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"content": "\u003cp>\u003cem>Read Part One of this story about \u003ca href=\"https://www.kqed.org/news/11955680/explaining-303-creative-decision\">the Supreme Court’s recent ruling on LGBTQ+ discrimination\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>In the last days of June, the Supreme Court struck down affirmative action, opened the door to LGBTQ+ discrimination and outlawed the Biden administration’s plan to forgive student loans. These are monumental rulings that directly affect people of color, queer folks, prospective students and the 43 million Americans who would have had some relief from their student debt — leaving many devastated and fearful for the future.[aside label='More Supreme Court Explainers' tag='explaining-the-supreme-court']\u003c/p>\n\u003cp>In \u003ca href=\"https://www.kqed.org/news/tag/explaining-the-supreme-court\">our series on the ramifications of these Supreme Court decisions\u003c/a>, we’re unpacking how they’ll affect you — and what can be done about it. In this explainer, we hear from experts about the Supreme Court’s two decisions that affect students: namely, the court’s rulings against affirmative action, and student loan forgiveness.\u003c/p>\n\u003cp>What do you need to know if you’re a current or prospective student? How will these decisions impact social mobility and diversity — not only in higher education but in the workforce and society more broadly? And how can you empower yourself in the face of these rulings that have proven devastating news for many?\u003c/p>\n\u003cp>Speaking in front of an assembled crowd at Manny’s, a San Francisco community space, was the panel:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Courtney Liss\u003c/strong>, associate at San Francisco law firm Keker, Van Nest and Peters\u003c/li>\n\u003cli>\u003cstrong>Cody Harri\u003c/strong>s, partner at Keker, Van Nest and Peters\u003c/li>\n\u003cli>\u003cstrong>Matthew Coles\u003c/strong>, professor of practice at UC Law SF (formerly UC Hastings)\u003c/li>\n\u003c/ul>\n\u003ch2>June 29: The Supreme Court strikes down affirmative action in college admissions\u003c/h2>\n\u003cp>In the case \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/20-1199_hgdj.pdf\">Students for Fair Admissions, Inc. v. President and Fellows of Harvard College\u003c/a>, the Supreme Court declared that race cannot be a factor in admissions. Colleges and admissions can no longer consider an applicant’s race as one of many factors in deciding who to admit.[aside label='More Stories on Affirmative Action' tag='affirmative-action']\u003c/p>\n\u003cp>The court’s conservative majority effectively overturned cases reaching back 45 years in invalidating admissions plans at Harvard and the University of North Carolina, the nation’s oldest private and public colleges, respectively.\u003c/p>\n\u003cp>In the decision for the court majority, Chief Justice John Roberts said that the nation’s colleges and universities must use colorblind criteria in admissions. Justice Ketanji Brown Jackson, the first-ever Black female justice on the Supreme Court, wrote in her dissent that “with let-them-eat-cake obliviousness,” the court’s majority “pulls the ripcord and announces ‘colorblindness for all’ by legal fiat. But deeming race irrelevant in law does not make it so in life.” \u003ca href=\"https://www.npr.org/2023/06/29/1181138066/affirmative-action-supreme-court-decision\">Read more on the affirmative action ruling from NPR.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What prospective students need to know about these changes\u003c/strong>\u003c/p>\n\u003cp>“You can technically still, in your main essay, write about diversity,” said San Francisco lawyer Courtney Liss, “as long as you are discussing how it individually strengthens \u003cem>your \u003c/em>application.”\u003c/p>\n\u003cp>Giving the example of her own background, Liss said that she herself could write in her application essay about how “growing up with a mom who’s a refugee, who didn’t know how to navigate social systems, made me want to go to law school.” But then, Liss added, college admissions officers now have to consider, “Did my race impact me personally in being braver?”\u003c/p>\n\u003cp>“They can’t say, ‘Yeah, it’s automatically hard to have parents who don’t speak English.’ Even though it is often very hard,” Liss said.\u003c/p>\n\u003cp>\u003cstrong>Who’s behind this case?\u003c/strong>\u003c/p>\n\u003cp>The affirmative action cases were brought by conservative activist Edward Blum, the founder of Students for Fair Admissions — the group that filed the lawsuits against both schools in 2014. The group’s argument was that the Constitution forbids the use of race in college admissions and called for overturning earlier Supreme Court decisions that said otherwise.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Courtney Liss, lawyer, Keker, Van Nest and Peters\"]‘You can technically still, in your main essay, write about diversity,” said San Francisco lawyer Courtney Liss, “as long as you are discussing how it individually strengthens your application.’[/pullquote]\u003c/p>\n\u003cp>Students for Fair Admissions’ suit claimed that the schools particularly discriminated against Asian American students. Liss noted that as an Asian American who was the first in her family to go to college, she found this case “really tragic” in how she saw the Asian American community being “pitted against or used against, like as a wedge, in the broader community of color in which we are — and should be considered — part.”\u003c/p>\n\u003cp>She also noted the plurality of experiences among Asian Americans, saying, “So many of which are so far removed from this lawsuit” — and how the perception that “Asians are harmed by affirmative action practices” is based on this notion of the community as a monolith.\u003c/p>\n\u003cp>\u003cstrong>How this ruling could impact students and society now\u003c/strong>\u003c/p>\n\u003cp>In June, NPR reported on places where affirmative action has already been eliminated and found that \u003ca href=\"https://www.npr.org/2023/06/29/1181138066/affirmative-action-supreme-court-decision\">there was a severe drop in admissions of people of color\u003c/a> — particularly among Black students.\u003c/p>\n\u003cfigure id=\"attachment_11955729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11955729\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED.jpg\" alt=\"Dozens of people protest holding signs and yelling in each other's faces.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Pro-affirmative action supporters and counterprotesters shout at each outside the Supreme Court in Washington, DC, on June 29, 2023. \u003ccite>(Kent Nishimura / Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These places include the University of California, which \u003ca href=\"https://edsource.org/2023/university-of-california-looks-to-share-expertise-after-decades-without-affirmative-action/693374\">in 1996, was prohibited from considering race as a factor in admissions\u003c/a> after the state’s voters passed a ballot measure against affirmative action.\u003c/p>\n\u003cp>After the Supreme Court’s decision on June 29, UC President Michael Drake wrote that without being able to consider race in the admissions process, institutions would now have to “work much harder to identify and address the root causes of societal inequities that hinder diverse students in pursuing and achieving a higher education.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Courtney Liss, lawyer, Keker, Van Nest and Peters\"]‘We live in a country where there are so few CEOs of color, and this only strengthens that — and it only strengthens the pipeline for white students, against the interests of students of color.’[/pullquote]\u003c/p>\n\u003cp>Striking down affirmative action, Liss said, will not only hold back individuals, but society more broadly.\u003c/p>\n\u003cp>“When you have fewer students of color in college, you have fewer students of color in med school and fewer students of color who become doctors … already, we live in a country with some of the highest maternal mortality rates, especially for Black mothers,” Liss said.\u003c/p>\n\u003cp>“We live in a country where there are so few CEOs of color, and this only strengthens that — and it only strengthens the pipeline for white students, against the interests of students of color,” she said.\u003c/p>\n\u003ch2>June 30: The Supreme Court strikes down Biden’s student loan forgiveness program\u003c/h2>\n\u003cp>By ruling against the Biden administration in the case \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/22-506_nmip.pdf\">Biden v. Nebraska\u003c/a>, the Supreme Court effectively \u003ca href=\"https://www.kqed.org/news/11954741/supreme-court-student-loan-decision-how-affects-you\">killed the White House’s $400 billion plan\u003c/a> to cancel or reduce federal student loan debts for millions of Americans.\u003c/p>\n\u003cp>The 6-3 decision, with conservative justices in the majority, said the Biden administration overstepped its authority with the plan, and it left borrowers on the hook for \u003ca href=\"https://www.kqed.org/news/11954741/supreme-court-student-loan-decision-how-affects-you\">repayments that are expected to resume in the fall\u003c/a>.\u003c/p>\n\u003cp>Biden’s loan forgiveness plan would have canceled up to $20,000 in federal student loans for 43 million people. Of those, 20 million would have had their remaining student debt erased completely.\u003c/p>\n\u003cp>\u003cstrong>How the student loans case will impact prospective students\u003c/strong>\u003c/p>\n\u003cp>Addressing the practical impact of this decision on student loans, Liss said: “A lot of students like me, and like a lot of other people, won’t go [to college] … or they won’t be able to afford to go.” It was a decision, she said, that would undoubtedly “disproportionately affect people of color and people from other underrepresented backgrounds.”\u003c/p>\n\u003cp>For those students who would still take on massive student loans to be able to go to college, Liss expressed deep concern about how the decision could change “the shape of their lives” on account of the sheer amount of debt they’d undertake.\u003c/p>\n\u003cp>When thinking about the professions that many graduates now wouldn’t feel able to embark upon — “students who might be future doctors or lawyers or legislators” — because they couldn’t afford to, Liss said it was “really f—— sad.”\u003c/p>\n\u003cp>“My education has been not just like a door for me, but a door for my whole family,” Liss said. “And it’s like, just slamming that door shut in people’s faces.”\u003c/p>\n\u003cp>\u003cstrong>What’s the future of student loan forgiveness after this ruling?\u003c/strong>\u003c/p>\n\u003cp>In response to the Supreme Court’s decision, Biden vowed to push ahead with a new plan to provide student loan relief for millions of borrowers, while blaming Republican “hypocrisy” for triggering the decision that wiped out his original plan.\u003c/p>\n\u003cp>If you have student loans,\u003ca href=\"https://www.kqed.org/news/11954741/supreme-court-student-loan-decision-how-affects-you\"> payment requirements for student loans will resume in October\u003c/a>. But Biden said that in the coming weeks, he’ll work under the authority of the Higher Education Act to begin a new program designed to \u003ca href=\"https://apnews.com/article/student-loan-new-proposal-biden-b74e9dd2b535c97a7ce0f43b600fa28b\">ease borrowers’ threat of default\u003c/a> if they fall behind over the next year. \u003ca href=\"https://apnews.com/article/student-loan-new-proposal-biden-b74e9dd2b535c97a7ce0f43b600fa28b\">Read more about the White House’s plans for student debt forgiveness after the Supreme Court ruling\u003c/a>.\u003c/p>\n\u003cp>Biden’s SAVE Plan, framed as “a student loan safety net,” would also allow millions of Americans with student loans to enroll in a new repayment plan that offers some of the most lenient terms ever.\u003c/p>\n\u003cp>Interest won’t pile up as long as borrowers make regular payments. Millions of people will have monthly payments reduced to $0. And in as little as 10 years, any remaining debt will be canceled. The Education Department says the SAVE Plan will be available to all borrowers in the Direct Loan Program who are in good standing on their loans, and that borrowers will be notified when the new application process launches this summer. \u003ca href=\"https://apnews.com/article/student-loans-debt-college-cancellation-forgiveness-34152bb5000128a413efd2287887a37a\">Read more about the SAVE Plan.\u003c/a>\u003c/p>\n\u003cp>In addition, more than 800,000 federal student loan borrowers will still have their student loan debts automatically erased, independent of the Supreme Court’s recent decision — as part of a one-time “account adjustment” for those borrowers specifically impacted by \u003ca href=\"https://www.npr.org/2022/04/19/1093310151/student-loans-income-based-repayment\">the White House’s controversial income-driven repayment (IDR) plans\u003c/a>.\u003c/p>\n\u003cp>This targeted student loan forgiveness is the result of the Biden administration’s 2022 pledge to help these borrowers after multiple complaints, lawsuits and \u003ca href=\"https://www.npr.org/2022/04/01/1089750113/student-loan-debt-investigation\">an NPR investigation into IDR plans\u003c/a> into mismanagement by the department and loan servicers. \u003ca href=\"https://www.npr.org/2023/07/14/1187660793/student-loan-forgiveness-income-driven-repayment\">Read more about student loan forgiveness for these borrowers around IDR plans.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Answering more questions about the Supreme Court\u003c/h2>\n\u003cp>\u003cstrong>Why it’s important to engage with Supreme Court rulings — even when the content is painful\u003c/strong>\u003c/p>\n\u003cp>Harris issued a general urge for audiences to read and educate themselves about Supreme Court cases by finding and downloading them online.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else do you need information about right now?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>“They’re daunting at first,” he acknowledged. “But you get used to them as you read them” — adding that people shouldn’t worry if they want to “skip the boring parts and kind of get to the guts.” Eventually, Harris said, their Supreme Court-reading “muscle” will develop and they’ll “get the feel for what these things are like.”\u003c/p>\n\u003cp>Why \u003cem>should \u003c/em>you read Supreme Court cases for yourself?\u003c/p>\n\u003cp>“If we just leave these issues to people like us — lawyers, professors — that’s you sort of giving away your birthright,” Harris warned. “This is part of the country. This is part of our charter of government. These people — these nine people, these lawyers in robes — are making a lot of decisions that affect all of us very personally — and our country and how it operates.”\u003c/p>\n\u003cp>“It’s incumbent upon all of us as Americans,” Harris urged, “to engage with it — as difficult as it is.”\u003c/p>\n\u003cp>\u003cstrong>Could the Supreme Court be changed?\u003c/strong>\u003c/p>\n\u003cp>With these recent rulings on affirmative action, student loan forgiveness, discrimination against LGBTQ+ people and the constitutional right to an abortion, the Supreme Court’s conservative supermajority has led many to question what’s even possible in terms of reforming the Court.\u003c/p>\n\u003cp>Could there, hypothetically, be another court \u003cem>above \u003c/em>the Supreme Court?\u003c/p>\n\u003cp>“The answer is no,” Harris confirmed. “The Constitution only provides for one court, which is the Supreme Court. It doesn’t say how many justices have to be in it, but it’s just one.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Cody Harris, lawyer, Keker, Van Nest and Peters\"]‘This hasn’t been a steady march towards equality. It’s like a sine wave. It’s gone up and down — and up and down.’[/pullquote]\u003c/p>\n\u003cp>But Harris was nonetheless keen to provide context and perspective for how the Supreme Court’s rulings have, historically, “changed over time” depending on the composition of its justices.\u003c/p>\n\u003cp>“This hasn’t been a steady march towards equality,” he said. “It’s like a sine wave. It’s gone up and down — and up and down.”\u003c/p>\n\u003cp>A key focus of reform advocates has been the term limits of Supreme Court justices. On June 30, California Representative Ro Khanna (D-Fremont) reintroduced the \u003ca href=\"https://khanna.house.gov/media/press-releases/khanna-and-beyer-reintroduce-scotus-term-limits-bill-following-court-blocking\">Supreme Court Term Limits and Regular Appointments Act\u003c/a>, specifically prompted by the Supreme Court’s decision that blocked the Biden administration’s plan to forgive student loan debt. Khanna’s bill aims to enact 18-year term limits for the justices and to “stop extreme partisanship” in a court he described as “regressive.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11955326/supreme-court-reform-would-ro-khannas-term-limit-proposal-work\">Read more about how Khanna’s bill would work, and its potential chances of success.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11955722\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11955722\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED.jpg\" alt='People hold signs reading \"Cancel Student Debt Now!\" in front of the columned facade of the supreme court.' width=\"2000\" height=\"1302\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-800x521.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-1020x664.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-1536x1000.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-1920x1250.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student debt relief activists participate in a rally at the US Supreme Court on June 30, 2023, in Washington, DC. \u003ccite>(Kevin Dietsch/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Does the Supreme Court care about public opinion?\u003c/strong>\u003c/p>\n\u003cp>From Dobbs in 2022 to affirmative action last month, the Court’s recent rulings have drawn sharp criticism and spurred many public protests. Does this dissent have an impact on the justices?\u003c/p>\n\u003cp>Perhaps, Harris said — who noted that throughout its history, the Supreme Court has been “very mindful of its legitimacy — and its jealously guards it because it’s all it has.”\u003c/p>\n\u003cp>Unlike \u003ca href=\"https://www.whitehouse.gov/about-the-white-house/our-government/the-executive-branch/\">the executive branch\u003c/a> of the United States government, which includes the military, the Supreme Court “doesn’t have an army to enforce its rules and its rulings,” Harris stressed. So amid the absence of that ability to enforce its rules, “what they have is legitimacy — that when they speak, everyone up to and including the President of the United States and the military [says] ‘OK, the court has spoken.’”\u003c/p>\n\u003cp>If that accord was to ever go away, Harris said, “That’s how you get what’s called a constitutional crisis.”\u003c/p>\n\u003cp>“I think they’re beginning to get sensitive to the notion that there’s wide, ever-growing public belief that some of what they’re doing is not legitimate,” said Matthew Coles of the conservative justices.\u003c/p>\n\u003cp>“It’s really important if you think what they’re doing is not legitimate, to keep voicing that.”\u003c/p>\n\u003cp>\u003cem>This story contains reporting from The Associated Press.\u003c/em>\u003c/p>\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 in 2023. 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": "SCOTUS' monumental rulings directly affect people of color, queer folks, prospective students and 43 million Americans who stood to gain student debt relief.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Read Part One of this story about \u003ca href=\"https://www.kqed.org/news/11955680/explaining-303-creative-decision\">the Supreme Court’s recent ruling on LGBTQ+ discrimination\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>In the last days of June, the Supreme Court struck down affirmative action, opened the door to LGBTQ+ discrimination and outlawed the Biden administration’s plan to forgive student loans. These are monumental rulings that directly affect people of color, queer folks, prospective students and the 43 million Americans who would have had some relief from their student debt — leaving many devastated and fearful for the future.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In \u003ca href=\"https://www.kqed.org/news/tag/explaining-the-supreme-court\">our series on the ramifications of these Supreme Court decisions\u003c/a>, we’re unpacking how they’ll affect you — and what can be done about it. In this explainer, we hear from experts about the Supreme Court’s two decisions that affect students: namely, the court’s rulings against affirmative action, and student loan forgiveness.\u003c/p>\n\u003cp>What do you need to know if you’re a current or prospective student? How will these decisions impact social mobility and diversity — not only in higher education but in the workforce and society more broadly? And how can you empower yourself in the face of these rulings that have proven devastating news for many?\u003c/p>\n\u003cp>Speaking in front of an assembled crowd at Manny’s, a San Francisco community space, was the panel:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Courtney Liss\u003c/strong>, associate at San Francisco law firm Keker, Van Nest and Peters\u003c/li>\n\u003cli>\u003cstrong>Cody Harri\u003c/strong>s, partner at Keker, Van Nest and Peters\u003c/li>\n\u003cli>\u003cstrong>Matthew Coles\u003c/strong>, professor of practice at UC Law SF (formerly UC Hastings)\u003c/li>\n\u003c/ul>\n\u003ch2>June 29: The Supreme Court strikes down affirmative action in college admissions\u003c/h2>\n\u003cp>In the case \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/20-1199_hgdj.pdf\">Students for Fair Admissions, Inc. v. President and Fellows of Harvard College\u003c/a>, the Supreme Court declared that race cannot be a factor in admissions. Colleges and admissions can no longer consider an applicant’s race as one of many factors in deciding who to admit.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The court’s conservative majority effectively overturned cases reaching back 45 years in invalidating admissions plans at Harvard and the University of North Carolina, the nation’s oldest private and public colleges, respectively.\u003c/p>\n\u003cp>In the decision for the court majority, Chief Justice John Roberts said that the nation’s colleges and universities must use colorblind criteria in admissions. Justice Ketanji Brown Jackson, the first-ever Black female justice on the Supreme Court, wrote in her dissent that “with let-them-eat-cake obliviousness,” the court’s majority “pulls the ripcord and announces ‘colorblindness for all’ by legal fiat. But deeming race irrelevant in law does not make it so in life.” \u003ca href=\"https://www.npr.org/2023/06/29/1181138066/affirmative-action-supreme-court-decision\">Read more on the affirmative action ruling from NPR.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What prospective students need to know about these changes\u003c/strong>\u003c/p>\n\u003cp>“You can technically still, in your main essay, write about diversity,” said San Francisco lawyer Courtney Liss, “as long as you are discussing how it individually strengthens \u003cem>your \u003c/em>application.”\u003c/p>\n\u003cp>Giving the example of her own background, Liss said that she herself could write in her application essay about how “growing up with a mom who’s a refugee, who didn’t know how to navigate social systems, made me want to go to law school.” But then, Liss added, college admissions officers now have to consider, “Did my race impact me personally in being braver?”\u003c/p>\n\u003cp>“They can’t say, ‘Yeah, it’s automatically hard to have parents who don’t speak English.’ Even though it is often very hard,” Liss said.\u003c/p>\n\u003cp>\u003cstrong>Who’s behind this case?\u003c/strong>\u003c/p>\n\u003cp>The affirmative action cases were brought by conservative activist Edward Blum, the founder of Students for Fair Admissions — the group that filed the lawsuits against both schools in 2014. The group’s argument was that the Constitution forbids the use of race in college admissions and called for overturning earlier Supreme Court decisions that said otherwise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students for Fair Admissions’ suit claimed that the schools particularly discriminated against Asian American students. Liss noted that as an Asian American who was the first in her family to go to college, she found this case “really tragic” in how she saw the Asian American community being “pitted against or used against, like as a wedge, in the broader community of color in which we are — and should be considered — part.”\u003c/p>\n\u003cp>She also noted the plurality of experiences among Asian Americans, saying, “So many of which are so far removed from this lawsuit” — and how the perception that “Asians are harmed by affirmative action practices” is based on this notion of the community as a monolith.\u003c/p>\n\u003cp>\u003cstrong>How this ruling could impact students and society now\u003c/strong>\u003c/p>\n\u003cp>In June, NPR reported on places where affirmative action has already been eliminated and found that \u003ca href=\"https://www.npr.org/2023/06/29/1181138066/affirmative-action-supreme-court-decision\">there was a severe drop in admissions of people of color\u003c/a> — particularly among Black students.\u003c/p>\n\u003cfigure id=\"attachment_11955729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11955729\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED.jpg\" alt=\"Dozens of people protest holding signs and yelling in each other's faces.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-AFFIRMATIVE-ACTION-GETTY-IMAGES-KN-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Pro-affirmative action supporters and counterprotesters shout at each outside the Supreme Court in Washington, DC, on June 29, 2023. \u003ccite>(Kent Nishimura / Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These places include the University of California, which \u003ca href=\"https://edsource.org/2023/university-of-california-looks-to-share-expertise-after-decades-without-affirmative-action/693374\">in 1996, was prohibited from considering race as a factor in admissions\u003c/a> after the state’s voters passed a ballot measure against affirmative action.\u003c/p>\n\u003cp>After the Supreme Court’s decision on June 29, UC President Michael Drake wrote that without being able to consider race in the admissions process, institutions would now have to “work much harder to identify and address the root causes of societal inequities that hinder diverse students in pursuing and achieving a higher education.