daughter oversleeps or doesn’t feel well.\u003c/p>\n\u003cp>“Sometimes it’s a challenge. I tell her, it’s going to be a good day, it’s alright, don’t worry,” Perez said. “It’s important she goes to school because I want her to meet people, to make friends, to learn, to be someone in life.”\u003c/p>\n\u003cp>Parent Leslie Naranjo, who dropped four of her six kids off at Loma Vista on a recent morning, said getting out the door every day can be a Herculean task. She hasn’t always been as punctual as she’d like to be, but she’s trying: She now puts out her kids’ clothes the night before, bought a shoe rack so they’re not constantly searching for lost shoes, and has them shower before bed instead of in the morning.\u003c/p>\n\u003cp>It’s all helped, she said, but it’s Miss Cathy’s smiles that have made the difference.\u003c/p>\n\u003cp>“When we come in, she always says, ‘Hi!’ She’s always so happy to see us,” Naranjo said. “The kids see she’s excited to be here, so they get excited. It works.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "judge-halts-district-policy-that-notified-parents-when-kids-change-pronouns",
"title": "Judge Halts Southern California School District's Transgender Outing Policy",
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"content": "\u003cp>A judge on Wednesday halted a Southern California school district from requiring parents to be notified if their children change their gender identification or pronouns at school.\u003c/p>\n\u003cp>San Bernardino County Superior Court Judge Thomas S. Garza ruled after California Attorney General Rob Bonta \u003ca href=\"https://www.kqed.org/news/11959323/california-sues-southern-california-school-district-over-transgender-notification-policy\">sued the Chino Valley Unified School District\u003c/a> for adopting a policy requiring schools to tell parents when their children change their pronouns or use a bathroom of a gender other than the one listed on their official paperwork.\u003c/p>\n\u003cp>“Today’s decision by the San Bernardino Superior Court rightfully upholds the state rights of our LGBTQ+ students and protects kids from harm by immediately halting the board’s forced outing policy,” Attorney General Rob Bonta said in a statement.\u003c/p>\n\u003cp>Garza’s order halts the district’s policy while Bonta’s lawsuit continues. During a court hearing Wednesday, Garza raised questions about why the policy came up in the first place and how it protected students.\u003c/p>\n\u003cp>Full details of the order were not immediately available. The next court hearing on the issue was scheduled for Oct. 13.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sonja Shaw, president of the Chino Valley Unified Board of Education, said she was disappointed by the ruling but hopes the case will bring attention to the issue. She said she and other parents feel state officials are limiting their ability to be involved in their children’s education on issues ranging from gender identification to curriculum.\u003c/p>\n\u003cp>“I don’t understand why they are so gung ho on this issue, but everything else we have to inform the parents about,” Shaw said. “There is obviously an issue and parents are concerned.”[pullquote size=\"medium\" align=\"right\" citation=\"California Attorney General Rob Bonta\"]‘Today’s decision by the San Bernardino Superior Court rightfully upholds the state rights of our LGBTQ+ students and protects kids from harm by immediately halting the board’s forced outing policy.’[/pullquote]Chino Valley Unified, which serves 27,000 students about 35 miles east of Los Angeles, is one of several that requires parents to be informed if their children are transgender. The district passed the policy this summer, saying it supported the rights of parents to be involved in their children’s care and education.\u003c/p>\n\u003cp>Two nearby districts have done the same, while at least two others in the state are bringing up similar measures this week.\u003c/p>\n\u003cp>Bonta argues the policy will forcibly out transgender students in violation of their privacy rights and threaten their well-being. Chino Valley contends the policy seeks to involve parents so they can provide the support their children need.\u003c/p>\n\u003cp>During Wednesday’s hearing, Delbert Tran, a deputy attorney general for California, said students were already being affected by the policy and feared being themselves at school, and that risking the safety of one transgender student would be too many. “This policy needs to be addressed now,” Tran told the court.\u003c/p>\n\u003cp>Anthony De Marco, an attorney for Chino Valley Unified, argued the policy would not affect students who were holding private conversations with teachers, but would involve parents in situations where students were making more public decisions such as changing their name or pronouns or using bathrooms or joining sports teams of a gender other than the one on their official paperwork. “We need those parents to be part of a successful transition,” De Marco said.[aside label='More on California Schools' tag='california-schools']He also questioned whether elementary school students as young as 4 and 5 years old should be treated the same as high school teens involved in confidential counseling.\u003c/p>\n\u003cp>The national conversation over transgender rights has intensified as other states have sought to \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">impose bans on gender-affirming care\u003c/a>, \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">bar transgender athletes\u003c/a> from girls’ and women’s sports, and require schools to “out” transgender and nonbinary students to their parents.