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Striking down affirmative action, Liss said, will not only hold back individuals, but society more broadly.\u003c/p>\n\u003cp>“When you have fewer students of color in college, you have fewer students of color in med school and fewer students of color who become doctors … already, we live in a country with some of the highest maternal mortality rates, especially for Black mothers,” Liss said.\u003c/p>\n\u003cp>“We live in a country where there are so few CEOs of color, and this only strengthens that — and it only strengthens the pipeline for white students, against the interests of students of color,” she said.\u003c/p>\n\u003ch2>June 30: The Supreme Court strikes down Biden’s student loan forgiveness program\u003c/h2>\n\u003cp>By ruling against the Biden administration in the case \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/22-506_nmip.pdf\">Biden v. Nebraska\u003c/a>, the Supreme Court effectively \u003ca href=\"https://www.kqed.org/news/11954741/supreme-court-student-loan-decision-how-affects-you\">killed the White House’s $400 billion plan\u003c/a> to cancel or reduce federal student loan debts for millions of Americans.\u003c/p>\n\u003cp>The 6-3 decision, with conservative justices in the majority, said the Biden administration overstepped its authority with the plan, and it left borrowers on the hook for \u003ca href=\"https://www.kqed.org/news/11954741/supreme-court-student-loan-decision-how-affects-you\">repayments that are expected to resume in the fall\u003c/a>.\u003c/p>\n\u003cp>Biden’s loan forgiveness plan would have canceled up to $20,000 in federal student loans for 43 million people. Of those, 20 million would have had their remaining student debt erased completely.\u003c/p>\n\u003cp>\u003cstrong>How the student loans case will impact prospective students\u003c/strong>\u003c/p>\n\u003cp>Addressing the practical impact of this decision on student loans, Liss said: “A lot of students like me, and like a lot of other people, won’t go [to college] … or they won’t be able to afford to go.” It was a decision, she said, that would undoubtedly “disproportionately affect people of color and people from other underrepresented backgrounds.”\u003c/p>\n\u003cp>For those students who would still take on massive student loans to be able to go to college, Liss expressed deep concern about how the decision could change “the shape of their lives” on account of the sheer amount of debt they’d undertake.\u003c/p>\n\u003cp>When thinking about the professions that many graduates now wouldn’t feel able to embark upon — “students who might be future doctors or lawyers or legislators” — because they couldn’t afford to, Liss said it was “really f—— sad.”\u003c/p>\n\u003cp>“My education has been not just like a door for me, but a door for my whole family,” Liss said. “And it’s like, just slamming that door shut in people’s faces.”\u003c/p>\n\u003cp>\u003cstrong>What’s the future of student loan forgiveness after this ruling?\u003c/strong>\u003c/p>\n\u003cp>In response to the Supreme Court’s decision, Biden vowed to push ahead with a new plan to provide student loan relief for millions of borrowers, while blaming Republican “hypocrisy” for triggering the decision that wiped out his original plan.\u003c/p>\n\u003cp>If you have student loans,\u003ca href=\"https://www.kqed.org/news/11954741/supreme-court-student-loan-decision-how-affects-you\"> payment requirements for student loans will resume in October\u003c/a>. But Biden said that in the coming weeks, he’ll work under the authority of the Higher Education Act to begin a new program designed to \u003ca href=\"https://apnews.com/article/student-loan-new-proposal-biden-b74e9dd2b535c97a7ce0f43b600fa28b\">ease borrowers’ threat of default\u003c/a> if they fall behind over the next year. \u003ca href=\"https://apnews.com/article/student-loan-new-proposal-biden-b74e9dd2b535c97a7ce0f43b600fa28b\">Read more about the White House’s plans for student debt forgiveness after the Supreme Court ruling\u003c/a>.\u003c/p>\n\u003cp>Biden’s SAVE Plan, framed as “a student loan safety net,” would also allow millions of Americans with student loans to enroll in a new repayment plan that offers some of the most lenient terms ever.\u003c/p>\n\u003cp>Interest won’t pile up as long as borrowers make regular payments. Millions of people will have monthly payments reduced to $0. And in as little as 10 years, any remaining debt will be canceled. The Education Department says the SAVE Plan will be available to all borrowers in the Direct Loan Program who are in good standing on their loans, and that borrowers will be notified when the new application process launches this summer. \u003ca href=\"https://apnews.com/article/student-loans-debt-college-cancellation-forgiveness-34152bb5000128a413efd2287887a37a\">Read more about the SAVE Plan.\u003c/a>\u003c/p>\n\u003cp>In addition, more than 800,000 federal student loan borrowers will still have their student loan debts automatically erased, independent of the Supreme Court’s recent decision — as part of a one-time “account adjustment” for those borrowers specifically impacted by \u003ca href=\"https://www.npr.org/2022/04/19/1093310151/student-loans-income-based-repayment\">the White House’s controversial income-driven repayment (IDR) plans\u003c/a>.\u003c/p>\n\u003cp>This targeted student loan forgiveness is the result of the Biden administration’s 2022 pledge to help these borrowers after multiple complaints, lawsuits and \u003ca href=\"https://www.npr.org/2022/04/01/1089750113/student-loan-debt-investigation\">an NPR investigation into IDR plans\u003c/a> into mismanagement by the department and loan servicers. \u003ca href=\"https://www.npr.org/2023/07/14/1187660793/student-loan-forgiveness-income-driven-repayment\">Read more about student loan forgiveness for these borrowers around IDR plans.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Answering more questions about the Supreme Court\u003c/h2>\n\u003cp>\u003cstrong>Why it’s important to engage with Supreme Court rulings — even when the content is painful\u003c/strong>\u003c/p>\n\u003cp>Harris issued a general urge for audiences to read and educate themselves about Supreme Court cases by finding and downloading them online.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else do you need information about right now?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>“They’re daunting at first,” he acknowledged. “But you get used to them as you read them” — adding that people shouldn’t worry if they want to “skip the boring parts and kind of get to the guts.” Eventually, Harris said, their Supreme Court-reading “muscle” will develop and they’ll “get the feel for what these things are like.”\u003c/p>\n\u003cp>Why \u003cem>should \u003c/em>you read Supreme Court cases for yourself?\u003c/p>\n\u003cp>“If we just leave these issues to people like us — lawyers, professors — that’s you sort of giving away your birthright,” Harris warned. “This is part of the country. This is part of our charter of government. These people — these nine people, these lawyers in robes — are making a lot of decisions that affect all of us very personally — and our country and how it operates.”\u003c/p>\n\u003cp>“It’s incumbent upon all of us as Americans,” Harris urged, “to engage with it — as difficult as it is.”\u003c/p>\n\u003cp>\u003cstrong>Could the Supreme Court be changed?\u003c/strong>\u003c/p>\n\u003cp>With these recent rulings on affirmative action, student loan forgiveness, discrimination against LGBTQ+ people and the constitutional right to an abortion, the Supreme Court’s conservative supermajority has led many to question what’s even possible in terms of reforming the Court.\u003c/p>\n\u003cp>Could there, hypothetically, be another court \u003cem>above \u003c/em>the Supreme Court?\u003c/p>\n\u003cp>“The answer is no,” Harris confirmed. “The Constitution only provides for one court, which is the Supreme Court. It doesn’t say how many justices have to be in it, but it’s just one.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But Harris was nonetheless keen to provide context and perspective for how the Supreme Court’s rulings have, historically, “changed over time” depending on the composition of its justices.\u003c/p>\n\u003cp>“This hasn’t been a steady march towards equality,” he said. “It’s like a sine wave. It’s gone up and down — and up and down.”\u003c/p>\n\u003cp>A key focus of reform advocates has been the term limits of Supreme Court justices. On June 30, California Representative Ro Khanna (D-Fremont) reintroduced the \u003ca href=\"https://khanna.house.gov/media/press-releases/khanna-and-beyer-reintroduce-scotus-term-limits-bill-following-court-blocking\">Supreme Court Term Limits and Regular Appointments Act\u003c/a>, specifically prompted by the Supreme Court’s decision that blocked the Biden administration’s plan to forgive student loan debt. Khanna’s bill aims to enact 18-year term limits for the justices and to “stop extreme partisanship” in a court he described as “regressive.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11955326/supreme-court-reform-would-ro-khannas-term-limit-proposal-work\">Read more about how Khanna’s bill would work, and its potential chances of success.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11955722\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11955722\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED.jpg\" alt='People hold signs reading \"Cancel Student Debt Now!\" in front of the columned facade of the supreme court.' width=\"2000\" height=\"1302\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-800x521.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-1020x664.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-1536x1000.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230714-SUPREME-COURT-STUDENT-DEBT-Getty-KD-KQED-1920x1250.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student debt relief activists participate in a rally at the US Supreme Court on June 30, 2023, in Washington, DC. \u003ccite>(Kevin Dietsch/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Does the Supreme Court care about public opinion?\u003c/strong>\u003c/p>\n\u003cp>From Dobbs in 2022 to affirmative action last month, the Court’s recent rulings have drawn sharp criticism and spurred many public protests. Does this dissent have an impact on the justices?\u003c/p>\n\u003cp>Perhaps, Harris said — who noted that throughout its history, the Supreme Court has been “very mindful of its legitimacy — and its jealously guards it because it’s all it has.”\u003c/p>\n\u003cp>Unlike \u003ca href=\"https://www.whitehouse.gov/about-the-white-house/our-government/the-executive-branch/\">the executive branch\u003c/a> of the United States government, which includes the military, the Supreme Court “doesn’t have an army to enforce its rules and its rulings,” Harris stressed. So amid the absence of that ability to enforce its rules, “what they have is legitimacy — that when they speak, everyone up to and including the President of the United States and the military [says] ‘OK, the court has spoken.’”\u003c/p>\n\u003cp>If that accord was to ever go away, Harris said, “That’s how you get what’s called a constitutional crisis.”\u003c/p>\n\u003cp>“I think they’re beginning to get sensitive to the notion that there’s wide, ever-growing public belief that some of what they’re doing is not legitimate,” said Matthew Coles of the conservative justices.\u003c/p>\n\u003cp>“It’s really important if you think what they’re doing is not legitimate, to keep voicing that.”\u003c/p>\n\u003cp>\u003cem>This story contains reporting from The Associated Press.\u003c/em>\u003c/p>\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 in 2023. 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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"content": "\u003cp>\u003cem>Editor’s Note: A day after the publication of this story, KQED learned that the Palo Alto High School team decided not to compete in the Solar Car Challenge. The team had been preparing for the event for nearly a week in the Texas heat at triple-digit temperatures. Program director Rupa Chaturvedi said she thought driving six hours a day in those conditions would be too dangerous for the kids. “We’re super happy that we were able to produce a roadworthy car, but pushing the limits, based on the weather conditions didn’t make any sense,” she said.\u003c/em>\u003c/p>\n\u003cp>As of Sunday, Palo Alto High School and 19 other student-led teams have embarked on an eight-day, 1,400-mile trip for the \u003ca href=\"https://www.solarcarchallenge.org/challenge/teams2023.shtml\">30th annual Solar Car Challenge\u003c/a>. \u003ca href=\"https://www.kqed.org/news/tag/students\">Students\u003c/a> from across the country built roadworthy solar cars and are driving them on freeways from the starting point in Fort Worth, Texas, to Palmdale, California.\u003c/p>\n\u003cp>The Palo Alto team, made up of 13 sophomores and juniors, spent six months building their car, which they’ve named “The Beast.” At the end of each school day, students would meet at an off-campus workshop to design, weld and tinker. The work typically involved late nights to problem-solve.\u003c/p>\n\u003cp>“I never thought we’d actually make a whole car,” said Alice Jambon, 16, the project’s build lead. “And when we saw it finally run perfectly, it was mind-blowing, honestly.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Beast has three wheels on an ATV suspension system that the students welded to an open metal frame. Its flat roof is completely covered with solar panels.\u003c/p>\n\u003cp>The car’s electric motor can go up to 50 mph, but the team is driving it at about 20 to 30 mph. The Solar Car Challenge is not a race. The winning team is the one that shows the most strategy and efficiency by covering \u003ca href=\"https://www.solarcarchallenge.org/challenge/docs/NatureOfCompetition.pdf\">the most total miles (PDF)\u003c/a>.\u003c/p>\n\u003cp>“The world sort of caught up to us,” said Lehman Marks, founder of the Solar Car Challenge.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Alice Jambon, 16, Palo Alto High School student\"]‘When we saw it finally run perfectly, it was mind-blowing, honestly.’[/pullquote]\u003c/p>\n\u003cp>Marks, a retired physics teacher, started the challenge in 1993 to motivate students in science and engineering. At that time, electric cars were rare. But they have since become more efficient and affordable. With help from \u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2023/02/15/fact-sheet-biden-harris-administration-announces-new-standards-and-major-progress-for-a-made-in-america-national-network-of-electric-vehicle-chargers/\">government green energy initiatives\u003c/a>, electric vehicles are even projected to outsell gasoline-powered cars \u003ca href=\"https://www.nytimes.com/interactive/2021/03/10/climate/electric-vehicle-fleet-turnover.html\">by 2050\u003c/a>.\u003c/p>\n\u003cp>Marks’ program has grown as well. The Solar Car Challenge now includes 261 teams in 39 states, in addition to Canada, Mexico, Costa Rica, Puerto Rico, the Bahamas, Spain and Singapore. “We’re spinning dreams for these kids,” he said.\u003c/p>\n\u003cp>This year, he expects 200,000 people will come out to watch the high schoolers drive their solar vehicles across the southwestern U.S. — despite projected triple-digit temperatures.\u003c/p>\n\u003cfigure id=\"attachment_11955259\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11955259 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1.jpg\" alt=\"An East Indian high school student sits in the middle of a metallic frame as other students work around him.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Raghav Ranga (center), a member of the Palo Alto High School team competing in the 30th Solar Car Challenge, tests out the placement of the steering wheel in the solar car in Palo Alto on July 6, 2023. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a very serious project,” said Rupa Chaturvedi, the Palo Alto team’s program director. “It’s putting a human being in the car and, most likely, a 16-year-old on the freeway, right?”[aside label='More Stories on Electric Cars' tag='electric-cars']Each car is flanked by a three-vehicle convoy, which maintains radio communication with the driver and shields the solar car from passing traffic. EMT teams and a registered nurse accompany the competitors.\u003c/p>\n\u003cp>Alaap Nair, a 17-year-old driver for the Palo Alto team, just got his driver’s license.\u003c/p>\n\u003cp>“All the adrenaline that will go through my body is definitely going to keep me, like, completely focused,” he said. “Completely focused and really immersed in what I’m really driving.”\u003c/p>\n\u003cp>California teams have been part of the Solar Car Challenge since it began, but this is the first time a Bay Area team is competing. While there are no cash prizes, awards are given for elements like distance and engineering. The Palo Alto High School team is already plotting a new design to enter in next year’s challenge.\u003c/p>\n\u003cp>“We’re in Silicon Valley, and that’s where things get started,” Nair said. “Being able to be part of a group that starts something that can have a huge impact on the world — just being one of those pioneers means a lot to the whole team.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Editor’s Note: A day after the publication of this story, KQED learned that the Palo Alto High School team decided not to compete in the Solar Car Challenge. The team had been preparing for the event for nearly a week in the Texas heat at triple-digit temperatures. Program director Rupa Chaturvedi said she thought driving six hours a day in those conditions would be too dangerous for the kids. “We’re super happy that we were able to produce a roadworthy car, but pushing the limits, based on the weather conditions didn’t make any sense,” she said.\u003c/em>\u003c/p>\n\u003cp>As of Sunday, Palo Alto High School and 19 other student-led teams have embarked on an eight-day, 1,400-mile trip for the \u003ca href=\"https://www.solarcarchallenge.org/challenge/teams2023.shtml\">30th annual Solar Car Challenge\u003c/a>. \u003ca href=\"https://www.kqed.org/news/tag/students\">Students\u003c/a> from across the country built roadworthy solar cars and are driving them on freeways from the starting point in Fort Worth, Texas, to Palmdale, California.\u003c/p>\n\u003cp>The Palo Alto team, made up of 13 sophomores and juniors, spent six months building their car, which they’ve named “The Beast.” At the end of each school day, students would meet at an off-campus workshop to design, weld and tinker. The work typically involved late nights to problem-solve.\u003c/p>\n\u003cp>“I never thought we’d actually make a whole car,” said Alice Jambon, 16, the project’s build lead. “And when we saw it finally run perfectly, it was mind-blowing, honestly.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Beast has three wheels on an ATV suspension system that the students welded to an open metal frame. Its flat roof is completely covered with solar panels.\u003c/p>\n\u003cp>The car’s electric motor can go up to 50 mph, but the team is driving it at about 20 to 30 mph. The Solar Car Challenge is not a race. The winning team is the one that shows the most strategy and efficiency by covering \u003ca href=\"https://www.solarcarchallenge.org/challenge/docs/NatureOfCompetition.pdf\">the most total miles (PDF)\u003c/a>.\u003c/p>\n\u003cp>“The world sort of caught up to us,” said Lehman Marks, founder of the Solar Car Challenge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Marks, a retired physics teacher, started the challenge in 1993 to motivate students in science and engineering. At that time, electric cars were rare. But they have since become more efficient and affordable. With help from \u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2023/02/15/fact-sheet-biden-harris-administration-announces-new-standards-and-major-progress-for-a-made-in-america-national-network-of-electric-vehicle-chargers/\">government green energy initiatives\u003c/a>, electric vehicles are even projected to outsell gasoline-powered cars \u003ca href=\"https://www.nytimes.com/interactive/2021/03/10/climate/electric-vehicle-fleet-turnover.html\">by 2050\u003c/a>.\u003c/p>\n\u003cp>Marks’ program has grown as well. The Solar Car Challenge now includes 261 teams in 39 states, in addition to Canada, Mexico, Costa Rica, Puerto Rico, the Bahamas, Spain and Singapore. “We’re spinning dreams for these kids,” he said.\u003c/p>\n\u003cp>This year, he expects 200,000 people will come out to watch the high schoolers drive their solar vehicles across the southwestern U.S. — despite projected triple-digit temperatures.\u003c/p>\n\u003cfigure id=\"attachment_11955259\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11955259 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1.jpg\" alt=\"An East Indian high school student sits in the middle of a metallic frame as other students work around him.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/230705-SOLAR-CAR-MHN-05-KQED-1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Raghav Ranga (center), a member of the Palo Alto High School team competing in the 30th Solar Car Challenge, tests out the placement of the steering wheel in the solar car in Palo Alto on July 6, 2023. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a very serious project,” said Rupa Chaturvedi, the Palo Alto team’s program director. “It’s putting a human being in the car and, most likely, a 16-year-old on the freeway, right?”\u003c/p>\u003c/div>",
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"title": "California Moves Closer to Passing New Guidelines for Teaching Math",
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"headTitle": "California Moves Closer to Passing New Guidelines for Teaching Math | KQED",
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"content": "\u003cp>The State Board of Education is poised to approve a nearly 1,000-page guidance for math instruction this week with the ambitious, much-contested goal of transforming how math is taught in California, where only a third of students — and 1 in 5 low-income students — met standards in the latest state standardized test.\u003c/p>\n\u003cp>With the adoption of new textbooks, it may take years of intensive teacher training on a magnitude the state has not funded in decades before it becomes clear whether \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">the revised Mathematics Framework for California Public Schools\u003c/a> will move the needle of student engagement and achievement. Many teachers are confident it will, but there are skeptics.\u003c/p>\n\u003cp>The revised framework is nearly four years in the making. The third and likely last version, in response to more than 900 comments and petitions pro and con, took 14 months to complete. It was drafted by a new set of writers connected with \u003ca class=\"external\" href=\"https://www.wested.org/project/region-15-comprehensive-center/\">the Region 15 Comprehensive Center\u003c/a> of WestEd, the San Francisco-based research and service organization contracted by the California Department of Education.\u003c/p>\n\u003cp>The state board \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">released the new draft\u003c/a> on June 26; it accepted comments only through noon on July 7. After a final hearing scheduled for Wednesday, the board is expected to pass it, perhaps with minor changes.\u003c/p>\n\u003cp>Among those who will urge the board to adopt the final draft is Kyndall Brown, a former high school math teacher who is the executive director of the state-funded California Mathematics Project Statewide Office. Saying he was pleased that the “spirit” of the framework remains intact, Brown added, “This is the most equity-focused math framework I have ever seen as an educator in California.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement,” he said. “The math ed community, the people I interact with on a regular basis, support the framework, and we are ready to move forward and get this implemented.”\u003c/p>\n\u003cp>The framework’s recommendations are voluntary, but they heavily influence districts’ and teachers’ decisions and serve as guidelines for textbook publishers. The first two drafts have stirred \u003ca class=\"external\" href=\"https://www.newyorker.com/news/our-columnists/how-math-became-an-object-of-the-culture-wars\">national interest\u003c/a>, in part because California, with 5.8 million students, is the nation’s largest and most lucrative market for textbook publishers, who, the framework’s authors make clear (see Chapter 13), will have to hew to its guidelines to make the list of approved publishers.\u003c/p>\n\u003cp>But the proposed framework also adds another twist in the decades long debate over math instruction. Math traditionalists are warning that a proposed student-centered, inquiry-based, “big-ideas” driven instructional strategy, which de-emphasizes memorization and attention to procedures, will fail most students.[pullquote size='medium' align='right' citation=\"Kyndall Brown, executive director, California Mathematics Project Statewide Office\"]‘The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement.’[/pullquote]Thousands of university STEM professionals signed petitions criticizing a proposed high school pathway that appeared to favor data science over the traditional course sequence to calculus, which is required for college students majoring in science, technology, engineering and math. Parents of students with advanced math skills and 6,000 others \u003ca class=\"external\" href=\"https://www.change.org/p/protect-advanced-students-from-the-california-department-of-education-removing-advanced-math-classes-and-options-for-acceleration\">who signed a related petition\u003c/a> were angry that the framework discouraged districts from starting algebra in eighth grade. The early start would give students a leg up on fitting in calculus before high school graduation.\u003c/p>\n\u003cp>In response, the new writers did eliminate the call for a new data science pathway; instead, they wove data skills into math instruction throughout grade spans. They also made some effort to clear up confusion conflating courses in data literacy, which all 21st-century students need, with a more rigorous, math-intensive data science course that, together with calculus, would prepare students for a data science major in college.\u003c/p>\n\u003cp>What the framework didn’t discuss, however, is a related controversy \u003ca class=\"external\" href=\"https://www.chronicle.com/article/the-university-of-california-changed-its-math-standards-some-faculty-arent-happy?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_7204756_nl_Academe-Today_date_20230707&cid=at&source=&sourceid=\">roiling the University of California and California State University faculties\u003c/a> over whether a growing list of UC-authorized data science courses, with minimal advanced math content, will leave students unprepared for math-intensive courses in college.\u003c/p>\n\u003cp>Last week, a committee of the UC faculty senate, called BOARS, which oversees high school course qualifications, publicly acknowledged it is having second thoughts on the approved courses. In \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">a July 7 letter to the state board (PDF)\u003c/a>, the chair of BOARS asked that the revised framework delete references in the text and in a diagram (see below) indicating that data science courses can substitute as a math requirement for Algebra II. The letter indicated that BOARS planned to look into the issue further.\u003c/p>\n\u003cfigure id=\"attachment_11955399\" class=\"wp-caption aligncenter\" style=\"max-width: 1900px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11955399\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png\" alt=\"A screenshot of a chart.\" width=\"1900\" height=\"1042\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png 1900w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-800x439.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1020x559.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1536x842.png 1536w\" sizes=\"(max-width: 1900px) 100vw, 1900px\">\u003cfigcaption class=\"wp-caption-text\">BOARS, the UC faculty committee overseeing the criteria for high school courses meeting the A-G requirements for admission to the University of California and California State University, is asking that the State Board of Education delete Data Science I and II from the circle indicating the current high school data science courses that can be substituted for Algebra II. \u003ccite>(Source: UNE 26, 2023 Revision of the California Mathematics Framework, page 30, Chapter 8)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The writers of the latest revision \u003ca href=\"https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881\" data-saferedirecturl=\"https://www.google.com/url?q=https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881&source=gmail&ust=1689110802672000&usg=AOvVaw0aekap1bu-59WRFtjSHtum\">rephrased or removed some citations of works\u003c/a> in the prior version, on neuroscience and other topics. Some of the citations of work support the instructional methods promoted by math instruction experts, including Stanford University math education professor Jo Boaler, one of the original framework’s team of authors.\u003c/p>\n\u003cp>At least some critics who had hoped that a year of work would fix the numerous problems they raised remain dissatisfied. The most prolific, if not most influential of them, Brian Conrad, professor of mathematics and director of undergraduate studies in math at Stanford, once again called for rejection of the framework due to shortcomings he cited.\u003c/p>\n\u003cp>In \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1cawqhfgphnIJxOf01XzP4KvAzsvUv3Y9/view\">a nine-page update\u003c/a> of his dissertation-length critique from a year ago, he pointed to remaining citation misrepresentations, and inconsistencies that could lead to contradictory interpretations of the framework and data science issues. “Critical concerns remain, and the (framework) does not live up to the standards of a document that sets state-wide education policy,” he wrote in a public comment last week.\u003c/p>\n\u003ch2>Philosophy intact\u003c/h2>\n\u003cp>Most of the past year’s effort went into clarifying, shortening and reorganizing the massive document. The focus of rewriting was on a half-dozen chapters, including the first two, laying out how to develop positive mindsets about math, like the belief that all students can succeed in math, and use students’ diverse backgrounds as “cultural assets.” Vignettes useful for teachers that lengthened chapters were moved to an appendix.[aside label=\"More Education Stories\" tag=\"education\"]Most significantly, the new draft didn’t retreat from its primary charge to make math engaging and relevant for the many students who, particularly once they hit middle school, see math as abstract and inaccessible. That was the guidance of focus groups of teachers, an advisory group of California educators called the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/mathcfccapplicants.asp\">Curriculum Framework and Evaluation Criteria Committee\u003c/a>, and the state board.\u003c/p>\n\u003cp>Using “open, engaging tasks” and “inviting student questions and conjectures” will be among the classroom strategies the framework cites as ways to meet the needs of diverse students; another is to “teach toward social justice,” such as creating graphs of student homelessness or doing data analysis of air and ground pollutants by neighborhood.\u003c/p>\n\u003cp>“Teaching towards social justice is really about using activities and discussions that really highlight some of the inequities in the world,” Boaler said during a June 29 webinar with writers of the original draft following the release of the new draft.\u003c/p>\n\u003ch2>Discouraging Algebra 1 in eighth grade\u003c/h2>\n\u003cp>The earlier writers weren’t involved in the latest rewrite, but, during the webinar, they generally praised the result. Brian Lindaman, co-faculty director of the Center for Science and Mathematics Instruction at Chico State, and the lead of five authors of the earlier framework, said that based on the chapters he had read, “I have liked and appreciated the changes by and large,” including improvements in “the readability, the flow, the coherence of it.”\u003c/p>\n\u003cp>The revised framework also didn’t back off the previous recommendation that nearly all students shouldn’t take Algebra I until ninth grade. It does acknowledge that “some students will be ready to accelerate” into Algebra I in eighth grade, affording them greater access to advanced courses in high school. But those students should be tested for algebra readiness, and schools should consider offering them summer courses, like \u003ca class=\"external\" href=\"https://algebra.org/wp/\">Bob Moses’ Algebra Project\u003c/a>, which has successfully prepared underrepresented students for algebra, the framework states.[pullquote size='medium' align='right' citation=\"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office\"]‘If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes.’[/pullquote]Districts have the authority to decide which students can take algebra in eighth grade; a 2015 state law, the \u003ca class=\"external\" href=\"https://casetext.com/statute/california-codes/california-education-code/title-2-elementary-and-secondary-education/division-4-instruction-and-services/part-28-general-instructional-programs/chapter-2-required-courses-of-study/article-3-courses-of-study-grades-7-to-12/section-512247-california-mathematics-placement-act\">Math Placement Act\u003c/a>, requires districts to adopt objective criteria for placing students in math courses, and consistently apply their policies. But many districts will take their lead from the state.\u003c/p>\n\u003cp>To discourage widespread enrollment in eighth-grade algebra, the framework’s diagram laying out STEM and non-STEM course pathways omits eighth-grade algebra as an option. To justify its position, the framework cites California’s experience in the early 2000s, when the state pressured districts to offer eighth-grade algebra; studies showed many students were unprepared and ended up repeating the course, with no better outcome. “Success for many students was undermined,” the framework said.\u003c/p>\n\u003cp>But Conrad counters that the more recent experience in San Francisco Unified, forcing all students to learn algebra in ninth grade, “was a total failure, exacerbating the very inequities it aimed to prevent, and is especially misguided since this country faces a dire shortage of STEM professionals.”\u003c/p>\n\u003cp>A “common ninth-grade experience” in math also is a strategy to prevent tracking, the practice of identifying potentially advanced math students as early as elementary school. That can have the effect of stunting the self-image, aspirations and abilities of non-tracked students. These students, predominantly low-income Black and Hispanic children, tend to end up with the least inspiring curriculums and least experienced teachers, Brown said. The harmful effects of tracking, he said, are real.\u003c/p>\n\u003cp>“If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes,” said Cole Sampson, a member of the education advisory group to the framework and administrator of professional learning and student support for the Kern County superintendent’s office.\u003c/p>\n\u003cp>But placing algebra-ready students into a heterogeneous classroom of students with a wide range of skills can compound the challenges for teachers. It also denies eighth graders ready for algebra a jump-start to high-school math. To get to calculus, they must now double up math courses, enroll in a summer course or take a challenging compression math course, with supplemental help if they’re lucky. For low-income students holding down jobs, the obstacles hindering acceleration can force them to abandon plans for a STEM concentration in college.\u003c/p>\n\u003ch2>Shorter path to calculus\u003c/h2>\n\u003cp>As an alternative to eighth-grade algebra, the framework recommends that a task force investigate whether eliminating redundancies in the content of current courses could reduce four courses — Algebra I, Geometry, Algebra II and Precalculus — to three and reach advanced math like calculus by senior year.\u003c/p>\n\u003cp>Brown is confident this could be done. Conrad is skeptical, noting the framework drafters have had three years to come up with an alternative and haven’t. Mathematics professor Katherine Stevenson, the director of developmental mathematics at CSU Northridge, finds herself in between: It won’t be possible to pare down a course sequence without first looking at the 2013 Common Core math standards through the lens of what standards students will need in 2030, and then redesign a course sequence based on those standards.\u003c/p>\n\u003cp>Most students don’t major in STEM in college or take calculus. The biggest challenge to high school math is to design courses that will enable students to “exercise choice about their futures” by, the framework says, providing them “more opportunities to make choices that reflect their interests and aspirations.”[aside label=\"Related Stories\" tag=\"california-schools\"]School districts have considerable latitude to design third- and fourth-year courses, and the framework cites Financial Algebra, comparable in rigor to Algebra II, where students do mathematical modeling related to personal finance. Another is \u003ca class=\"external\" href=\"https://bridgecourses.calstate.edu/sites/default/files/inline-files/TCMS%20Brochure%20_2.pdf\">Transition to College Math and Statistics (PDF)\u003c/a>, which Stevenson designed in partnership with Los Angeles Unified. It provides math practices, like reading and interpreting data from two-way frequency tables and bar graphs, for high school seniors uncertain of their plans for college.\u003c/p>\n\u003cp>The goal should be flexibility, keeping students’ options open. The framework cites examples of students’ journeys: A student who plans to major in non-STEM graphics arts discovers an interest in software applications, so she takes Pre-calculus as a senior with a support class, setting herself up for freshman calculus and programming classes. After the standard first two years of math, another student who plans to work in a fabrication shop after graduation takes a course in modeling to understand the math of three-dimensional printing.\u003c/p>\n\u003cp>High school sequences have drawn the most contention, but it’s the underlying instructional strategies that could create the framework’s biggest impact. The approach, which academics call constructivism, underlies the math standards that were adopted in California in the early 1990s, then abandoned after \u003ca class=\"external\" href=\"https://www.nytimes.com/1997/11/27/us/california-goes-to-war-over-math-instruction.html\">a grassroots revolt\u003c/a> in 1997. While the changes wouldn’t be new, they could be drastic, fundamentally turning classroom instruction on its head.\u003c/p>\n\u003cp>The framework defines the difference in contrasting the beliefs in “unproductive” and “productive” roles of teachers.\u003c/p>\n\u003cp>The former, found in many classrooms, is “to tell students exactly what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems. The role of the student is to memorize information that is presented and then use it to solve routine problems on homework, quizzes, and tests.”\u003c/p>\n\u003cp>The latter should be “to engage students in tasks that promote reasoning and problem-solving and facilitate discourse that moves students toward shared understanding of mathematics. The role of the student is to be actively involved in making sense of mathematics tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others.”\u003c/p>\n\u003ch2>Connecting to the world around them\u003c/h2>\n\u003cp>Math isn’t working for the majority of students, the framework says, because there’s no context or connection with what they learn from one day to the next or to the world around them. A year is divided into units of “power standards,” which are taught individually, demonstrated with a procedure, and then assessed, before moving on to the next one.\u003c/p>\n\u003cp>The alternative is to tap into students’ curiosity with the goal of building deep understanding of math ideas. Classes should start with student-based questions about math and explore from there. Teachers should anchor lessons to “big ideas” in each grade that connect clusters of standards within the topic, like number sense, and across domains to show how algebra relates to geometry. Big ideas in third grade include fractions as relationships and number flexibility to 100; in sixth grade, they include relationships between variables.\u003c/p>\n\u003cp>“The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more,” said Sampson.\u003c/p>\n\u003cp>A teacher might start off this way, said Stevenson: “Here’s the situation: What do you notice and wonder about it? Here’s a bunch of things that we’re going to talk about today. Which ones do you already know?” Answers will lead to procedures needed to solve it, whether how to do two-digit multiplication or to calculate the volume of a cylinder.[pullquote size='medium' align='right' citation=\"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office\"]‘The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more.’[/pullquote]“Just the idea of the big ideas is huge, so that teachers aren’t feeling they’re teaching things in isolation,” said Vicki Murray, a learning coordinator in Buellton Unified who has taught elementary grades math, agrees. “Jo Boaler has really done an amazing job showing the mile-high view, that this idea connects to all these different other pieces of math.” Buellton is a 600-student district north of Santa Barbara.\u003c/p>\n\u003cp>“A lot of K-6 teachers are super excited about it, and it makes sense to them,” Stevenson said. “It’s actually asking them to teach math the same way they teach a lot of other things,” like the Next Generation Science Standards. But high school teachers may feel disoriented with the approach and burdened by the complex set of rubrics around which teachers should design lessons.\u003c/p>\n\u003cp>“I support the idea that we need to teach differently. I do agree that what we’re doing right now is not working. We’re trying to teach too much too fast,” Stevenson said. “I wonder if there isn’t a simpler formulation of what they (the authors) are trying to get at.” At the end of a class, she said, students may walk away with a “muddy sense of what they were to have learned.”\u003c/p>\n\u003cp>Tom Loveless, an education researcher who now lives near Sacramento, a former senior fellow at the Brookings Institution and the author of a book on the Common Core standards, gave a harsh assessment of the framework’s philosophy. The authors, he said, created a “false dichotomy” about the need for “conceptual understanding before procedural fluency. Good teachers teach both.”\u003c/p>\n\u003cp>The math framework should be organized around the content of the Common Core standards, not around “rather fuzzy ideas about process,” he said.\u003c/p>\n\u003cp>He said he is sympathetic with the critics that math facts and procedures have been taught poorly. “But there will be a toll paid for pushing them in the background.”\u003c/p>\n\u003cp>“The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem,” he said.[pullquote size='medium' align='right' citation=\"Tom Loveless, education researcher\"]‘The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem.’[/pullquote]Math facts learned and stored in long-term memory can be retrieved effortlessly when students take on more-complex cognitive tasks, he \u003ca class=\"external\" href=\"https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/\">wrote in a recent article\u003c/a>. Contrary to the requirements of the Common Core standards, the framework calls for pushing back fluency in multiplication and division tables until late elementary grades. The delay will carry forward, and he expects fewer students will be prepared for algebra in ninth grade.\u003c/p>\n\u003cp>That has been the experience of Jane Molnar, who has been teaching math for 43 years as a math specialist working in classrooms and as a tutor. “If you don’t master certain things in first grade, second grade, third grade and instead you’re just exploring and talking about numbers, kids just can’t keep up. And when the same thing continues through middle school, students who wouldn’t know how to divide with ease using the division algorithm would find trying to divide polynomials in algebra way too complicated.”\u003c/p>\n\u003ch2>Training is essential\u003c/h2>\n\u003cp>Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge.\u003c/p>\n\u003cp>“There’s going to be some discomfort for sure at the front end for those who really have a very regimented routine about how math should be taught,” said Sampson.\u003c/p>\n\u003cp>Brown said his biggest hope is that the framework “will really influence the way that teachers think about teaching and engaging their students.” His biggest fear is that “the state will not really fully fund the rollout and provide teachers with the support they need to really implement it.”\u003c/p>\n\u003cp>Like Brown, the framework’s original authors said the payoff would be huge.\u003c/p>\n\u003cp>“One of the missions of this framework is to get rid of ways of thinking that only some students can do mathematics to high levels and open up this beautiful subject of mathematics for everyone,” said Boaler.\u003c/p>\n\u003cp>Ben Ford, a math professor at Sonoma State University, said, “If my students start arriving at university understanding mathematics as a set of lenses for exploring questions that they’re actually interested in, I would be ecstatic. And that is one of the goals of this framework.”\u003c/p>\n\u003cp>Loveless, however, predicts history will repeat itself.\u003c/p>\n\u003cp>Just as more parents now are demanding an end to whole-language instruction and adoption of reading curricula with basic literacy skills, parents seeing poor results in math will demand change in a few years, as they did in the ’90s, he said.\u003c/p>\n\u003cp>“Math facts are to math as phonics is to reading,” Loveless said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The State Board of Education is poised to approve a nearly 1,000-page guidance for math instruction this week with the ambitious, much-contested goal of transforming how math is taught in California, where only a third of students — and 1 in 5 low-income students — met standards in the latest state standardized test.\u003c/p>\n\u003cp>With the adoption of new textbooks, it may take years of intensive teacher training on a magnitude the state has not funded in decades before it becomes clear whether \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">the revised Mathematics Framework for California Public Schools\u003c/a> will move the needle of student engagement and achievement. Many teachers are confident it will, but there are skeptics.\u003c/p>\n\u003cp>The revised framework is nearly four years in the making. The third and likely last version, in response to more than 900 comments and petitions pro and con, took 14 months to complete. It was drafted by a new set of writers connected with \u003ca class=\"external\" href=\"https://www.wested.org/project/region-15-comprehensive-center/\">the Region 15 Comprehensive Center\u003c/a> of WestEd, the San Francisco-based research and service organization contracted by the California Department of Education.\u003c/p>\n\u003cp>The state board \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">released the new draft\u003c/a> on June 26; it accepted comments only through noon on July 7. After a final hearing scheduled for Wednesday, the board is expected to pass it, perhaps with minor changes.\u003c/p>\n\u003cp>Among those who will urge the board to adopt the final draft is Kyndall Brown, a former high school math teacher who is the executive director of the state-funded California Mathematics Project Statewide Office. Saying he was pleased that the “spirit” of the framework remains intact, Brown added, “This is the most equity-focused math framework I have ever seen as an educator in California.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement,” he said. “The math ed community, the people I interact with on a regular basis, support the framework, and we are ready to move forward and get this implemented.”\u003c/p>\n\u003cp>The framework’s recommendations are voluntary, but they heavily influence districts’ and teachers’ decisions and serve as guidelines for textbook publishers. The first two drafts have stirred \u003ca class=\"external\" href=\"https://www.newyorker.com/news/our-columnists/how-math-became-an-object-of-the-culture-wars\">national interest\u003c/a>, in part because California, with 5.8 million students, is the nation’s largest and most lucrative market for textbook publishers, who, the framework’s authors make clear (see Chapter 13), will have to hew to its guidelines to make the list of approved publishers.\u003c/p>\n\u003cp>But the proposed framework also adds another twist in the decades long debate over math instruction. Math traditionalists are warning that a proposed student-centered, inquiry-based, “big-ideas” driven instructional strategy, which de-emphasizes memorization and attention to procedures, will fail most students.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Thousands of university STEM professionals signed petitions criticizing a proposed high school pathway that appeared to favor data science over the traditional course sequence to calculus, which is required for college students majoring in science, technology, engineering and math. Parents of students with advanced math skills and 6,000 others \u003ca class=\"external\" href=\"https://www.change.org/p/protect-advanced-students-from-the-california-department-of-education-removing-advanced-math-classes-and-options-for-acceleration\">who signed a related petition\u003c/a> were angry that the framework discouraged districts from starting algebra in eighth grade. The early start would give students a leg up on fitting in calculus before high school graduation.\u003c/p>\n\u003cp>In response, the new writers did eliminate the call for a new data science pathway; instead, they wove data skills into math instruction throughout grade spans. They also made some effort to clear up confusion conflating courses in data literacy, which all 21st-century students need, with a more rigorous, math-intensive data science course that, together with calculus, would prepare students for a data science major in college.\u003c/p>\n\u003cp>What the framework didn’t discuss, however, is a related controversy \u003ca class=\"external\" href=\"https://www.chronicle.com/article/the-university-of-california-changed-its-math-standards-some-faculty-arent-happy?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_7204756_nl_Academe-Today_date_20230707&cid=at&source=&sourceid=\">roiling the University of California and California State University faculties\u003c/a> over whether a growing list of UC-authorized data science courses, with minimal advanced math content, will leave students unprepared for math-intensive courses in college.\u003c/p>\n\u003cp>Last week, a committee of the UC faculty senate, called BOARS, which oversees high school course qualifications, publicly acknowledged it is having second thoughts on the approved courses. In \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">a July 7 letter to the state board (PDF)\u003c/a>, the chair of BOARS asked that the revised framework delete references in the text and in a diagram (see below) indicating that data science courses can substitute as a math requirement for Algebra II. The letter indicated that BOARS planned to look into the issue further.\u003c/p>\n\u003cfigure id=\"attachment_11955399\" class=\"wp-caption aligncenter\" style=\"max-width: 1900px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11955399\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png\" alt=\"A screenshot of a chart.\" width=\"1900\" height=\"1042\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png 1900w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-800x439.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1020x559.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1536x842.png 1536w\" sizes=\"(max-width: 1900px) 100vw, 1900px\">\u003cfigcaption class=\"wp-caption-text\">BOARS, the UC faculty committee overseeing the criteria for high school courses meeting the A-G requirements for admission to the University of California and California State University, is asking that the State Board of Education delete Data Science I and II from the circle indicating the current high school data science courses that can be substituted for Algebra II. \u003ccite>(Source: UNE 26, 2023 Revision of the California Mathematics Framework, page 30, Chapter 8)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The writers of the latest revision \u003ca href=\"https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881\" data-saferedirecturl=\"https://www.google.com/url?q=https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881&source=gmail&ust=1689110802672000&usg=AOvVaw0aekap1bu-59WRFtjSHtum\">rephrased or removed some citations of works\u003c/a> in the prior version, on neuroscience and other topics. Some of the citations of work support the instructional methods promoted by math instruction experts, including Stanford University math education professor Jo Boaler, one of the original framework’s team of authors.\u003c/p>\n\u003cp>At least some critics who had hoped that a year of work would fix the numerous problems they raised remain dissatisfied. The most prolific, if not most influential of them, Brian Conrad, professor of mathematics and director of undergraduate studies in math at Stanford, once again called for rejection of the framework due to shortcomings he cited.\u003c/p>\n\u003cp>In \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1cawqhfgphnIJxOf01XzP4KvAzsvUv3Y9/view\">a nine-page update\u003c/a> of his dissertation-length critique from a year ago, he pointed to remaining citation misrepresentations, and inconsistencies that could lead to contradictory interpretations of the framework and data science issues. “Critical concerns remain, and the (framework) does not live up to the standards of a document that sets state-wide education policy,” he wrote in a public comment last week.\u003c/p>\n\u003ch2>Philosophy intact\u003c/h2>\n\u003cp>Most of the past year’s effort went into clarifying, shortening and reorganizing the massive document. The focus of rewriting was on a half-dozen chapters, including the first two, laying out how to develop positive mindsets about math, like the belief that all students can succeed in math, and use students’ diverse backgrounds as “cultural assets.” Vignettes useful for teachers that lengthened chapters were moved to an appendix.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Most significantly, the new draft didn’t retreat from its primary charge to make math engaging and relevant for the many students who, particularly once they hit middle school, see math as abstract and inaccessible. That was the guidance of focus groups of teachers, an advisory group of California educators called the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/mathcfccapplicants.asp\">Curriculum Framework and Evaluation Criteria Committee\u003c/a>, and the state board.\u003c/p>\n\u003cp>Using “open, engaging tasks” and “inviting student questions and conjectures” will be among the classroom strategies the framework cites as ways to meet the needs of diverse students; another is to “teach toward social justice,” such as creating graphs of student homelessness or doing data analysis of air and ground pollutants by neighborhood.\u003c/p>\n\u003cp>“Teaching towards social justice is really about using activities and discussions that really highlight some of the inequities in the world,” Boaler said during a June 29 webinar with writers of the original draft following the release of the new draft.\u003c/p>\n\u003ch2>Discouraging Algebra 1 in eighth grade\u003c/h2>\n\u003cp>The earlier writers weren’t involved in the latest rewrite, but, during the webinar, they generally praised the result. Brian Lindaman, co-faculty director of the Center for Science and Mathematics Instruction at Chico State, and the lead of five authors of the earlier framework, said that based on the chapters he had read, “I have liked and appreciated the changes by and large,” including improvements in “the readability, the flow, the coherence of it.”\u003c/p>\n\u003cp>The revised framework also didn’t back off the previous recommendation that nearly all students shouldn’t take Algebra I until ninth grade. It does acknowledge that “some students will be ready to accelerate” into Algebra I in eighth grade, affording them greater access to advanced courses in high school. But those students should be tested for algebra readiness, and schools should consider offering them summer courses, like \u003ca class=\"external\" href=\"https://algebra.org/wp/\">Bob Moses’ Algebra Project\u003c/a>, which has successfully prepared underrepresented students for algebra, the framework states.\u003c/p>\u003c/div>",