\u003c/p>\n\u003cp>In California, parental notification policies cropped up after Republican state lawmaker Bill Essayli proposed a statewide bill on the issue, but it never received a hearing in Sacramento. He then worked with school board members and the California Family Council to draft the policy that was voted on in Chino Valley.\u003c/p>\n\u003cp>Essayli said he hopes other school districts evaluating similar proposals will not be discouraged by the judge’s decision.\u003c/p>\n\u003cp>Many of the conversations about transgender students and LGBTQ+ curriculum are taking place in communities that elected more conservative school board members after the pandemic drove many parents who were angry about closures to political action. The districts are increasingly at odds with Gov. Gavin Newsom and fellow Democrats who dominate the state’s political leadership.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The ruling stops Chino Valley Unified School District from notifying parents if their children change their gender identification and pronouns on campus.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A judge on Wednesday halted a Southern California school district from requiring parents to be notified if their children change their gender identification or pronouns at school.\u003c/p>\n\u003cp>San Bernardino County Superior Court Judge Thomas S. Garza ruled after California Attorney General Rob Bonta \u003ca href=\"https://www.kqed.org/news/11959323/california-sues-southern-california-school-district-over-transgender-notification-policy\">sued the Chino Valley Unified School District\u003c/a> for adopting a policy requiring schools to tell parents when their children change their pronouns or use a bathroom of a gender other than the one listed on their official paperwork.\u003c/p>\n\u003cp>“Today’s decision by the San Bernardino Superior Court rightfully upholds the state rights of our LGBTQ+ students and protects kids from harm by immediately halting the board’s forced outing policy,” Attorney General Rob Bonta said in a statement.\u003c/p>\n\u003cp>Garza’s order halts the district’s policy while Bonta’s lawsuit continues. During a court hearing Wednesday, Garza raised questions about why the policy came up in the first place and how it protected students.\u003c/p>\n\u003cp>Full details of the order were not immediately available. The next court hearing on the issue was scheduled for Oct. 13.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sonja Shaw, president of the Chino Valley Unified Board of Education, said she was disappointed by the ruling but hopes the case will bring attention to the issue. She said she and other parents feel state officials are limiting their ability to be involved in their children’s education on issues ranging from gender identification to curriculum.\u003c/p>\n\u003cp>“I don’t understand why they are so gung ho on this issue, but everything else we have to inform the parents about,” Shaw said. “There is obviously an issue and parents are concerned.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Chino Valley Unified, which serves 27,000 students about 35 miles east of Los Angeles, is one of several that requires parents to be informed if their children are transgender. The district passed the policy this summer, saying it supported the rights of parents to be involved in their children’s care and education.\u003c/p>\n\u003cp>Two nearby districts have done the same, while at least two others in the state are bringing up similar measures this week.\u003c/p>\n\u003cp>Bonta argues the policy will forcibly out transgender students in violation of their privacy rights and threaten their well-being. Chino Valley contends the policy seeks to involve parents so they can provide the support their children need.\u003c/p>\n\u003cp>During Wednesday’s hearing, Delbert Tran, a deputy attorney general for California, said students were already being affected by the policy and feared being themselves at school, and that risking the safety of one transgender student would be too many. “This policy needs to be addressed now,” Tran told the court.\u003c/p>\n\u003cp>Anthony De Marco, an attorney for Chino Valley Unified, argued the policy would not affect students who were holding private conversations with teachers, but would involve parents in situations where students were making more public decisions such as changing their name or pronouns or using bathrooms or joining sports teams of a gender other than the one on their official paperwork. “We need those parents to be part of a successful transition,” De Marco said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>He also questioned whether elementary school students as young as 4 and 5 years old should be treated the same as high school teens involved in confidential counseling.\u003c/p>\n\u003cp>The national conversation over transgender rights has intensified as other states have sought to \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">impose bans on gender-affirming care\u003c/a>, \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">bar transgender athletes\u003c/a> from girls’ and women’s sports, and require schools to “out” transgender and nonbinary students to their parents.\u003c/p>\n\u003cp>In California, parental notification policies cropped up after Republican state lawmaker Bill Essayli proposed a statewide bill on the issue, but it never received a hearing in Sacramento. He then worked with school board members and the California Family Council to draft the policy that was voted on in Chino Valley.\u003c/p>\n\u003cp>Essayli said he hopes other school districts evaluating similar proposals will not be discouraged by the judge’s decision.\u003c/p>\n\u003cp>Many of the conversations about transgender students and LGBTQ+ curriculum are taking place in communities that elected more conservative school board members after the pandemic drove many parents who were angry about closures to political action. The districts are increasingly at odds with Gov. Gavin Newsom and fellow Democrats who dominate the state’s political leadership.