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"content": "‘If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Districts have the authority to decide which students can take algebra in eighth grade; a 2015 state law, the \u003ca class=\"external\" href=\"https://casetext.com/statute/california-codes/california-education-code/title-2-elementary-and-secondary-education/division-4-instruction-and-services/part-28-general-instructional-programs/chapter-2-required-courses-of-study/article-3-courses-of-study-grades-7-to-12/section-512247-california-mathematics-placement-act\">Math Placement Act\u003c/a>, requires districts to adopt objective criteria for placing students in math courses, and consistently apply their policies. But many districts will take their lead from the state.\u003c/p>\n\u003cp>To discourage widespread enrollment in eighth-grade algebra, the framework’s diagram laying out STEM and non-STEM course pathways omits eighth-grade algebra as an option. To justify its position, the framework cites California’s experience in the early 2000s, when the state pressured districts to offer eighth-grade algebra; studies showed many students were unprepared and ended up repeating the course, with no better outcome. “Success for many students was undermined,” the framework said.\u003c/p>\n\u003cp>But Conrad counters that the more recent experience in San Francisco Unified, forcing all students to learn algebra in ninth grade, “was a total failure, exacerbating the very inequities it aimed to prevent, and is especially misguided since this country faces a dire shortage of STEM professionals.”\u003c/p>\n\u003cp>A “common ninth-grade experience” in math also is a strategy to prevent tracking, the practice of identifying potentially advanced math students as early as elementary school. That can have the effect of stunting the self-image, aspirations and abilities of non-tracked students. These students, predominantly low-income Black and Hispanic children, tend to end up with the least inspiring curriculums and least experienced teachers, Brown said. The harmful effects of tracking, he said, are real.\u003c/p>\n\u003cp>“If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes,” said Cole Sampson, a member of the education advisory group to the framework and administrator of professional learning and student support for the Kern County superintendent’s office.\u003c/p>\n\u003cp>But placing algebra-ready students into a heterogeneous classroom of students with a wide range of skills can compound the challenges for teachers. It also denies eighth graders ready for algebra a jump-start to high-school math. To get to calculus, they must now double up math courses, enroll in a summer course or take a challenging compression math course, with supplemental help if they’re lucky. For low-income students holding down jobs, the obstacles hindering acceleration can force them to abandon plans for a STEM concentration in college.\u003c/p>\n\u003ch2>Shorter path to calculus\u003c/h2>\n\u003cp>As an alternative to eighth-grade algebra, the framework recommends that a task force investigate whether eliminating redundancies in the content of current courses could reduce four courses — Algebra I, Geometry, Algebra II and Precalculus — to three and reach advanced math like calculus by senior year.\u003c/p>\n\u003cp>Brown is confident this could be done. Conrad is skeptical, noting the framework drafters have had three years to come up with an alternative and haven’t. Mathematics professor Katherine Stevenson, the director of developmental mathematics at CSU Northridge, finds herself in between: It won’t be possible to pare down a course sequence without first looking at the 2013 Common Core math standards through the lens of what standards students will need in 2030, and then redesign a course sequence based on those standards.\u003c/p>\n\u003cp>Most students don’t major in STEM in college or take calculus. The biggest challenge to high school math is to design courses that will enable students to “exercise choice about their futures” by, the framework says, providing them “more opportunities to make choices that reflect their interests and aspirations.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>School districts have considerable latitude to design third- and fourth-year courses, and the framework cites Financial Algebra, comparable in rigor to Algebra II, where students do mathematical modeling related to personal finance. Another is \u003ca class=\"external\" href=\"https://bridgecourses.calstate.edu/sites/default/files/inline-files/TCMS%20Brochure%20_2.pdf\">Transition to College Math and Statistics (PDF)\u003c/a>, which Stevenson designed in partnership with Los Angeles Unified. It provides math practices, like reading and interpreting data from two-way frequency tables and bar graphs, for high school seniors uncertain of their plans for college.\u003c/p>\n\u003cp>The goal should be flexibility, keeping students’ options open. The framework cites examples of students’ journeys: A student who plans to major in non-STEM graphics arts discovers an interest in software applications, so she takes Pre-calculus as a senior with a support class, setting herself up for freshman calculus and programming classes. After the standard first two years of math, another student who plans to work in a fabrication shop after graduation takes a course in modeling to understand the math of three-dimensional printing.\u003c/p>\n\u003cp>High school sequences have drawn the most contention, but it’s the underlying instructional strategies that could create the framework’s biggest impact. The approach, which academics call constructivism, underlies the math standards that were adopted in California in the early 1990s, then abandoned after \u003ca class=\"external\" href=\"https://www.nytimes.com/1997/11/27/us/california-goes-to-war-over-math-instruction.html\">a grassroots revolt\u003c/a> in 1997. While the changes wouldn’t be new, they could be drastic, fundamentally turning classroom instruction on its head.\u003c/p>\n\u003cp>The framework defines the difference in contrasting the beliefs in “unproductive” and “productive” roles of teachers.\u003c/p>\n\u003cp>The former, found in many classrooms, is “to tell students exactly what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems. The role of the student is to memorize information that is presented and then use it to solve routine problems on homework, quizzes, and tests.”\u003c/p>\n\u003cp>The latter should be “to engage students in tasks that promote reasoning and problem-solving and facilitate discourse that moves students toward shared understanding of mathematics. The role of the student is to be actively involved in making sense of mathematics tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others.”\u003c/p>\n\u003ch2>Connecting to the world around them\u003c/h2>\n\u003cp>Math isn’t working for the majority of students, the framework says, because there’s no context or connection with what they learn from one day to the next or to the world around them. A year is divided into units of “power standards,” which are taught individually, demonstrated with a procedure, and then assessed, before moving on to the next one.\u003c/p>\n\u003cp>The alternative is to tap into students’ curiosity with the goal of building deep understanding of math ideas. Classes should start with student-based questions about math and explore from there. Teachers should anchor lessons to “big ideas” in each grade that connect clusters of standards within the topic, like number sense, and across domains to show how algebra relates to geometry. Big ideas in third grade include fractions as relationships and number flexibility to 100; in sixth grade, they include relationships between variables.\u003c/p>\n\u003cp>“The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more,” said Sampson.\u003c/p>\n\u003cp>A teacher might start off this way, said Stevenson: “Here’s the situation: What do you notice and wonder about it? Here’s a bunch of things that we’re going to talk about today. Which ones do you already know?” Answers will lead to procedures needed to solve it, whether how to do two-digit multiplication or to calculate the volume of a cylinder.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Just the idea of the big ideas is huge, so that teachers aren’t feeling they’re teaching things in isolation,” said Vicki Murray, a learning coordinator in Buellton Unified who has taught elementary grades math, agrees. “Jo Boaler has really done an amazing job showing the mile-high view, that this idea connects to all these different other pieces of math.” Buellton is a 600-student district north of Santa Barbara.\u003c/p>\n\u003cp>“A lot of K-6 teachers are super excited about it, and it makes sense to them,” Stevenson said. “It’s actually asking them to teach math the same way they teach a lot of other things,” like the Next Generation Science Standards. But high school teachers may feel disoriented with the approach and burdened by the complex set of rubrics around which teachers should design lessons.\u003c/p>\n\u003cp>“I support the idea that we need to teach differently. I do agree that what we’re doing right now is not working. We’re trying to teach too much too fast,” Stevenson said. “I wonder if there isn’t a simpler formulation of what they (the authors) are trying to get at.” At the end of a class, she said, students may walk away with a “muddy sense of what they were to have learned.”\u003c/p>\n\u003cp>Tom Loveless, an education researcher who now lives near Sacramento, a former senior fellow at the Brookings Institution and the author of a book on the Common Core standards, gave a harsh assessment of the framework’s philosophy. The authors, he said, created a “false dichotomy” about the need for “conceptual understanding before procedural fluency. Good teachers teach both.”\u003c/p>\n\u003cp>The math framework should be organized around the content of the Common Core standards, not around “rather fuzzy ideas about process,” he said.\u003c/p>\n\u003cp>He said he is sympathetic with the critics that math facts and procedures have been taught poorly. “But there will be a toll paid for pushing them in the background.”\u003c/p>\n\u003cp>“The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem,” he said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Math facts learned and stored in long-term memory can be retrieved effortlessly when students take on more-complex cognitive tasks, he \u003ca class=\"external\" href=\"https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/\">wrote in a recent article\u003c/a>. Contrary to the requirements of the Common Core standards, the framework calls for pushing back fluency in multiplication and division tables until late elementary grades. The delay will carry forward, and he expects fewer students will be prepared for algebra in ninth grade.\u003c/p>\n\u003cp>That has been the experience of Jane Molnar, who has been teaching math for 43 years as a math specialist working in classrooms and as a tutor. “If you don’t master certain things in first grade, second grade, third grade and instead you’re just exploring and talking about numbers, kids just can’t keep up. And when the same thing continues through middle school, students who wouldn’t know how to divide with ease using the division algorithm would find trying to divide polynomials in algebra way too complicated.”\u003c/p>\n\u003ch2>Training is essential\u003c/h2>\n\u003cp>Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge.\u003c/p>\n\u003cp>“There’s going to be some discomfort for sure at the front end for those who really have a very regimented routine about how math should be taught,” said Sampson.\u003c/p>\n\u003cp>Brown said his biggest hope is that the framework “will really influence the way that teachers think about teaching and engaging their students.” His biggest fear is that “the state will not really fully fund the rollout and provide teachers with the support they need to really implement it.”\u003c/p>\n\u003cp>Like Brown, the framework’s original authors said the payoff would be huge.\u003c/p>\n\u003cp>“One of the missions of this framework is to get rid of ways of thinking that only some students can do mathematics to high levels and open up this beautiful subject of mathematics for everyone,” said Boaler.\u003c/p>\n\u003cp>Ben Ford, a math professor at Sonoma State University, said, “If my students start arriving at university understanding mathematics as a set of lenses for exploring questions that they’re actually interested in, I would be ecstatic. And that is one of the goals of this framework.”\u003c/p>\n\u003cp>Loveless, however, predicts history will repeat itself.\u003c/p>\n\u003cp>Just as more parents now are demanding an end to whole-language instruction and adoption of reading curricula with basic literacy skills, parents seeing poor results in math will demand change in a few years, as they did in the ’90s, he said.\u003c/p>\n\u003cp>“Math facts are to math as phonics is to reading,” Loveless said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Update, 4 p.m. Thursday: \u003c/strong>Stanford University graduate students have voted to unionize after an election conducted through the National Labor Relations Board came back with over 90% support Thursday.\u003c/p>\n\u003cp>Katherine Whatley, a Ph.D. student at Stanford, said the labor of grad students often goes unnoticed.\u003c/p>\n\u003cp>“Whether it be working in the lab or in the classroom or doing research, giving presentations — all of that is labor,” Whatley told KQED. “So, we use the [term] Stanford Graduate Workers because we want to highlight the fact that we are workers, not only students, and that the work that we do, the labor that we do, is vital to Stanford as an institution.”\u003c/p>\n\u003cp>With the election results finalized, the union can now bargain with the university for a contract. In a statement, Stanford said it looks forward to working in good faith with the union.\u003c/p>\n\u003cp>\u003cstrong>Original story, June 1:\u003c/strong> Graduate workers at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a> voted this week on whether to form a union.\u003c/p>\n\u003cp>If the campaign succeeds, thousands of graduate students who provide teaching and research duties could represent one of the nation’s largest bargaining units among graduate workers at a private university.\u003c/p>\n\u003cp>The vote comes months after \u003ca href=\"https://www.kqed.org/forum/2010101891301/48000-academic-workers-strike-across-university-of-california-campuse\">academic workers at the University of California walked off the job\u003c/a> in the largest higher education strike in U.S. history, and is part of a wave of union drives among graduate workers nationwide. Graduate workers at \u003ca href=\"https://news.yale.edu/2023/01/09/yale-graduate-students-vote-form-labor-union\">Yale University\u003c/a>, the \u003ca href=\"https://www.latimes.com/california/story/2023-02-17/usc-graduate-student-workers-vote-yes-to-unionization\">University of Southern California\u003c/a> and the \u003ca href=\"https://chicago.suntimes.com/education/2023/3/17/23645593/graduate-students-unionize-university-chicago-teaching-research\">University of Chicago\u003c/a> all voted to unionize this year.\u003c/p>\n\u003cp>The outcome of the election at Stanford is \u003ca href=\"https://news.stanford.edu/report/2023/05/18/graduate-student-union-election-scheduled/\">expected this summer\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Amid soaring housing costs and a tumultuous academic job market, graduate workers at Stanford and elsewhere are pushing to increase wages and improve benefits. They say academic hierarchies and low pay can leave graduate workers vulnerable to harassment, bullying and discrimination.\u003c/p>\n\u003cp>Graduate workers see collective bargaining as a way to change that, and to create more fair, effective grievance processes when graduate employees do file complaints.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/08/23/491090762/nlrb-rules-graduate-students-are-employees-with-the-right-to-unionize#:~:text=The%20National%20Labor%20Relations%20Board%20ruled%203%2D1%20Tuesday%20that,the%20right%20to%20collective%20bargaining.\">National Labor Relations Board ruled in 2016\u003c/a> that graduate students working as teaching or research assistants at private universities are employees. But graduate workers say the process for filing harassment complaints through the Title IX office — officially known as the SHARE (Sexual Harassment/Assault Response and Education) Title IX Office — is not equipped to support graduate student employees.\u003c/p>\n\u003ch2>A complaint process designed for students, not graduate workers\u003c/h2>\n\u003cp>Chloé Brault, a Ph.D. candidate in comparative literature at Stanford, said graduate workers need a process that treats reports of abuse or predatory behavior like workplace safety issues.\u003c/p>\n\u003cfigure id=\"attachment_11951864\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951864\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut.jpg\" alt=\"A shot of the back of a woman's black T-shirt that reads, "Stanford works because we do."\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chloé Brault, a Stanford Ph.D. candidate, shows the back of her T-shirt, which says, ‘Stanford Works Because We Do,’ near Wallenberg Hall on the Stanford campus on May 30, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea of power abuse — if you define harassment as power abuse — is very familiar to any graduate worker at Stanford,” Brault said. “This might look like bullying, it might look like retaining pay, it may look like undermining in a meeting in a professional setting, it might look like stalking. Frankly, I’ve heard it all.”\u003c/p>\n\u003cp>Brault said over the past six years, she’s been involved in three cases filed with the Title IX office as a witness, and she’s seen how traumatizing the process can be.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Chloé Brault, Stanford Ph.D. candidate\"]‘The idea of power abuse — if you define harassment as power abuse — is very familiar to any graduate worker at Stanford.’[/pullquote]\u003c/p>\n\u003cp>Regulations adopted during the Trump administration narrowed the definition of sexual harassment to conduct that is “so severe, pervasive and objectively offensive” it denies a person’s access to their education.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.equalrights.org/issue/the-title-ix-process/\">Title IX process can take several months or longer\u003c/a>, and focus on determining whether allegations meet that federal definition of sexual harassment rather than providing support.\u003c/p>\n\u003cp>“We get told, ‘This meets the threshold, this does not, the grievance process will proceed whether you like it or not, we’ll give you options to opt in or opt out, but otherwise the investigation is happening with or without you,’” Brault said.\u003c/p>\n\u003cp>Brault added that international student workers face additional barriers to reporting, and for them taking a leave of absence can mean losing campus housing, income and visas.\u003c/p>\n\u003ch2>A push for a fairer, more transparent, more effective complaint process\u003c/h2>\n\u003cp>Through unionizing, Stanford graduate workers could bargain for an official grievance process that takes those concerns into account, and be provided with union representation in disciplinary proceedings. They’re also advocating for contingency plans for graduate workers when supervisors are accused of abuse.\u003c/p>\n\u003cfigure id=\"attachment_11951859\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951859\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut.jpg\" alt=\"A shot of a college campus from inside an arched tunnel.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The Stanford campus, on May 30, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gabriela Basel, a third-year Ph.D. student studying chemical engineering, said she knows too many people at Stanford who have gone through the Title IX process only to see no changes.\u003c/p>\n\u003cp>“And it’s just gut-wrenching to hear these stories of power abuse and sexual abuse from supervisors and knowing that there’s nothing that graduate employees can do, there’s nowhere we can go,” Basel said.\u003c/p>\n\u003cp>But with a union, she said, Stanford will have no choice but to listen and sit down with workers at the bargaining table.[aside postID=news_11950873 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/05/GettyImages-1490480975-1020x680.jpg']Stett Holbrook, senior director of media relations and issues management at Stanford, said in a statement that the university values the many contributions graduate students make to Stanford’s mission of teaching and research.\u003c/p>\n\u003cp>Holbrook also noted that the university is encouraging every eligible graduate student to educate themselves about what it means to become a member of a union and then to exercise their right to vote in the election.\u003c/p>\n\u003cp>Holbrook said the university is committed to providing a campus that is free of sex-based discrimination, sexual harassment and all forms of sexual misconduct. He said the school’s Title IX office has been working with the Graduate Life Office to increase its visibility within the graduate student community.\u003c/p>\n\u003cp>Stanford graduate workers are not alone in organizing to improve protections for those who experience abuse on the job. Student workers at \u003ca href=\"http://harvardgradunion.org/times-up-committee/nocarveout/\">Harvard\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2022/01/07/columbia-university-strike-ends/\">Columbia\u003c/a> both have pushed for the option of third-party arbitration for discrimination and harassment complaints.\u003c/p>\n\u003ch2>Labor movement meets the fight against gender-based violence\u003c/h2>\n\u003cp>Labor movements must think about sexual harassment and discrimination as a labor issue, said Erin O’Callaghan, an incoming assistant professor at Colorado State University who participated in two strikes while she was a graduate student worker at the University of Illinois at Chicago.\u003c/p>\n\u003cp>O’Callaghan co-authored a paper, ‘‘\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34661481/#full-view-affiliation-1\">Sexual Harassment in the Academy: Harnessing the Growing Labor Movement in Higher Education to Address Sexual Harassment Against Graduate Workers\u003c/a>,” that calls for structural changes in academia to address gender-based violence.\u003c/p>\n\u003cp>According to a study cited in that paper, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0361684316644838\">nearly 60% of female graduate students reported experiencing sexual harassment\u003c/a> from other students, and 38% of female graduate students reported sexual harassment by faculty or staff.\u003c/p>\n\u003cfigure id=\"attachment_11951861\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951861\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut.jpg\" alt=\"On a college campus hundreds of students are gathered in a quad-like area surrounded by chunky buildings and green trees. It's a sea of students.\" width=\"1920\" height=\"1281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students gather for a union rally at Stanford on April 3, 2023. \u003ccite>(Courtesy Fletcher Chapin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The bottom line is that because [graduate workers] are such a cheap form of labor, and there’s another one to take your place, there’s no incentive to protect people that are in that type of working environment,” O’Callaghan said. “You could have four graduate students working under you as a faculty member and their collective salary would not come close to what you are paid.”\u003c/p>\n\u003cp>Union organizers are aiming to address some of that power imbalance by campaigning for a living wage, affordable housing and better benefits like full dental and vision coverage and subsidized child care.[pullquote size=\"medium\" align=\"right\" citation=\"Erin O’Callaghan, assistant professor, Colorado State University\"]‘The bottom line is that because [graduate workers] are such a cheap form of labor, and there’s another one to take your place, there’s no incentive to protect people that are in that type of working environment.’[/pullquote]Working conditions can be particularly precarious for \u003ca href=\"https://facts.stanford.edu/academics/graduate/\">international students, who make up about 35% of all graduate students at Stanford\u003c/a>.\u003c/p>\n\u003cp>Miikka Jaarte, a fourth-year Ph.D. candidate from Finland who is studying philosophy, said an estimated 45% of his annual take-home pay goes toward rent.\u003c/p>\n\u003cp>“Every year I was in Stanford housing, I would get a little pay bump and I would get a larger rent bump,” Jaarte said. “We would just like our wages to keep up with the cost of housing and with inflation.”\u003c/p>\n\u003cp>Union organizers are also pushing for better protections for international student workers, like improving legal resources and creating a grievance procedure for graduate workers who have been unjustly terminated and fear deportation.\u003c/p>\n\u003ch2>Workers organizing amid a bleak academic job market\u003c/h2>\n\u003cp>For Allen Nie, a fourth-year computer science Ph.D. student, unionizing is a way to acknowledge the value graduate student workers bring to the university, and their identities as workers.\u003c/p>\n\u003cfigure id=\"attachment_11951860\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951860\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut.jpg\" alt=\"College students in hoodies with backpacks chat on campus on a sunny day. Many students are on a quad area with trees and big tan buildings.\" width=\"1920\" height=\"1281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Allen Nie, a fourth-year Stanford Ph.D. student, attends a rally on campus on April 3, 2023. \u003ccite>(Courtesy Fletcher Chapin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Even though there is some enrichment of our knowledge, we’re not just purely passively receiving that from the university,” he said. “To those of my fellow workers, I would say, ‘Take a hard look at how much you’re getting from the university and take a look at how much you’re contributing to the scientific community.'”\u003c/p>\n\u003cp>The wave of graduate workers organizing appears poised to continue. According to Bloomberg Law, \u003ca href=\"https://news.bloomberglaw.com/daily-labor-report/college-university-strike-wave-continues-its-swell-into-2023\">professors, graduate teaching and research assistants and other academic workers went on strike 15 times in 2022\u003c/a>, and the \u003ca href=\"https://twitter.com/unionelections/status/1599824581325336576\">largest union election petitions last year were filed by graduate workers\u003c/a>, according to Daily Union Elections.[pullquote size=\"medium\" align=\"right\" citation=\"Sarah Mason, graduate student researcher, UC Santa Cruz Center for Labor and Community\"]‘We need to be fighting now for what we need. And more than that, those fights can be the basis for truly transforming the university on our terms.’[/pullquote]Workers in higher education are responding to structural changes in academia over the last few decades, said Sarah Mason, a Ph.D. candidate in sociology and a graduate student researcher at the UC Santa Cruz Center for Labor and Community.\u003c/p>\n\u003cp>Departments and divisions have been financially gutted, workloads have exploded and tenured faculty positions have been replaced by a precarious workforce, Mason said. She added that students are crushed by private debt and described the prospects for future employment as incredibly bleak.\u003c/p>\n\u003cp>“I think there’s an increasing sense that these problems are not going to be solved by the people who created them,” Mason said. “We need to be fighting now for what we need. And more than that, those fights can be the basis for truly transforming the university on our terms.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 4 p.m. Thursday: \u003c/strong>Stanford University graduate students have voted to unionize after an election conducted through the National Labor Relations Board came back with over 90% support Thursday.\u003c/p>\n\u003cp>Katherine Whatley, a Ph.D. student at Stanford, said the labor of grad students often goes unnoticed.\u003c/p>\n\u003cp>“Whether it be working in the lab or in the classroom or doing research, giving presentations — all of that is labor,” Whatley told KQED. “So, we use the [term] Stanford Graduate Workers because we want to highlight the fact that we are workers, not only students, and that the work that we do, the labor that we do, is vital to Stanford as an institution.”\u003c/p>\n\u003cp>With the election results finalized, the union can now bargain with the university for a contract. In a statement, Stanford said it looks forward to working in good faith with the union.\u003c/p>\n\u003cp>\u003cstrong>Original story, June 1:\u003c/strong> Graduate workers at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a> voted this week on whether to form a union.\u003c/p>\n\u003cp>If the campaign succeeds, thousands of graduate students who provide teaching and research duties could represent one of the nation’s largest bargaining units among graduate workers at a private university.\u003c/p>\n\u003cp>The vote comes months after \u003ca href=\"https://www.kqed.org/forum/2010101891301/48000-academic-workers-strike-across-university-of-california-campuse\">academic workers at the University of California walked off the job\u003c/a> in the largest higher education strike in U.S. history, and is part of a wave of union drives among graduate workers nationwide. Graduate workers at \u003ca href=\"https://news.yale.edu/2023/01/09/yale-graduate-students-vote-form-labor-union\">Yale University\u003c/a>, the \u003ca href=\"https://www.latimes.com/california/story/2023-02-17/usc-graduate-student-workers-vote-yes-to-unionization\">University of Southern California\u003c/a> and the \u003ca href=\"https://chicago.suntimes.com/education/2023/3/17/23645593/graduate-students-unionize-university-chicago-teaching-research\">University of Chicago\u003c/a> all voted to unionize this year.\u003c/p>\n\u003cp>The outcome of the election at Stanford is \u003ca href=\"https://news.stanford.edu/report/2023/05/18/graduate-student-union-election-scheduled/\">expected this summer\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Amid soaring housing costs and a tumultuous academic job market, graduate workers at Stanford and elsewhere are pushing to increase wages and improve benefits. They say academic hierarchies and low pay can leave graduate workers vulnerable to harassment, bullying and discrimination.\u003c/p>\n\u003cp>Graduate workers see collective bargaining as a way to change that, and to create more fair, effective grievance processes when graduate employees do file complaints.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/08/23/491090762/nlrb-rules-graduate-students-are-employees-with-the-right-to-unionize#:~:text=The%20National%20Labor%20Relations%20Board%20ruled%203%2D1%20Tuesday%20that,the%20right%20to%20collective%20bargaining.\">National Labor Relations Board ruled in 2016\u003c/a> that graduate students working as teaching or research assistants at private universities are employees. But graduate workers say the process for filing harassment complaints through the Title IX office — officially known as the SHARE (Sexual Harassment/Assault Response and Education) Title IX Office — is not equipped to support graduate student employees.\u003c/p>\n\u003ch2>A complaint process designed for students, not graduate workers\u003c/h2>\n\u003cp>Chloé Brault, a Ph.D. candidate in comparative literature at Stanford, said graduate workers need a process that treats reports of abuse or predatory behavior like workplace safety issues.\u003c/p>\n\u003cfigure id=\"attachment_11951864\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951864\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut.jpg\" alt=\"A shot of the back of a woman's black T-shirt that reads, "Stanford works because we do."\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65954_002_KQED_StanfordGradUnion_05302023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chloé Brault, a Stanford Ph.D. candidate, shows the back of her T-shirt, which says, ‘Stanford Works Because We Do,’ near Wallenberg Hall on the Stanford campus on May 30, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea of power abuse — if you define harassment as power abuse — is very familiar to any graduate worker at Stanford,” Brault said. “This might look like bullying, it might look like retaining pay, it may look like undermining in a meeting in a professional setting, it might look like stalking. Frankly, I’ve heard it all.”\u003c/p>\n\u003cp>Brault said over the past six years, she’s been involved in three cases filed with the Title IX office as a witness, and she’s seen how traumatizing the process can be.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘The idea of power abuse — if you define harassment as power abuse — is very familiar to any graduate worker at Stanford.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Regulations adopted during the Trump administration narrowed the definition of sexual harassment to conduct that is “so severe, pervasive and objectively offensive” it denies a person’s access to their education.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.equalrights.org/issue/the-title-ix-process/\">Title IX process can take several months or longer\u003c/a>, and focus on determining whether allegations meet that federal definition of sexual harassment rather than providing support.\u003c/p>\n\u003cp>“We get told, ‘This meets the threshold, this does not, the grievance process will proceed whether you like it or not, we’ll give you options to opt in or opt out, but otherwise the investigation is happening with or without you,’” Brault said.\u003c/p>\n\u003cp>Brault added that international student workers face additional barriers to reporting, and for them taking a leave of absence can mean losing campus housing, income and visas.\u003c/p>\n\u003ch2>A push for a fairer, more transparent, more effective complaint process\u003c/h2>\n\u003cp>Through unionizing, Stanford graduate workers could bargain for an official grievance process that takes those concerns into account, and be provided with union representation in disciplinary proceedings. They’re also advocating for contingency plans for graduate workers when supervisors are accused of abuse.\u003c/p>\n\u003cfigure id=\"attachment_11951859\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951859\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut.jpg\" alt=\"A shot of a college campus from inside an arched tunnel.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65956_005_KQED_StanfordGradUnion_05302023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The Stanford campus, on May 30, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gabriela Basel, a third-year Ph.D. student studying chemical engineering, said she knows too many people at Stanford who have gone through the Title IX process only to see no changes.\u003c/p>\n\u003cp>“And it’s just gut-wrenching to hear these stories of power abuse and sexual abuse from supervisors and knowing that there’s nothing that graduate employees can do, there’s nowhere we can go,” Basel said.\u003c/p>\n\u003cp>But with a union, she said, Stanford will have no choice but to listen and sit down with workers at the bargaining table.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Stett Holbrook, senior director of media relations and issues management at Stanford, said in a statement that the university values the many contributions graduate students make to Stanford’s mission of teaching and research.\u003c/p>\n\u003cp>Holbrook also noted that the university is encouraging every eligible graduate student to educate themselves about what it means to become a member of a union and then to exercise their right to vote in the election.\u003c/p>\n\u003cp>Holbrook said the university is committed to providing a campus that is free of sex-based discrimination, sexual harassment and all forms of sexual misconduct. He said the school’s Title IX office has been working with the Graduate Life Office to increase its visibility within the graduate student community.\u003c/p>\n\u003cp>Stanford graduate workers are not alone in organizing to improve protections for those who experience abuse on the job. Student workers at \u003ca href=\"http://harvardgradunion.org/times-up-committee/nocarveout/\">Harvard\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2022/01/07/columbia-university-strike-ends/\">Columbia\u003c/a> both have pushed for the option of third-party arbitration for discrimination and harassment complaints.\u003c/p>\n\u003ch2>Labor movement meets the fight against gender-based violence\u003c/h2>\n\u003cp>Labor movements must think about sexual harassment and discrimination as a labor issue, said Erin O’Callaghan, an incoming assistant professor at Colorado State University who participated in two strikes while she was a graduate student worker at the University of Illinois at Chicago.\u003c/p>\n\u003cp>O’Callaghan co-authored a paper, ‘‘\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34661481/#full-view-affiliation-1\">Sexual Harassment in the Academy: Harnessing the Growing Labor Movement in Higher Education to Address Sexual Harassment Against Graduate Workers\u003c/a>,” that calls for structural changes in academia to address gender-based violence.\u003c/p>\n\u003cp>According to a study cited in that paper, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0361684316644838\">nearly 60% of female graduate students reported experiencing sexual harassment\u003c/a> from other students, and 38% of female graduate students reported sexual harassment by faculty or staff.\u003c/p>\n\u003cfigure id=\"attachment_11951861\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951861\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut.jpg\" alt=\"On a college campus hundreds of students are gathered in a quad-like area surrounded by chunky buildings and green trees. It's a sea of students.\" width=\"1920\" height=\"1281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65958_002_StanfordUnionRally_DSC_6426-qut-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students gather for a union rally at Stanford on April 3, 2023. \u003ccite>(Courtesy Fletcher Chapin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The bottom line is that because [graduate workers] are such a cheap form of labor, and there’s another one to take your place, there’s no incentive to protect people that are in that type of working environment,” O’Callaghan said. “You could have four graduate students working under you as a faculty member and their collective salary would not come close to what you are paid.”\u003c/p>\n\u003cp>Union organizers are aiming to address some of that power imbalance by campaigning for a living wage, affordable housing and better benefits like full dental and vision coverage and subsidized child care.\u003c/p>\u003c/div>",
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"content": "‘The bottom line is that because [graduate workers] are such a cheap form of labor, and there’s another one to take your place, there’s no incentive to protect people that are in that type of working environment.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Working conditions can be particularly precarious for \u003ca href=\"https://facts.stanford.edu/academics/graduate/\">international students, who make up about 35% of all graduate students at Stanford\u003c/a>.\u003c/p>\n\u003cp>Miikka Jaarte, a fourth-year Ph.D. candidate from Finland who is studying philosophy, said an estimated 45% of his annual take-home pay goes toward rent.\u003c/p>\n\u003cp>“Every year I was in Stanford housing, I would get a little pay bump and I would get a larger rent bump,” Jaarte said. “We would just like our wages to keep up with the cost of housing and with inflation.”\u003c/p>\n\u003cp>Union organizers are also pushing for better protections for international student workers, like improving legal resources and creating a grievance procedure for graduate workers who have been unjustly terminated and fear deportation.\u003c/p>\n\u003ch2>Workers organizing amid a bleak academic job market\u003c/h2>\n\u003cp>For Allen Nie, a fourth-year computer science Ph.D. student, unionizing is a way to acknowledge the value graduate student workers bring to the university, and their identities as workers.\u003c/p>\n\u003cfigure id=\"attachment_11951860\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11951860\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut.jpg\" alt=\"College students in hoodies with backpacks chat on campus on a sunny day. Many students are on a quad area with trees and big tan buildings.\" width=\"1920\" height=\"1281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS65957_001_StanfordUnionRally_DSC_6418-qut-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Allen Nie, a fourth-year Stanford Ph.D. student, attends a rally on campus on April 3, 2023. \u003ccite>(Courtesy Fletcher Chapin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Even though there is some enrichment of our knowledge, we’re not just purely passively receiving that from the university,” he said. “To those of my fellow workers, I would say, ‘Take a hard look at how much you’re getting from the university and take a look at how much you’re contributing to the scientific community.'”\u003c/p>\n\u003cp>The wave of graduate workers organizing appears poised to continue. According to Bloomberg Law, \u003ca href=\"https://news.bloomberglaw.com/daily-labor-report/college-university-strike-wave-continues-its-swell-into-2023\">professors, graduate teaching and research assistants and other academic workers went on strike 15 times in 2022\u003c/a>, and the \u003ca href=\"https://twitter.com/unionelections/status/1599824581325336576\">largest union election petitions last year were filed by graduate workers\u003c/a>, according to Daily Union Elections.\u003c/p>\u003c/div>",
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"content": "‘We need to be fighting now for what we need. And more than that, those fights can be the basis for truly transforming the university on our terms.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Workers in higher education are responding to structural changes in academia over the last few decades, said Sarah Mason, a Ph.D. candidate in sociology and a graduate student researcher at the UC Santa Cruz Center for Labor and Community.\u003c/p>\n\u003cp>Departments and divisions have been financially gutted, workloads have exploded and tenured faculty positions have been replaced by a precarious workforce, Mason said. She added that students are crushed by private debt and described the prospects for future employment as incredibly bleak.\u003c/p>\n\u003cp>“I think there’s an increasing sense that these problems are not going to be solved by the people who created them,” Mason said. “We need to be fighting now for what we need. And more than that, those fights can be the basis for truly transforming the university on our terms.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The Rising Cost of Summer Camp: What Parents Need to Know",
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"content": "\u003cp>What time is it? \u003ca href=\"https://www.youtube.com/watch?v=x42aPmtnVDg\">Summertime.\u003c/a>\u003c/p>\n\u003cp>Summer is the best few months of the year for most students everywhere. For some, it may conjure expectations of canoes, lakes and sleepaway experiences. This time of year can also mean day camps that are close to home — and they likely have specialized activities such as sports, art or science for an enriching vacation time.\u003c/p>\n\u003cp>But for parents and caregivers facing an annual, prohibitive expense, summertime can be a stressful period of hustling to find — and secure — a spot for their kids in the increasingly harried and pricey summer camp landscape. One KQED listener shared with KQED Forum \u003ca href=\"https://www.kqed.org/forum/2010101893505/why-summer-camp-is-a-hot-mess-for-parents\">during a recent show about summer camp\u003c/a> just how difficult it can be: “I found getting into camps harder than getting Bruce Springsteen tickets.”\u003c/p>\n\u003cp>So if getting a space in camp feels like a race against the clock and a tremendous strain on the wallet — especially if you didn’t secure one in January — you are not alone.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else do you need information about right now?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/forum/2010101893505/why-summer-camp-is-a-hot-mess-for-parents\">KQED Forum\u003c/a> spoke to three experts to learn how the United States developed such an expensive summer camp scene and \u003ca href=\"https://www.kqed.org/forum/2010101893505/why-summer-camp-is-a-hot-mess-for-parents\">how to provide the best summer camp experience for your kids at a more reasonable price\u003c/a>. (And if you’re one of the many parents who \u003cem>don’t \u003c/em>send your kids to camp, these experts can help provide a glimpse into the experience.)\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Lydia Kiesling\u003c/strong>, journalist and author. Kiesling’s most recent piece for Bloomberg is “\u003ca href=\"https://www.bloomberg.com/news/features/2023-06-01/rising-2023-summer-camp-costs-show-waitlists-have-usurped-fun#xj4y7vzkg\">How Summer Camp Became Such a Hot Mess for Parents\u003c/a>.”\u003c/li>\n\u003cli>\u003cstrong>Eduardo Caballero\u003c/strong>, co-founder and executive director of \u003ca href=\"https://edmo.org/\">EDMO, a summer camp in the Bay Area\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>Jessica Calarco\u003c/strong>, an expert on inequalities in education and family life, and associate professor of sociology at the University of Wisconsin-Madison\u003c/li>\n\u003c/ul>\n\u003ch2>You are seriously not alone — it \u003cem>is \u003c/em>wild out there\u003c/h2>\n\u003cp>Journalist Lydia Kiesling said she made a super spreadsheet to track down all the most attractive camps, nailing down prices, locations and more. And she learned she wasn’t the only one after posting questions on social media to learn from other parents.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I was not expecting to hear the word ‘spreadsheet’ so many times,” she said. “I want to emphasize that if you are having a spreadsheet, you’re probably already in a position of relative privilege compared to many parents who are not in a position to start that scramble in January, and be doing that like a complex whiteboard — with all your maps and pins of figuring out how it’s going to work.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Lydia Kiesling, journalist and author\"]‘It is very complex. Parents are really finding that it takes just a massive amount of logistical arranging to figure out a whole summer of care.’[/pullquote]\u003c/p>\n\u003cp>With camps, however, having special weekly schedules — and with some parents trying to secure spots for multiple kids — it’s become a worryingly expensive dance.\u003c/p>\n\u003cp>“It is very complex. Parents are really finding that it takes just a massive amount of logistical arranging to figure out a whole summer of care,” Kiesling said.\u003c/p>\n\u003ch2>How did summer camps become a part of American life?\u003c/h2>\n\u003cp>In many ways, summer camps reveal a lot about child care and the social safety net in the United States.\u003c/p>\n\u003cp>Jessica Calarco, an associate professor from the University of Wisconsin-Madison, said workers in other countries like France get ample paid vacation time.\u003c/p>\n\u003cp>“That means that most families don’t have to worry about what to do with their kids during the summer because they have that time off to travel or to spend time with their kids at home,” Calarco said.\u003c/p>\n\u003cp>“In the U.S., we don’t provide those protections for families,” she added. “We don’t provide guaranteed paid time off for workers. And that means that most families can’t afford to just stay home with their kids while schools are closed.”\u003c/p>\n\u003cp>In the United States, said Calarco, this mismatch “disproportionately gets pushed onto moms to deal with, because we haven’t structured our society and our economy in ways that make it possible for families to try to fill these gaps.”\u003c/p>\n\u003cp>These aren’t new anxieties for American parents and caregivers. Kiesling, the journalist, used newspaper archives to look at the development of attitudes toward summer camps over the decades, dating as far back as the 1950s.\u003c/p>\n\u003cp>“There were these articles that were targeted to relatively affluent readers of \u003cem>The [New York] Times\u003c/em>, [that] were really kind of stoking that concern, like, ‘It’s January. What is your child going to do? What exciting and enriching experience are you going to give them? All these camps fill up very quickly. You’ve got to get ready.’”\u003c/p>\n\u003cp>“And that just sort of ramped up over the years,” said Kiesling.\u003c/p>\n\u003cp>As sleepaway camps shut down in the 1970s due to economic factors, day camps began to evolve, and computer camps became all the rage in the ’80s. Then, Kiesling said, “There would be a backlash article: ‘What are we doing to our kids? They’re so overscheduled.’”\u003c/p>\n\u003cp>“Which is exactly what people say today,” she noted.\u003c/p>\n\u003ch2>Before you say, ‘Back in my day … ’\u003c/h2>\n\u003cp>American life has changed a lot in the past few decades. Namely, more two-parent families have both parents working.