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Biden administration is canceling $72 million in student loans for 2,300 borrowers who say they were cheated by Ashford University, a former for-profit college that was purchased by the University of Arizona in 2020.\u003c/p>\n\u003cp>The U.S. Department of Education announced the action Wednesday, saying it will seek to recoup the money from the University of Arizona.[aside postID=news_11773028]The university denies any liability, saying in a statement that it had “absolutely no involvement in, and is not directly or indirectly responsible for, the actions of Ashford and its parent company” and will be “assessing its options.”\u003c/p>\n\u003cp>Before its sale, Ashford was an online for-profit college that enrolled more than 100,000 students. It was owned by the company Zovio and based in San Diego.\u003c/p>\n\u003cp>A California court in 2022 found that Ashford frequently lied to students to get them to enroll. Its recruiters misled students about the college’s accreditation, costs and the amount of time it would take to graduate, the court concluded.\u003c/p>\n\u003cp>That lawsuit, brought by the state of California, was the basis of the Education Department’s cancellation.\u003c/p>\n\u003cp>President Joe Biden said his administration “won’t stand for colleges taking advantage of hardworking students and borrowers.”\u003c/p>\n\u003cp>“These borrowers were lied to about the cost of attending Ashford, were misled about how long it would take to get a degree, and were deceived about the transferability of Ashford credits,” Biden said in a statement. “They deserve better.”[pullquote align=\"right\" size=\"medium\" citation=\"President Joe Biden\"]‘These borrowers were lied to about the cost of attending Ashford, were misled about how long it would take to get a degree, and were deceived about the transferability of Ashford credits. … They deserve better.’[/pullquote]The action will automatically discharge loans for 2,300 borrowers who attended Ashford from March 2009 through April 2020 and applied for cancellation through the Education Department’s borrower defense program. Those borrowers will see their loan balances zeroed out, and they will be refunded for payments on their federal loans.\u003c/p>\n\u003cp>California Attorney General Rob Bonta encouraged other former Ashford students to apply for relief if they were deceived.\u003c/p>\n\u003cp>“What Ashford University did to its students was unconscionable and illegal,” Bonta said. “That’s why the California Department of Justice took Ashford and its parent company to court.”\u003c/p>\n\u003cp>Under its previous ownership, Ashford’s recruiters told students they would be able to work as teachers, social workers, nurses and drug and alcohol counselors, but the school never got accreditation for those professions, according to California’s lawsuit.\u003c/p>\n\u003cp>Recruiters also told potential students they would never face out-of-pocket costs, which wasn’t always true, and they boasted about “accelerated” programs, even though the bachelor’s degree programs were structured to take five years to finish, the suit said.\u003c/p>\n\u003cp>Only 25% of Ashford students graduated within eight years of enrolling.[aside postID=news_11955675]The court ruled in favor of California in 2022 after an 18-day trial and imposed a civil penalty of $22.3 million against Ashford. The penalty is being appealed.\u003c/p>\n\u003cp>The University of Arizona purchased Ashford University in 2020 and turned it into an online branch of the school, changing its name to the University of Arizona Global Campus.\u003c/p>\n\u003cp>It’s one of several for-profit colleges that have been purchased and absorbed by nonprofit universities, including Purdue University’s purchase of Kaplan University, and the University of Idaho’s purchase of the University of Phoenix, which is expected to be finalized next year.\u003c/p>\n\u003cp>The Biden administration is separately taking steps to propose widespread student debt cancellation after \u003ca href=\"https://www.kqed.org/news/11955675/how-to-navigate-student-loans-affirmative-action-scotus\">the Supreme Court rejected the president’s previous proposal in June\u003c/a>. The Education Department is gathering negotiators for a rulemaking process that will get underway in October.\u003c/p>\n\u003cp>The department said it plans to issue a final rule on cancellation sometime next year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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},
"link": "/californiareport",
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},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"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",
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"rss": "https://www.cityarts.net/feed/"
}
},
"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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"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/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"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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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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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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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"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",
"subscribe": {
"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": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"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",
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