\u003c/p>\n\u003cp>Many American adults may remember childhood feeling much looser when it came to supervision. And while Kiesling said she doesn’t want to “impugn anybody’s memory of their childhood,” she believes there’s “a little bit of selective memory on that front.”\u003c/p>\n\u003cp>“There are adults now of all ages who remember this kind of pastoral childhood where they could go out in the morning and come back in the evening. I think often that was possible because they perhaps had a parent at home who was likely a mom at home,” she said.\u003c/p>\n\u003cp>Kiesling emphasized that while women have always been working outside of the home, that number soared in the middle of the 20th century.\u003c/p>\n\u003cp>“There are some kids who had wonderful kind of latchkey experiences, but then there were others who did not — who were placed with family members, or neighbors or really just left to kind of rattle around … [in] possibly unsafe situations,” she said.\u003c/p>\n\u003cp>Kiesling stressed that she wants to “honor the experiences that people have had of kind of unstructured childhoods,” but said she can’t help but feel skeptical when she perceives people using their own childhoods “as a cudgel to sort of beat modern parents with.”\u003c/p>\n\u003cp>So while some people call it “helicopter” parenting, Kiesling points out that the lack of a social safety net has left parents and kids on their own for a long time in the United States.\u003c/p>\n\u003ch2>If you don’t send your kids to camp, you’re not alone\u003c/h2>\n\u003cp>Calarco said it’s important to remember that camp is not a universal experience. Not every kid will attend one, and of the ones who do, many may choose a less expensive option — such as those run by the Boys and Girls Clubs, which offer enriching activities.\u003c/p>\n\u003cp>“Only about a third of kids in the U.S. go to camp during the summer, and less than 10% of them go to overnight camp,” Calarco said. “And essentially, summer is one of the most segregated times of the year, in part because of the high cost of camps. And that those kids who are going to summer camp are disproportionately affluent white kids.”[pullquote size=\"medium\" align=\"right\" citation=\"Jessica Calarco, associate professor of sociology, University of Wisconsin-Madison\"]‘Only about a third of kids in the U.S. go to camp during the summer, and less than 10% of them go to overnight camp.’[/pullquote]“I think certainly we need a whole host of new programs for families that provide the kind of support they need, both logistically in terms of paid time off and also in terms of ample support for child care,” she said.\u003c/p>\n\u003cp>Also, most American families still tend to live near their extended families. But the state of the economy may make the option of leaving your kid with the grandparents even harder.\u003c/p>\n\u003cp>“People are retiring later because of the financial precarity that we’re in right now,” Calarco said. “And so, Grandma may not be \u003cem>available \u003c/em>during the summer, if she’s still around to provide that kind of care.”\u003c/p>\n\u003cp>“I think short of making child care a universal public system — which many countries have done in terms of providing year-round care for kids, making sure that parents are able to be in the workforce when they don’t have that paid time off — that the next steps that we can do are to provide kind of ample subsidies for families,” she said.\u003c/p>\n\u003cp>“At the same time, I think it’s hard to do that in a way that is equitable,” Calarco added. “Given the differences in the kinds of camps that families want and that families are able to pay for.”\u003c/p>\n\u003ch2>Here’s where you can find a summer camp\u003c/h2>\n\u003cp>According to Eduardo Caballero, director of the Bay Area-based, out-of-classroom educational program EDMO, preregistration for the summer camps he oversees starts as early as November.\u003c/p>\n\u003cp>At EDMO, 40% of the spots are filled by the end of February, he said. But that still leaves more than half available.[pullquote size=\"medium\" align=\"right\" citation=\"Eduardo Caballero, director, EDMO\"]‘I always recommend that families do a program for at least two weeks so that kids can build relationships with other kids and also the staff.’[/pullquote]“I imagine this year, [enrollment is] back to probably close to pre-pandemic levels,” he said.\u003c/p>\n\u003cp>“I always recommend that families do a program for at least two weeks so that kids can build relationships with other kids and also the staff,” Caballero recommended. “It takes time for that staff to get to know your child, takes time for your staff to get your child to understand the culture of that camp, that specific camp, and build those lasting relationships.”\u003c/p>\n\u003cp>Of course, a longer stay like this is not going to be possible for all families.\u003c/p>\n\u003cp>A \u003ca href=\"https://edmo.org/partner/summer-partners\">comprehensive directory of programs is available on EDMO’s website\u003c/a>; many of the camps are partnered with school districts. If you’re seeking financial assistance, \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfoHOWNhIiRuX0yAXm04g4AnLbRHK5oeVXvTu_6fyKrK8xWSg/viewform\">fill out this form\u003c/a>.\u003c/p>\n\u003ch2>A few summer camp options around the Bay Area\u003c/h2>\n\u003cp>One of EDMO’s programs is the \u003ca href=\"https://edmo.org/partners/dcyf-teca-summer-2023\">Thomas Edison Charter Academy\u003c/a>, which has a three-week-long session that costs $30; it’s open to any child living in San Francisco who meets certain requirements, as well as those who identify as Black, Hispanic, Asian or Pacific Islander.\u003c/p>\n\u003cp>For kids closer to their teens, Caballero said, volunteering at camps is a great leadership opportunity. You can check out Berkeley options on \u003ca href=\"https://www.berkeleyside.org/summer-camp-guide\">Berkleyside’s East Bay Summer Camp Guide\u003c/a>, including \u003ca href=\"https://www.berkeleyside.org/listings/items/aim-high-2\">Aim High, a free camp for fifth to eighth graders\u003c/a>.\u003c/p>\n\u003cp>The Bay Area offers many affordable camps for kids and teens with disabilities. \u003ca href=\"https://campingunlimited.org/about/mission-history/\">Camping Unlimited\u003c/a> was cited by listeners who called into Forum as an organization that was accessible to children and adults with developmental disabilities. And \u003ca href=\"https://sharedadventures.org/about-shared-adventures/\">Shared Adventures in Santa Cruz\u003c/a> provides free recreational events for disabled people of any age. (\u003ca href=\"https://sharedadventures.org/accessibility-rentals/\">Check out accessibility rentals on their website.\u003c/a>)[aside label='More on Summertime Activities' tag='summer']\u003ca class=\"c-link\" href=\"https://www.abilityfirst.org/camp-paivika/programs/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.abilityfirst.org/camp-paivika/programs/\" data-sk=\"tooltip_parent\">Camp Paivika\u003c/a> has programs for “children, teens and adults with mild to severe physical and developmental disabilities,” while \u003ca class=\"c-link\" href=\"https://www.questcamps.com/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.questcamps.com/\" data-sk=\"tooltip_parent\">Quest Camp\u003c/a> has offerings for adolescents and young adults up to the age of 22 “who experience emotional and social issues.” \u003ca href=\"https://lighthouse-sf.org/enchanted-hills/about-enchanted-hills/\">Enchanted Hill Camp\u003c/a> from Lighthouse for the Blind and Visually Impaired is a program for children, teens and adults.\u003c/p>\n\u003cp>For children facing childhood cancer, there is \u003ca href=\"http://okizu.org/\">Okizu\u003c/a>; for kids with Crohn’s disease and ulcerative colitis, \u003ca href=\"https://www.crohnscolitisfoundation.org/get-involved/camp-oasis\">Camp Oasis\u003c/a>; and for children with Type 1 diabetes, there’s \u003ca href=\"https://dyf.org/dyf-programs-schedule/\">DYF\u003c/a>.\u003c/p>\n\u003cp>For more resources, Support for Families of Children With Disabilities has \u003ca href=\"https://www.supportforfamilies.org/wp-content/uploads/2021/11/RecreationalProgramsforKidswithExceptionalNeeds2020.pdf\">a list from 2021 of accessible recreation programs (PDF)\u003c/a>. (Note: Some websites have since closed, such as Edventure More and Galileo Learning. Camp Pacifica is no longer a children’s camp, and Camp Edmo is now EDMO.) \u003ca href=\"https://www.bgca.org/get-involved/find-a-club\">You can also find a Boys and Girls Club in your region.\u003c/a>\u003c/p>\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 in 2023. 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>[ad floatright]\u003c/p>\n\u003cp>[hearken id=\"10483\" src=\"https://modules.wearehearken.com/kqed/embed/10483.js\"]\u003c/p>\n\n",
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"excerpt": "Experts weigh in on why finding a summer camp for your kids is so hard and pricey. Plus, where to find more affordable options in the Bay Area.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What time is it? \u003ca href=\"https://www.youtube.com/watch?v=x42aPmtnVDg\">Summertime.\u003c/a>\u003c/p>\n\u003cp>Summer is the best few months of the year for most students everywhere. For some, it may conjure expectations of canoes, lakes and sleepaway experiences. This time of year can also mean day camps that are close to home — and they likely have specialized activities such as sports, art or science for an enriching vacation time.\u003c/p>\n\u003cp>But for parents and caregivers facing an annual, prohibitive expense, summertime can be a stressful period of hustling to find — and secure — a spot for their kids in the increasingly harried and pricey summer camp landscape. One KQED listener shared with KQED Forum \u003ca href=\"https://www.kqed.org/forum/2010101893505/why-summer-camp-is-a-hot-mess-for-parents\">during a recent show about summer camp\u003c/a> just how difficult it can be: “I found getting into camps harder than getting Bruce Springsteen tickets.”\u003c/p>\n\u003cp>So if getting a space in camp feels like a race against the clock and a tremendous strain on the wallet — especially if you didn’t secure one in January — you are not alone.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#tellus\">Tell us: What else do you need information about right now?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/forum/2010101893505/why-summer-camp-is-a-hot-mess-for-parents\">KQED Forum\u003c/a> spoke to three experts to learn how the United States developed such an expensive summer camp scene and \u003ca href=\"https://www.kqed.org/forum/2010101893505/why-summer-camp-is-a-hot-mess-for-parents\">how to provide the best summer camp experience for your kids at a more reasonable price\u003c/a>. (And if you’re one of the many parents who \u003cem>don’t \u003c/em>send your kids to camp, these experts can help provide a glimpse into the experience.)\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Lydia Kiesling\u003c/strong>, journalist and author. Kiesling’s most recent piece for Bloomberg is “\u003ca href=\"https://www.bloomberg.com/news/features/2023-06-01/rising-2023-summer-camp-costs-show-waitlists-have-usurped-fun#xj4y7vzkg\">How Summer Camp Became Such a Hot Mess for Parents\u003c/a>.”\u003c/li>\n\u003cli>\u003cstrong>Eduardo Caballero\u003c/strong>, co-founder and executive director of \u003ca href=\"https://edmo.org/\">EDMO, a summer camp in the Bay Area\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>Jessica Calarco\u003c/strong>, an expert on inequalities in education and family life, and associate professor of sociology at the University of Wisconsin-Madison\u003c/li>\n\u003c/ul>\n\u003ch2>You are seriously not alone — it \u003cem>is \u003c/em>wild out there\u003c/h2>\n\u003cp>Journalist Lydia Kiesling said she made a super spreadsheet to track down all the most attractive camps, nailing down prices, locations and more. And she learned she wasn’t the only one after posting questions on social media to learn from other parents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I was not expecting to hear the word ‘spreadsheet’ so many times,” she said. “I want to emphasize that if you are having a spreadsheet, you’re probably already in a position of relative privilege compared to many parents who are not in a position to start that scramble in January, and be doing that like a complex whiteboard — with all your maps and pins of figuring out how it’s going to work.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘It is very complex. Parents are really finding that it takes just a massive amount of logistical arranging to figure out a whole summer of care.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With camps, however, having special weekly schedules — and with some parents trying to secure spots for multiple kids — it’s become a worryingly expensive dance.\u003c/p>\n\u003cp>“It is very complex. Parents are really finding that it takes just a massive amount of logistical arranging to figure out a whole summer of care,” Kiesling said.\u003c/p>\n\u003ch2>How did summer camps become a part of American life?\u003c/h2>\n\u003cp>In many ways, summer camps reveal a lot about child care and the social safety net in the United States.\u003c/p>\n\u003cp>Jessica Calarco, an associate professor from the University of Wisconsin-Madison, said workers in other countries like France get ample paid vacation time.\u003c/p>\n\u003cp>“That means that most families don’t have to worry about what to do with their kids during the summer because they have that time off to travel or to spend time with their kids at home,” Calarco said.\u003c/p>\n\u003cp>“In the U.S., we don’t provide those protections for families,” she added. “We don’t provide guaranteed paid time off for workers. And that means that most families can’t afford to just stay home with their kids while schools are closed.”\u003c/p>\n\u003cp>In the United States, said Calarco, this mismatch “disproportionately gets pushed onto moms to deal with, because we haven’t structured our society and our economy in ways that make it possible for families to try to fill these gaps.”\u003c/p>\n\u003cp>These aren’t new anxieties for American parents and caregivers. Kiesling, the journalist, used newspaper archives to look at the development of attitudes toward summer camps over the decades, dating as far back as the 1950s.\u003c/p>\n\u003cp>“There were these articles that were targeted to relatively affluent readers of \u003cem>The [New York] Times\u003c/em>, [that] were really kind of stoking that concern, like, ‘It’s January. What is your child going to do? What exciting and enriching experience are you going to give them? All these camps fill up very quickly. You’ve got to get ready.’”\u003c/p>\n\u003cp>“And that just sort of ramped up over the years,” said Kiesling.\u003c/p>\n\u003cp>As sleepaway camps shut down in the 1970s due to economic factors, day camps began to evolve, and computer camps became all the rage in the ’80s. Then, Kiesling said, “There would be a backlash article: ‘What are we doing to our kids? They’re so overscheduled.’”\u003c/p>\n\u003cp>“Which is exactly what people say today,” she noted.\u003c/p>\n\u003ch2>Before you say, ‘Back in my day … ’\u003c/h2>\n\u003cp>American life has changed a lot in the past few decades. Namely, more two-parent families have both parents working.\u003c/p>\n\u003cp>Many American adults may remember childhood feeling much looser when it came to supervision. And while Kiesling said she doesn’t want to “impugn anybody’s memory of their childhood,” she believes there’s “a little bit of selective memory on that front.”\u003c/p>\n\u003cp>“There are adults now of all ages who remember this kind of pastoral childhood where they could go out in the morning and come back in the evening. I think often that was possible because they perhaps had a parent at home who was likely a mom at home,” she said.\u003c/p>\n\u003cp>Kiesling emphasized that while women have always been working outside of the home, that number soared in the middle of the 20th century.\u003c/p>\n\u003cp>“There are some kids who had wonderful kind of latchkey experiences, but then there were others who did not — who were placed with family members, or neighbors or really just left to kind of rattle around … [in] possibly unsafe situations,” she said.\u003c/p>\n\u003cp>Kiesling stressed that she wants to “honor the experiences that people have had of kind of unstructured childhoods,” but said she can’t help but feel skeptical when she perceives people using their own childhoods “as a cudgel to sort of beat modern parents with.”\u003c/p>\n\u003cp>So while some people call it “helicopter” parenting, Kiesling points out that the lack of a social safety net has left parents and kids on their own for a long time in the United States.\u003c/p>\n\u003ch2>If you don’t send your kids to camp, you’re not alone\u003c/h2>\n\u003cp>Calarco said it’s important to remember that camp is not a universal experience. Not every kid will attend one, and of the ones who do, many may choose a less expensive option — such as those run by the Boys and Girls Clubs, which offer enriching activities.\u003c/p>\n\u003cp>“Only about a third of kids in the U.S. go to camp during the summer, and less than 10% of them go to overnight camp,” Calarco said. “And essentially, summer is one of the most segregated times of the year, in part because of the high cost of camps. And that those kids who are going to summer camp are disproportionately affluent white kids.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I think certainly we need a whole host of new programs for families that provide the kind of support they need, both logistically in terms of paid time off and also in terms of ample support for child care,” she said.\u003c/p>\n\u003cp>Also, most American families still tend to live near their extended families. But the state of the economy may make the option of leaving your kid with the grandparents even harder.\u003c/p>\n\u003cp>“People are retiring later because of the financial precarity that we’re in right now,” Calarco said. “And so, Grandma may not be \u003cem>available \u003c/em>during the summer, if she’s still around to provide that kind of care.”\u003c/p>\n\u003cp>“I think short of making child care a universal public system — which many countries have done in terms of providing year-round care for kids, making sure that parents are able to be in the workforce when they don’t have that paid time off — that the next steps that we can do are to provide kind of ample subsidies for families,” she said.\u003c/p>\n\u003cp>“At the same time, I think it’s hard to do that in a way that is equitable,” Calarco added. “Given the differences in the kinds of camps that families want and that families are able to pay for.”\u003c/p>\n\u003ch2>Here’s where you can find a summer camp\u003c/h2>\n\u003cp>According to Eduardo Caballero, director of the Bay Area-based, out-of-classroom educational program EDMO, preregistration for the summer camps he oversees starts as early as November.\u003c/p>\n\u003cp>At EDMO, 40% of the spots are filled by the end of February, he said. But that still leaves more than half available.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I imagine this year, [enrollment is] back to probably close to pre-pandemic levels,” he said.\u003c/p>\n\u003cp>“I always recommend that families do a program for at least two weeks so that kids can build relationships with other kids and also the staff,” Caballero recommended. “It takes time for that staff to get to know your child, takes time for your staff to get your child to understand the culture of that camp, that specific camp, and build those lasting relationships.”\u003c/p>\n\u003cp>Of course, a longer stay like this is not going to be possible for all families.\u003c/p>\n\u003cp>A \u003ca href=\"https://edmo.org/partner/summer-partners\">comprehensive directory of programs is available on EDMO’s website\u003c/a>; many of the camps are partnered with school districts. If you’re seeking financial assistance, \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfoHOWNhIiRuX0yAXm04g4AnLbRHK5oeVXvTu_6fyKrK8xWSg/viewform\">fill out this form\u003c/a>.\u003c/p>\n\u003ch2>A few summer camp options around the Bay Area\u003c/h2>\n\u003cp>One of EDMO’s programs is the \u003ca href=\"https://edmo.org/partners/dcyf-teca-summer-2023\">Thomas Edison Charter Academy\u003c/a>, which has a three-week-long session that costs $30; it’s open to any child living in San Francisco who meets certain requirements, as well as those who identify as Black, Hispanic, Asian or Pacific Islander.\u003c/p>\n\u003cp>For kids closer to their teens, Caballero said, volunteering at camps is a great leadership opportunity. You can check out Berkeley options on \u003ca href=\"https://www.berkeleyside.org/summer-camp-guide\">Berkleyside’s East Bay Summer Camp Guide\u003c/a>, including \u003ca href=\"https://www.berkeleyside.org/listings/items/aim-high-2\">Aim High, a free camp for fifth to eighth graders\u003c/a>.\u003c/p>\n\u003cp>The Bay Area offers many affordable camps for kids and teens with disabilities. \u003ca href=\"https://campingunlimited.org/about/mission-history/\">Camping Unlimited\u003c/a> was cited by listeners who called into Forum as an organization that was accessible to children and adults with developmental disabilities. And \u003ca href=\"https://sharedadventures.org/about-shared-adventures/\">Shared Adventures in Santa Cruz\u003c/a> provides free recreational events for disabled people of any age. (\u003ca href=\"https://sharedadventures.org/accessibility-rentals/\">Check out accessibility rentals on their website.\u003c/a>)\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ca class=\"c-link\" href=\"https://www.abilityfirst.org/camp-paivika/programs/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.abilityfirst.org/camp-paivika/programs/\" data-sk=\"tooltip_parent\">Camp Paivika\u003c/a> has programs for “children, teens and adults with mild to severe physical and developmental disabilities,” while \u003ca class=\"c-link\" href=\"https://www.questcamps.com/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.questcamps.com/\" data-sk=\"tooltip_parent\">Quest Camp\u003c/a> has offerings for adolescents and young adults up to the age of 22 “who experience emotional and social issues.” \u003ca href=\"https://lighthouse-sf.org/enchanted-hills/about-enchanted-hills/\">Enchanted Hill Camp\u003c/a> from Lighthouse for the Blind and Visually Impaired is a program for children, teens and adults.\u003c/p>\n\u003cp>For children facing childhood cancer, there is \u003ca href=\"http://okizu.org/\">Okizu\u003c/a>; for kids with Crohn’s disease and ulcerative colitis, \u003ca href=\"https://www.crohnscolitisfoundation.org/get-involved/camp-oasis\">Camp Oasis\u003c/a>; and for children with Type 1 diabetes, there’s \u003ca href=\"https://dyf.org/dyf-programs-schedule/\">DYF\u003c/a>.\u003c/p>\n\u003cp>For more resources, Support for Families of Children With Disabilities has \u003ca href=\"https://www.supportforfamilies.org/wp-content/uploads/2021/11/RecreationalProgramsforKidswithExceptionalNeeds2020.pdf\">a list from 2021 of accessible recreation programs (PDF)\u003c/a>. (Note: Some websites have since closed, such as Edventure More and Galileo Learning. Camp Pacifica is no longer a children’s camp, and Camp Edmo is now EDMO.) \u003ca href=\"https://www.bgca.org/get-involved/find-a-club\">You can also find a Boys and Girls Club in your region.\u003c/a>\u003c/p>\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 in 2023. 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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"content": "\u003cp>With the U.S. Supreme Court \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/20-1199_hgdj.pdf\">ruling Thursday (PDF)\u003c/a> that\u003ca href=\"https://edsource.org/2023/supreme-court-rules-against-affirmative-action-in-college-admissions/693314\"> race-conscious admissions are unlawful\u003c/a>, colleges and universities across the country hoping to enroll diverse student bodies will need to turn to different strategies to do so.\u003c/p>\n\u003cp>For ideas, those institutions could look to California, where public colleges haven’t considered race in admissions since voters in 1996 approved a ballot measure banning it.\u003c/p>\n\u003cp>The University of California has since turned to holistic review practices to make admissions decisions in an effort to maintain a diverse student body.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rather than only looking at a student’s grades or test scores, UC campuses have considered a range of factors, including the location of an applicant’s school, an applicant’s socioeconomic status and an applicant’s achievements relative to the opportunities available at their high school. UC over the years has also ramped up its outreach to lower-income students and students enrolled at underserved high schools.\u003c/p>\n\u003cp>Those efforts have been far from perfect, however.[pullquote size=\"medium\" align=\"right\" citation=\"Michael Drake, UC's systemwide president\"]‘We stand ready to share our expertise and lessons learned as we collaborate with our partners to achieve a higher education landscape that reflects the rich diversity of our nation.’[/pullquote]In fact, \u003ca href=\"https://www.supremecourt.gov/DocketPDF/20/20-1199/232355/20220801134931730_20-1199%20bsac%20University%20of%20California.pdf\">UC officials acknowledged in a brief submitted to the Supreme Court last fall (PDF)\u003c/a> that it has failed to enroll a sufficiently diverse student body or one that is representative of the state’s demographics. But in the absence of being able to consider race, experts and college officials say UC’s strategies may be at least somewhat helpful in promoting racial diversity on campuses.\u003c/p>\n\u003cp>Without being able to consider race in admissions, universities will be forced to “work much harder to identify and address the root causes of societal inequities that hinder diverse students in pursuing and achieving a higher education,” said Michael Drake, UC’s systemwide president, in a statement Thursday.\u003c/p>\n\u003cp>For colleges that will now for the first time enter a world without race-conscious admissions, Drake added that UC is prepared to help.\u003c/p>\n\u003cp>“We stand ready to share our expertise and lessons learned as we collaborate with our partners to achieve a higher education landscape that reflects the rich diversity of our nation,” he said.\u003c/p>\n\u003cp>Among the institutions that may have something to learn from UC are the dozens of private colleges and universities in California, which, unlike California’s public colleges, have previously been free to consider race in admissions but will now be outlawed from doing so. Many of them are likely to seek UC’s guidance when it comes to developing new student outreach programs, refining their own holistic review processes and potentially investing more in admission staff, said Kristen Soares, president of the \u003ca href=\"https://aiccu.edu/\">Association of Independent California Colleges and Universities. \u003c/a>\u003c/p>\n\u003cp>“We’ll have a lot to learn from them,” Soares said.\u003c/p>\n\u003cfigure id=\"attachment_11954788\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954788\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut.jpg\" alt=\"A gigantic, prestigious brick and tan building is pictured on USC's campus. It's the Engemann Student Health Center. Trees surround the front of the building as it hovers over students seen down below entering its glass doors. It's a sunny day with blue skies and puffy clouds.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The entrance to the Engemann Student Health Center on the campus of the University of Southern California is seen in Los Angeles on May 17, 2018. \u003ccite>(Robyn Beck/AFP/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>About 27 years after Proposition 209 banned the consideration of race in admissions, the racial makeup of UC’s student body doesn’t come close to matching the diversity of the state. For example, in fall 2022, UC’s incoming first-year students were 26.7% Latino. The state’s high school seniors in 2022 \u003ca href=\"https://dq.cde.ca.gov/dataquest/\">were 55.7% Latino.\u003c/a>\u003c/p>\n\u003cp>But the university maintains that holistic review, introduced in 2001, has allowed the system to make some gains. In the two decades from fall 2002 to fall 2022, the percentage of undergraduate Latino students enrolled across UC has increased from 13% to 25%, though some of that is likely also due to demographic changes in the state, as Latinos now make up a larger share of high school seniors.[aside postID=news_11954612 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/06/AP23180684729490-1020x680.jpg']The share of Black students has also increased from 3% to 4.4%, while the percentage of white students has decreased from 36.5% to 20.7%. White students made up 21.2% of high school seniors last year and Black students accounted for 4.9%.\u003c/p>\n\u003cp>“Holistic review can be a powerful tool to ensure that students are really getting a fair shot at being reviewed in a much more equitable fashion,” said Michele Siqueiros, president of the Campaign for College Opportunity, an organization based in Los Angeles that advocates for more equitable access to college.\u003c/p>\n\u003cp>In the Supreme Court’s majority opinion issued Thursday, Chief Justice John Roberts said universities can consider factors consistent with holistic review, such as a student’s socioeconomic status, status as a first-generation college student or an essay describing how their race or ethnicity has impacted their life experiences.\u003c/p>\n\u003cp>One concern, however, is whether students of color will even apply to competitive universities now that affirmative action has been banned in admissions.\u003c/p>\n\u003cp>“I worry about how this might change the behavior of students and that students will be discouraged from applying to selective institutions,” said Maricela Martinez, the vice president of enrollment management at Occidental College, a selective liberal arts college in northeast Los Angeles.[pullquote size=\"medium\" align=\"right\" citation=\"Michele Siqueiros, president, Campaign for College Opportunity\"]‘I think there’s a lot that UC has learned, and can teach others across the country about admissions and how to do it in a much more thoughtful fashion.’[/pullquote]In UC’s case, the system has tried to deal with that by increasing its outreach programs aimed at students from lower-income families, such as its \u003ca href=\"https://eaop.universityofcalifornia.edu/about.html\">Early Academic Outreach program\u003c/a> aimed at students from underserved high schools. UC has a total of 13 of those types of programs, and they collectively reach more than 200,000 students, the university told the Supreme Court in the brief it filed last year. UC said those programs haven’t been particularly effective in reaching Black or Native American students, but that Latino students have benefited.\u003c/p>\n\u003cp>UC in 2020 also eliminated standardized test scores from admissions. That was followed by a big increase in applications to the university, including among Black and Latino students. Experts attributed that partly to the elimination of those tests, saying students likely felt more optimistic about their chances of being admitted.\u003c/p>\n\u003cp>“I think there’s a lot that UC has learned, and can teach others across the country about admissions and how to do it in a much more thoughtful fashion,” Siqueiros said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/university-of-california-looks-to-share-expertise-after-decades-without-affirmative-action/693374\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rather than only looking at a student’s grades or test scores, UC campuses have considered a range of factors, including the location of an applicant’s school, an applicant’s socioeconomic status and an applicant’s achievements relative to the opportunities available at their high school. UC over the years has also ramped up its outreach to lower-income students and students enrolled at underserved high schools.\u003c/p>\n\u003cp>Those efforts have been far from perfect, however.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In fact, \u003ca href=\"https://www.supremecourt.gov/DocketPDF/20/20-1199/232355/20220801134931730_20-1199%20bsac%20University%20of%20California.pdf\">UC officials acknowledged in a brief submitted to the Supreme Court last fall (PDF)\u003c/a> that it has failed to enroll a sufficiently diverse student body or one that is representative of the state’s demographics. But in the absence of being able to consider race, experts and college officials say UC’s strategies may be at least somewhat helpful in promoting racial diversity on campuses.\u003c/p>\n\u003cp>Without being able to consider race in admissions, universities will be forced to “work much harder to identify and address the root causes of societal inequities that hinder diverse students in pursuing and achieving a higher education,” said Michael Drake, UC’s systemwide president, in a statement Thursday.\u003c/p>\n\u003cp>For colleges that will now for the first time enter a world without race-conscious admissions, Drake added that UC is prepared to help.\u003c/p>\n\u003cp>“We stand ready to share our expertise and lessons learned as we collaborate with our partners to achieve a higher education landscape that reflects the rich diversity of our nation,” he said.\u003c/p>\n\u003cp>Among the institutions that may have something to learn from UC are the dozens of private colleges and universities in California, which, unlike California’s public colleges, have previously been free to consider race in admissions but will now be outlawed from doing so. Many of them are likely to seek UC’s guidance when it comes to developing new student outreach programs, refining their own holistic review processes and potentially investing more in admission staff, said Kristen Soares, president of the \u003ca href=\"https://aiccu.edu/\">Association of Independent California Colleges and Universities. \u003c/a>\u003c/p>\n\u003cp>“We’ll have a lot to learn from them,” Soares said.\u003c/p>\n\u003cfigure id=\"attachment_11954788\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954788\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut.jpg\" alt=\"A gigantic, prestigious brick and tan building is pictured on USC's campus. It's the Engemann Student Health Center. Trees surround the front of the building as it hovers over students seen down below entering its glass doors. It's a sunny day with blue skies and puffy clouds.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS31207_GettyImages-959667464-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The entrance to the Engemann Student Health Center on the campus of the University of Southern California is seen in Los Angeles on May 17, 2018. \u003ccite>(Robyn Beck/AFP/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>About 27 years after Proposition 209 banned the consideration of race in admissions, the racial makeup of UC’s student body doesn’t come close to matching the diversity of the state. For example, in fall 2022, UC’s incoming first-year students were 26.7% Latino. The state’s high school seniors in 2022 \u003ca href=\"https://dq.cde.ca.gov/dataquest/\">were 55.7% Latino.\u003c/a>\u003c/p>\n\u003cp>But the university maintains that holistic review, introduced in 2001, has allowed the system to make some gains. In the two decades from fall 2002 to fall 2022, the percentage of undergraduate Latino students enrolled across UC has increased from 13% to 25%, though some of that is likely also due to demographic changes in the state, as Latinos now make up a larger share of high school seniors.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The share of Black students has also increased from 3% to 4.4%, while the percentage of white students has decreased from 36.5% to 20.7%. White students made up 21.2% of high school seniors last year and Black students accounted for 4.9%.\u003c/p>\n\u003cp>“Holistic review can be a powerful tool to ensure that students are really getting a fair shot at being reviewed in a much more equitable fashion,” said Michele Siqueiros, president of the Campaign for College Opportunity, an organization based in Los Angeles that advocates for more equitable access to college.\u003c/p>\n\u003cp>In the Supreme Court’s majority opinion issued Thursday, Chief Justice John Roberts said universities can consider factors consistent with holistic review, such as a student’s socioeconomic status, status as a first-generation college student or an essay describing how their race or ethnicity has impacted their life experiences.\u003c/p>\n\u003cp>One concern, however, is whether students of color will even apply to competitive universities now that affirmative action has been banned in admissions.\u003c/p>\n\u003cp>“I worry about how this might change the behavior of students and that students will be discouraged from applying to selective institutions,” said Maricela Martinez, the vice president of enrollment management at Occidental College, a selective liberal arts college in northeast Los Angeles.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In UC’s case, the system has tried to deal with that by increasing its outreach programs aimed at students from lower-income families, such as its \u003ca href=\"https://eaop.universityofcalifornia.edu/about.html\">Early Academic Outreach program\u003c/a> aimed at students from underserved high schools. UC has a total of 13 of those types of programs, and they collectively reach more than 200,000 students, the university told the Supreme Court in the brief it filed last year. UC said those programs haven’t been particularly effective in reaching Black or Native American students, but that Latino students have benefited.\u003c/p>\n\u003cp>UC in 2020 also eliminated standardized test scores from admissions. That was followed by a big increase in applications to the university, including among Black and Latino students. Experts attributed that partly to the elimination of those tests, saying students likely felt more optimistic about their chances of being admitted.\u003c/p>\n\u003cp>“I think there’s a lot that UC has learned, and can teach others across the country about admissions and how to do it in a much more thoughtful fashion,” Siqueiros said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/university-of-california-looks-to-share-expertise-after-decades-without-affirmative-action/693374\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/20-1199_hgdj.pdf\">U.S. Supreme Court ruling (PDF)\u003c/a> barring colleges from considering race in admissions effectively outlaws affirmative action at California’s private universities, broadly expanding a ban that had previously only applied to the state’s public campuses.\u003c/p>\n\u003cp>In Thursday’s 6-3 decision, the court’s conservative majority invalidated race-conscious admissions policies at Harvard University and the University of North Carolina, the nation’s oldest private and public colleges, respectively, finding them in violation of the Constitution’s guarantee of equal protection. The historic ruling overturns a spate of cases reaching back nearly half a century and will force the nation’s private and public universities to dramatically alter how they select their students.[pullquote align=\"right\" size=\"medium\" citation=\"Rev. Paul Fitzgerald, president, University of San Francisco\"]‘We’ve spent decades building out an academic program to welcome a student population that looks like the future of our nation. To be told now that we cannot use race as a particular factor is going to cause us to think very hard to figure out a way to continue our mission.’[/pullquote]Writing for the court’s majority, Chief Justice John Roberts said that for too long universities have “concluded, wrongly, that the touchstone of an individual’s identity is not challenges bested, skills built, or lessons learned but the color of their skin. Our constitutional history does not tolerate that choice.”\u003c/p>\n\u003cp>“The entire point of the Equal Protection Clause is that treating someone differently because of their skin color is not like treating them differently because they are from a city or from a suburb, or because they play the violin poorly or well,” Roberts said.\u003c/p>\n\u003cp>The decision, bringing a long-sought conservative goal to fruition, comes nearly 30 years after California voters \u003ca href=\"https://lao.ca.gov/ballot/1996/prop209_11_1996.html\">passed Proposition 209\u003c/a>, which prohibited the state’s public universities — including those in the University of California and California State University systems — from considering race and gender in admissions and hiring decisions. But that law did not apply to the state’s private colleges, including University of San Francisco, Stanford and Santa Clara universities, who until now have continued to consider race as a factor in admissions.\u003c/p>\n\u003cp>Leaders of numerous private colleges across California were quick to denounce the court’s decision, calling it a major setback to efforts aimed at diversifying campuses and to expand opportunities for underrepresented student populations.\u003c/p>\n\u003cp>“The ruling is quite disturbing and really quite challenging to us,” said Rev. Paul Fitzgerald, president of the University of San Francisco. “We’ve spent decades building out an academic program to welcome a student population that looks like the future of our nation. To be told now that we cannot use race as a particular factor is going to cause us to think very hard to figure out a way to continue our mission.”\u003c/p>\n\u003cp>Fitzgerald noted his school has worked to draw communities that are historically underrepresented on college campuses, including outreach at high schools that serve primarily Black, Latino or Indigenous students.\u003c/p>\n\u003cp>The court’s ruling was the culmination of a lawsuit first brought against Harvard in 2014 when a group called Students for Fair Admissions argued the university’s consideration of race in admission decisions unfairly discriminated against Asian students. The group made a similar argument in its subsequent suit against the University of North Carolina.\u003c/p>\n\u003cfigure id=\"attachment_11954607\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954607\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\" alt=\"People with the Asian American Coalition for Education rally outside of the Supreme Court of the United States in Washington, DC on June 29, 2023.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Asian American Coalition for Education, who oppose affirmative action in college admissions decisions, rally outside of the US Supreme Court in Washington, DC on June 29, 2023. \u003ccite>(Kent Nishimura/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford threw its support behind the school’s affirmative action policies, and last August submitted an amicus brief to the Supreme Court outlining how race is just one element the university considers when reviewing applications.\u003c/p>\n\u003cp>“These factors, among numerous others and viewed in the context of the entire application, may sometimes shed light on the critical questions of a candidate’s ability to deal with adversity and make the most of the opportunities that the University offers,” Stanford’s \u003ca href=\"https://news.stanford.edu/report/wp-content/uploads/sites/3/2022/08/20-1199-21-707-MIT-et-al.-Amici-Brief.pdf\">brief (PDF)\u003c/a> reads.\u003c/p>\n\u003cp>In an email to students and faculty on Thursday, Stanford President Marc Tessier-Lavigne said he was “deeply disappointed” by the court’s decision, arguing it would hinder his school’s efforts to build a more diverse student body.\u003c/p>\n\u003cp>“The ability to consider race as one part of a holistic review of each applicant has helped to foster a campus environment at Stanford that is diverse in many ways, where people of varied backgrounds and experiences are able to learn from one another and contribute to the creation of knowledge,” he wrote.\u003c/p>\n\u003cp>Supporters of affirmative action bans, which have already been enacted to some degree in nine states — including California — say the practice is racially discriminatory and does little to increase economic mobility for the lowest-income students.\u003c/p>\n\u003cp>But until now, the high court has consistently preserved race-conscious admission practices, upholding affirmative action in two separate challenges over the last 20 years.\u003c/p>\n\u003cp>That departure was underscored in Justice Ketanji Brown Jackson’s biting dissent.\u003c/p>\n\u003cp>“With let-them-eat-cake obliviousness, today, the majority pulls the ripcord and announces ‘colorblindness for all’ by legal fiat,” she wrote. “But deeming race irrelevant in law does not make it so in life.”\u003c/p>\n\u003cp>Since banning affirmative action in 1996, the University of California has spent more than $500 million on programs aimed at recruiting and graduating lower-income students and students who are first in their family to attend college.[aside label=\"more on affirmative action\" tag=\"affirmative-action\"]The UC system also \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/california-residents/statewide-guarantee/\">started a program\u003c/a> that guarantees admission to the top 9% of students in each high school across the state, an attempt to attract strong students from diverse backgrounds.\u003c/p>\n\u003cp>But those efforts have not had the success many had hoped for. By 1998, just two years after the state ban went into effect, \u003ca href=\"https://www.nytimes.com/1998/04/01/us/black-and-hispanic-admissions-off-sharply-at-u-of-california.html\">Black and Hispanic enrollment fell dramatically at UC Berkeley and UCLA\u003c/a>, the system’s two most selective campuses.\u003c/p>\n\u003cp>“Particularly at UC’s most selective campuses, feelings of racial isolation persist and hinder UC’s efforts to provide the educational benefits of diversity,” the \u003ca href=\"https://www.supremecourt.gov/DocketPDF/20/20-1199/232355/20220801134931730_20-1199%20bsac%20University%20of%20California.pdf\">University of California wrote (PDF)\u003c/a> in a brief submitted to the Supreme Court, urging it to uphold affirmative action policies. “Second, UC’s student population at many of its campuses is now starkly different, demographically speaking, from the population of California high school graduates. That raises concerns that UC is not enrolling sufficient students with diverse perspectives, and that it will not be perceived as open to, and welcoming of, all students across the State — which in turn threatens its legitimacy in the eyes of citizens of California.”\u003c/p>\n\u003cp>In the wake of the court’s decision on Thursday, \u003ca href=\"https://www.politico.com/newsletters/playbook-pm/2023/06/29/biden-slams-scotus-this-is-not-a-normal-court-00104223?tab=most-read\">President Joe Biden\u003c/a> and Gov. Gavin Newsom expressed similar concerns.\u003c/p>\n\u003cp>“Right-wing activists — including those donning robes — are trying to take us back to the era of book bans and segregated campuses,” Newsom said in a press statement. “While the path to equal opportunity has now been narrowed for millions of students, no court case will ever shatter the California Dream. Our campus doors remain open for all who want to work hard — and our commitment to diversity, equity, and equal opportunity has never been stronger.”\u003c/p>\n\u003cp>Meanwhile, a host of progressive organizations in California that focus on racial and economic justice for Asian Americans lambasted the decision as an attack on racial diversity and opportunity.\u003c/p>\n\u003cp>“For Asian American students and all others, racially diverse student bodies both enhance their learning and foster understanding of each student’s lived experience,” Connie Chung Joe, CEO of Asian Americans Advancing Justice Southern California, said in a press statement. “In our ever-changing global economy and platform, we must continue to give all students the opportunity to fulfill their potential and shape a future built strong on our biggest asset — our diversity.”\u003c/p>\n\u003cp>And San Francisco City Attorney David Chiu said that affirmative action policies have helped people like him have opportunities that may not have otherwise been possible.\u003c/p>\n\u003cp>“I am an Asian American Harvard graduate, who would not be in a public policy career but for an affirmative action program,” Chiu said in a press statement following the decision Tuesday. We know that students at more diverse campuses benefit academically and socially.”\u003c/p>\n\u003cp>The court’s decision, he added, “is simply another attempt to roll back civil rights and the progress made in recent years.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/20-1199_hgdj.pdf\">U.S. Supreme Court ruling (PDF)\u003c/a> barring colleges from considering race in admissions effectively outlaws affirmative action at California’s private universities, broadly expanding a ban that had previously only applied to the state’s public campuses.\u003c/p>\n\u003cp>In Thursday’s 6-3 decision, the court’s conservative majority invalidated race-conscious admissions policies at Harvard University and the University of North Carolina, the nation’s oldest private and public colleges, respectively, finding them in violation of the Constitution’s guarantee of equal protection. The historic ruling overturns a spate of cases reaching back nearly half a century and will force the nation’s private and public universities to dramatically alter how they select their students.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Writing for the court’s majority, Chief Justice John Roberts said that for too long universities have “concluded, wrongly, that the touchstone of an individual’s identity is not challenges bested, skills built, or lessons learned but the color of their skin. Our constitutional history does not tolerate that choice.”\u003c/p>\n\u003cp>“The entire point of the Equal Protection Clause is that treating someone differently because of their skin color is not like treating them differently because they are from a city or from a suburb, or because they play the violin poorly or well,” Roberts said.\u003c/p>\n\u003cp>The decision, bringing a long-sought conservative goal to fruition, comes nearly 30 years after California voters \u003ca href=\"https://lao.ca.gov/ballot/1996/prop209_11_1996.html\">passed Proposition 209\u003c/a>, which prohibited the state’s public universities — including those in the University of California and California State University systems — from considering race and gender in admissions and hiring decisions. But that law did not apply to the state’s private colleges, including University of San Francisco, Stanford and Santa Clara universities, who until now have continued to consider race as a factor in admissions.\u003c/p>\n\u003cp>Leaders of numerous private colleges across California were quick to denounce the court’s decision, calling it a major setback to efforts aimed at diversifying campuses and to expand opportunities for underrepresented student populations.\u003c/p>\n\u003cp>“The ruling is quite disturbing and really quite challenging to us,” said Rev. Paul Fitzgerald, president of the University of San Francisco. “We’ve spent decades building out an academic program to welcome a student population that looks like the future of our nation. To be told now that we cannot use race as a particular factor is going to cause us to think very hard to figure out a way to continue our mission.”\u003c/p>\n\u003cp>Fitzgerald noted his school has worked to draw communities that are historically underrepresented on college campuses, including outreach at high schools that serve primarily Black, Latino or Indigenous students.\u003c/p>\n\u003cp>The court’s ruling was the culmination of a lawsuit first brought against Harvard in 2014 when a group called Students for Fair Admissions argued the university’s consideration of race in admission decisions unfairly discriminated against Asian students. The group made a similar argument in its subsequent suit against the University of North Carolina.\u003c/p>\n\u003cfigure id=\"attachment_11954607\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954607\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\" alt=\"People with the Asian American Coalition for Education rally outside of the Supreme Court of the United States in Washington, DC on June 29, 2023.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Asian American Coalition for Education, who oppose affirmative action in college admissions decisions, rally outside of the US Supreme Court in Washington, DC on June 29, 2023. \u003ccite>(Kent Nishimura/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford threw its support behind the school’s affirmative action policies, and last August submitted an amicus brief to the Supreme Court outlining how race is just one element the university considers when reviewing applications.\u003c/p>\n\u003cp>“These factors, among numerous others and viewed in the context of the entire application, may sometimes shed light on the critical questions of a candidate’s ability to deal with adversity and make the most of the opportunities that the University offers,” Stanford’s \u003ca href=\"https://news.stanford.edu/report/wp-content/uploads/sites/3/2022/08/20-1199-21-707-MIT-et-al.-Amici-Brief.pdf\">brief (PDF)\u003c/a> reads.\u003c/p>\n\u003cp>In an email to students and faculty on Thursday, Stanford President Marc Tessier-Lavigne said he was “deeply disappointed” by the court’s decision, arguing it would hinder his school’s efforts to build a more diverse student body.\u003c/p>\n\u003cp>“The ability to consider race as one part of a holistic review of each applicant has helped to foster a campus environment at Stanford that is diverse in many ways, where people of varied backgrounds and experiences are able to learn from one another and contribute to the creation of knowledge,” he wrote.\u003c/p>\n\u003cp>Supporters of affirmative action bans, which have already been enacted to some degree in nine states — including California — say the practice is racially discriminatory and does little to increase economic mobility for the lowest-income students.\u003c/p>\n\u003cp>But until now, the high court has consistently preserved race-conscious admission practices, upholding affirmative action in two separate challenges over the last 20 years.\u003c/p>\n\u003cp>That departure was underscored in Justice Ketanji Brown Jackson’s biting dissent.\u003c/p>\n\u003cp>“With let-them-eat-cake obliviousness, today, the majority pulls the ripcord and announces ‘colorblindness for all’ by legal fiat,” she wrote. “But deeming race irrelevant in law does not make it so in life.”\u003c/p>\n\u003cp>Since banning affirmative action in 1996, the University of California has spent more than $500 million on programs aimed at recruiting and graduating lower-income students and students who are first in their family to attend college.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The UC system also \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/california-residents/statewide-guarantee/\">started a program\u003c/a> that guarantees admission to the top 9% of students in each high school across the state, an attempt to attract strong students from diverse backgrounds.\u003c/p>\n\u003cp>But those efforts have not had the success many had hoped for. By 1998, just two years after the state ban went into effect, \u003ca href=\"https://www.nytimes.com/1998/04/01/us/black-and-hispanic-admissions-off-sharply-at-u-of-california.html\">Black and Hispanic enrollment fell dramatically at UC Berkeley and UCLA\u003c/a>, the system’s two most selective campuses.\u003c/p>\n\u003cp>“Particularly at UC’s most selective campuses, feelings of racial isolation persist and hinder UC’s efforts to provide the educational benefits of diversity,” the \u003ca href=\"https://www.supremecourt.gov/DocketPDF/20/20-1199/232355/20220801134931730_20-1199%20bsac%20University%20of%20California.pdf\">University of California wrote (PDF)\u003c/a> in a brief submitted to the Supreme Court, urging it to uphold affirmative action policies. “Second, UC’s student population at many of its campuses is now starkly different, demographically speaking, from the population of California high school graduates. That raises concerns that UC is not enrolling sufficient students with diverse perspectives, and that it will not be perceived as open to, and welcoming of, all students across the State — which in turn threatens its legitimacy in the eyes of citizens of California.”\u003c/p>\n\u003cp>In the wake of the court’s decision on Thursday, \u003ca href=\"https://www.politico.com/newsletters/playbook-pm/2023/06/29/biden-slams-scotus-this-is-not-a-normal-court-00104223?tab=most-read\">President Joe Biden\u003c/a> and Gov. Gavin Newsom expressed similar concerns.\u003c/p>\n\u003cp>“Right-wing activists — including those donning robes — are trying to take us back to the era of book bans and segregated campuses,” Newsom said in a press statement. “While the path to equal opportunity has now been narrowed for millions of students, no court case will ever shatter the California Dream. Our campus doors remain open for all who want to work hard — and our commitment to diversity, equity, and equal opportunity has never been stronger.”\u003c/p>\n\u003cp>Meanwhile, a host of progressive organizations in California that focus on racial and economic justice for Asian Americans lambasted the decision as an attack on racial diversity and opportunity.\u003c/p>\n\u003cp>“For Asian American students and all others, racially diverse student bodies both enhance their learning and foster understanding of each student’s lived experience,” Connie Chung Joe, CEO of Asian Americans Advancing Justice Southern California, said in a press statement. “In our ever-changing global economy and platform, we must continue to give all students the opportunity to fulfill their potential and shape a future built strong on our biggest asset — our diversity.”\u003c/p>\n\u003cp>And San Francisco City Attorney David Chiu said that affirmative action policies have helped people like him have opportunities that may not have otherwise been possible.\u003c/p>\n\u003cp>“I am an Asian American Harvard graduate, who would not be in a public policy career but for an affirmative action program,” Chiu said in a press statement following the decision Tuesday. We know that students at more diverse campuses benefit academically and socially.”\u003c/p>\n\u003cp>The court’s decision, he added, “is simply another attempt to roll back civil rights and the progress made in recent years.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>If California’s \u003ca href=\"https://www.kqed.org/news/11954314/3-big-takeaways-from-californias-311-billion-budget-deal\">proposed budget\u003c/a> is approved as it currently stands, county offices of education will get an increase of $80 million in ongoing funding to be used toward juvenile court schools and alternative schools. It’s an amount that staff in county offices say would help them better support the students they serve and that education researchers hope will include accountability reporting for greater transparency into how county offices allocate such funding.\u003c/p>\n\u003cp>The proposed increase in Proposition 98 funds would go toward both juvenile court schools and alternative education schools run by county offices of education. Alternative schools serve those who have faced challenges in their traditional public school, including expulsion, suspension and chronic absenteeism. Some of these schools enroll students with unique needs, such as teen parents, students experiencing homelessness, and students in the foster care system.\u003c/p>\n\u003cp>A set of formulas outlined in Proposition 98 are used to determine the minimum funding level for education in California, year after year. One of these formulas takes students’ average daily attendance into account, which assumes that students are enrolled in a single academic institution for long periods of time. This is most often the opposite in the juvenile justice system, as the population of students they serve remain in their schools anywhere between several days to a few months.\u003c/p>\n\u003cp>As the state’s juvenile justice system fully shifts to being entirely county-led at the end of June, juvenile court schools will also be serving some students that were previously held in state facilities for years at a time. But for most counties, it’s far more common that the majority of their students will not be enrolled long enough to finish a single semester.\u003c/p>\n\u003cp>[aside postID=news_11924009,news_11942615,perspectives_201601138855 label='More on Juvenile Justice']“There’s something inherently wrong about the idea that this particular population has a funding mechanism that is so variable and inconsistent, when I think everyone in California would say that that is absolutely not what they want,” said Susan Connolly, assistant superintendent of student services in Placer County.\u003c/p>\n\u003cp>“They want these particular students who have had the most traumatic experiences and who have had potentially disproportionate disciplinary experiences and maybe not positive school experiences, to have absolutely the most stable funding and access to all of the supports and services that they require.”\u003c/p>\n\u003cp>As legislative leaders and the governor negotiate on the final budget, the possibility remains that the $80 million increase may not make it through.\u003c/p>\n\u003cp>In Placer County, the daily student attendance has ranged in recent years from four to 30 on any given day, according to Connolly. And this doesn’t account for emergencies, like when a fire broke out a few years ago and they needed to suddenly house six additional students from neighboring El Dorado.\u003c/p>\n\u003cp>While it may not be uncommon to see 30 students in a single classroom, such a sight is rare in juvenile court schools, which serve students involved in the juvenile justice system. Students are rarely placed in a single classroom, or even the same living unit — where they are placed depends on various factors such as the seriousness of their infraction and their age. Given the unpredictability in day-to-day enrollment, administrators must still fully staff their schools with teachers and other education staff like behavioral therapists and social workers, Connolly said.\u003c/p>\n\u003cp>Connolly said they may have a classroom with one to three students or several classrooms with a higher number of students. They may be housing a seventh grader plus 24-year-olds, for example, each requiring a different level of education, she said.\u003c/p>\n\u003cp>“I have to have appropriate staff for that amount of units regardless of the number of students that I have or the number of units that are open on that particular day, because it could change very quickly,” Connolly said.\u003c/p>\n\u003cp>About 120 youths entered Placer County’s single juvenile hall this past school year, and the average length of stay was 21 days, she said. About five of these students were there for more than 90 days.\u003c/p>\n\u003cp>Some say the proposed funding increase should include transparency measures to better understand the quality of instruction being administered by county offices of education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://youthlaw.org/sites/default/files/attachments/2023-03/2023%20Decoding%20Alternative%20Education%20FINAL.pdf\">A 2023 report (PDF)\u003c/a> from \u003ca href=\"https://www.aclusocal.org/\">the ACLU Southern California\u003c/a>, \u003ca href=\"https://youthlaw.org/\">National Center for Youth Law\u003c/a>, and \u003ca href=\"https://ebclc.org/\">the East Bay Community Law Center\u003c/a> found that the top five largest county offices of education in California lacked the transparency required to evaluate the quality of education being offered due to a lack of “clear public-facing information about curriculum or student support systems,” the report authors wrote.\u003c/p>\n\u003cp>“The main thing that we’ve been hoping for is that the Legislature would build in some additional accountability and transparency mechanisms with this $80 million,” said Atasi Uppal, director of the education justice clinic at East Bay Community Law Center and co-author of the report.\u003c/p>\n\u003cp>The Legislature has not indicated if such accountability measures would be included in this fiscal allotment if it were to be included in the final budget.\u003c/p>\n\u003cp>San Diego County has two court schools and 26 alternative schools, which are often referred to as county community schools. Each of those 26 alternative schools has different funding needs, said Paul Gothold, San Diego County’s superintendent.\u003c/p>\n\u003cp>The school that enrolls student parents, for example, offers child care along with a pregnancy and parenting program.\u003c/p>\n\u003cp>“In a district, you do your enrollment projections, you staff up, you open school, and you have this wiggle room to shuffle folks around and deal with the numbers when kids are actually there,” Gothold said.\u003c/p>\n\u003cp>Echoing county staff from other regions of the state, Gothold said funding court schools and alternative schools similarly to traditional public schools is “a basic and fundamental flaw.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Susan Connolly, student services in Placer County\"]‘These are our most vulnerable children and they have the most unstable funding and resources.’[/pullquote]“The kids come from incredibly extraordinary circumstances, a lot of that associated with being incarcerated and the trauma that comes with that,” he said. “The level of support, the level of need for our children is really unprecedented.”\u003c/p>\n\u003cp>On Census Day, the first Wednesday of October during the 2021-22 school year, San Bernardino County in Southern California had 93 students enrolled. By the end of the school year, they’d enrolled a cumulative total of 661.\u003c/p>\n\u003cp>The majority of these students, as is the case for other counties, stayed for a short period of time, according to Myrlene Pierre, the county’s assistant superintendent of student services.\u003c/p>\n\u003cp>Because San Bernardino is a large county, Pierre has more people on her staff than Connolly does in Placer County; still, she said additional funding could help them expand their services.\u003c/p>\n\u003cp>“We always have the basics covered regardless of the funding, but when we’re looking for extras to really make it a rich and valuable experience for the students, which is important, that’s where we’re looking for additional funds,” Pierre said.\u003c/p>\n\u003cp>Those extras include activities such as learning to use artificial intelligence programs like ChatGPT and access to language classes, she said. The proposed budget increase would also be used to fund behavioral health counselors, providing additional professional development for teachers, and ensuring students have access to A-G coursework.\u003c/p>\n\u003cp>“These are our most vulnerable children and they have the most unstable funding and resources, so I’m very excited to have this idea of something that makes sense for our students that’s crafted to support their unique needs,” said Placer County’s Connolly.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/californias-most-vulnerable-students-may-be-seeing-increased-funding-soon/692969\">This story originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If California’s \u003ca href=\"https://www.kqed.org/news/11954314/3-big-takeaways-from-californias-311-billion-budget-deal\">proposed budget\u003c/a> is approved as it currently stands, county offices of education will get an increase of $80 million in ongoing funding to be used toward juvenile court schools and alternative schools. It’s an amount that staff in county offices say would help them better support the students they serve and that education researchers hope will include accountability reporting for greater transparency into how county offices allocate such funding.\u003c/p>\n\u003cp>The proposed increase in Proposition 98 funds would go toward both juvenile court schools and alternative education schools run by county offices of education. Alternative schools serve those who have faced challenges in their traditional public school, including expulsion, suspension and chronic absenteeism. Some of these schools enroll students with unique needs, such as teen parents, students experiencing homelessness, and students in the foster care system.\u003c/p>\n\u003cp>A set of formulas outlined in Proposition 98 are used to determine the minimum funding level for education in California, year after year. One of these formulas takes students’ average daily attendance into account, which assumes that students are enrolled in a single academic institution for long periods of time. This is most often the opposite in the juvenile justice system, as the population of students they serve remain in their schools anywhere between several days to a few months.\u003c/p>\n\u003cp>As the state’s juvenile justice system fully shifts to being entirely county-led at the end of June, juvenile court schools will also be serving some students that were previously held in state facilities for years at a time. But for most counties, it’s far more common that the majority of their students will not be enrolled long enough to finish a single semester.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There’s something inherently wrong about the idea that this particular population has a funding mechanism that is so variable and inconsistent, when I think everyone in California would say that that is absolutely not what they want,” said Susan Connolly, assistant superintendent of student services in Placer County.\u003c/p>\n\u003cp>“They want these particular students who have had the most traumatic experiences and who have had potentially disproportionate disciplinary experiences and maybe not positive school experiences, to have absolutely the most stable funding and access to all of the supports and services that they require.”\u003c/p>\n\u003cp>As legislative leaders and the governor negotiate on the final budget, the possibility remains that the $80 million increase may not make it through.\u003c/p>\n\u003cp>In Placer County, the daily student attendance has ranged in recent years from four to 30 on any given day, according to Connolly. And this doesn’t account for emergencies, like when a fire broke out a few years ago and they needed to suddenly house six additional students from neighboring El Dorado.\u003c/p>\n\u003cp>While it may not be uncommon to see 30 students in a single classroom, such a sight is rare in juvenile court schools, which serve students involved in the juvenile justice system. Students are rarely placed in a single classroom, or even the same living unit — where they are placed depends on various factors such as the seriousness of their infraction and their age. Given the unpredictability in day-to-day enrollment, administrators must still fully staff their schools with teachers and other education staff like behavioral therapists and social workers, Connolly said.\u003c/p>\n\u003cp>Connolly said they may have a classroom with one to three students or several classrooms with a higher number of students. They may be housing a seventh grader plus 24-year-olds, for example, each requiring a different level of education, she said.\u003c/p>\n\u003cp>“I have to have appropriate staff for that amount of units regardless of the number of students that I have or the number of units that are open on that particular day, because it could change very quickly,” Connolly said.\u003c/p>\n\u003cp>About 120 youths entered Placer County’s single juvenile hall this past school year, and the average length of stay was 21 days, she said. About five of these students were there for more than 90 days.\u003c/p>\n\u003cp>Some say the proposed funding increase should include transparency measures to better understand the quality of instruction being administered by county offices of education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://youthlaw.org/sites/default/files/attachments/2023-03/2023%20Decoding%20Alternative%20Education%20FINAL.pdf\">A 2023 report (PDF)\u003c/a> from \u003ca href=\"https://www.aclusocal.org/\">the ACLU Southern California\u003c/a>, \u003ca href=\"https://youthlaw.org/\">National Center for Youth Law\u003c/a>, and \u003ca href=\"https://ebclc.org/\">the East Bay Community Law Center\u003c/a> found that the top five largest county offices of education in California lacked the transparency required to evaluate the quality of education being offered due to a lack of “clear public-facing information about curriculum or student support systems,” the report authors wrote.\u003c/p>\n\u003cp>“The main thing that we’ve been hoping for is that the Legislature would build in some additional accountability and transparency mechanisms with this $80 million,” said Atasi Uppal, director of the education justice clinic at East Bay Community Law Center and co-author of the report.\u003c/p>\n\u003cp>The Legislature has not indicated if such accountability measures would be included in this fiscal allotment if it were to be included in the final budget.\u003c/p>\n\u003cp>San Diego County has two court schools and 26 alternative schools, which are often referred to as county community schools. Each of those 26 alternative schools has different funding needs, said Paul Gothold, San Diego County’s superintendent.\u003c/p>\n\u003cp>The school that enrolls student parents, for example, offers child care along with a pregnancy and parenting program.\u003c/p>\n\u003cp>“In a district, you do your enrollment projections, you staff up, you open school, and you have this wiggle room to shuffle folks around and deal with the numbers when kids are actually there,” Gothold said.\u003c/p>\n\u003cp>Echoing county staff from other regions of the state, Gothold said funding court schools and alternative schools similarly to traditional public schools is “a basic and fundamental flaw.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“The kids come from incredibly extraordinary circumstances, a lot of that associated with being incarcerated and the trauma that comes with that,” he said. “The level of support, the level of need for our children is really unprecedented.”\u003c/p>\n\u003cp>On Census Day, the first Wednesday of October during the 2021-22 school year, San Bernardino County in Southern California had 93 students enrolled. By the end of the school year, they’d enrolled a cumulative total of 661.\u003c/p>\n\u003cp>The majority of these students, as is the case for other counties, stayed for a short period of time, according to Myrlene Pierre, the county’s assistant superintendent of student services.\u003c/p>\n\u003cp>Because San Bernardino is a large county, Pierre has more people on her staff than Connolly does in Placer County; still, she said additional funding could help them expand their services.\u003c/p>\n\u003cp>“We always have the basics covered regardless of the funding, but when we’re looking for extras to really make it a rich and valuable experience for the students, which is important, that’s where we’re looking for additional funds,” Pierre said.\u003c/p>\n\u003cp>Those extras include activities such as learning to use artificial intelligence programs like ChatGPT and access to language classes, she said. The proposed budget increase would also be used to fund behavioral health counselors, providing additional professional development for teachers, and ensuring students have access to A-G coursework.\u003c/p>\n\u003cp>“These are our most vulnerable children and they have the most unstable funding and resources, so I’m very excited to have this idea of something that makes sense for our students that’s crafted to support their unique needs,” said Placer County’s Connolly.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/californias-most-vulnerable-students-may-be-seeing-increased-funding-soon/692969\">This story originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Arts education has long been hailed for its transformative power, a way to boost everything from \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1029864915623613?journalCode=msxa\">test scores\u003c/a> to \u003ca href=\"https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes\">social-emotional learning\u003c/a>. Unfortunately, budget woes have cut arts education so close to the bone that only 11% of California schools offer a comprehensive arts education, \u003ca href=\"https://createca.org/CreativityChallenge/\">research suggests\u003c/a>. That’s a stark inequity that arts education advocates have long labored to rectify.\u003c/p>\n\u003cp>“Creativity is a muscle, not a gene, and if it’s a muscle then you can make it stronger,” said Jessica Mele, a program officer specializing in arts education at the Hewlett Foundation. “The problem is that arts education in this country has historically been ruled by assumptions about who can and should be allowed to participate in the arts and a lot of that has to do with race and class and geography.”\u003c/p>\n\u003cp>While that grim state of affairs is set to change, in the wake of \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a> — the groundbreaking Arts and Music in Schools initiative that will provide arts funding to schools — experts say many challenges lie ahead, from uncertainties about how the program will roll out to the ongoing teacher shortage. Such growing pains are to be expected, some say, as the roughly $1 billion program ramps up this fall.\u003c/p>\n\u003cp>“What we are doing in California with Prop. 28 is truly seismic,” said Austin Beutner, author of \u003ca href=\"https://www.kqed.org/voterguide/proposition-28-arts-education\">Proposition 28\u003c/a>. “It’s the largest investment in arts and music in our nation’s history. It’s never been done before.”[aside postID=news_11928837,news_11934191 label='Funding for Arts Education']The vast scale of the program may also explain why there’s a niggling fear among arts insiders that this huge boost of funding, which is expected to land sometime this fall, must be too good to be true.\u003c/p>\n\u003cp>“A lot of folks in the arts education feel like they’ve been marginalized for so long that it’s hard for them to conceive of something that centers them,” said Mele. “There are a lot of people in the field who still say, ‘I’ll believe it when the money gets to my school.’”\u003c/p>\n\u003cp>One key challenge is the lack of clarity regarding the details of exactly how the game-changing program will work. Many remain unsure about the rules, from waivers to audits.\u003c/p>\n\u003cp>The thrust is clear. All the money must go to arts and music education, but that is broadly defined. The disciplines include (but are not limited to) dance, media arts, music, theater and visual arts including folk art, painting, sculpture, photography, craft arts and creative expression including graphic arts and design, computer coding, animation, music composition, ensembles, script writing, costume design, film and video. Each school community is invited to tailor the program to the needs of its students.\u003c/p>\n\u003cp>“Take inventory, talk to your families,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “Is it important to you that your child does dance? Or has access to music or visual art? Do you want your kids to learn media arts skills so that they can get careers in Silicon Valley? Survey your students.”\u003c/p>\n\u003cp>However, some arts education advocates worry a lack of specificity may undermine the program. \u003ca href=\"https://public.tableau.com/app/profile/dave.heckler7741/viz/Prop28ArtsEducationFunding/Sheet1\">Estimates of how much funding each district will receive\u003c/a> are available, but some say \u003ca href=\"https://createca.org/prop-28-what-we-know-so-far/\">the rules on how to spend it\u003c/a> remain unclear.\u003c/p>\n\u003cp>“This lack of guidance is hampering local planning for the funds,” said Abe Flores, deputy director of policy and programs at \u003ca href=\"https://createca.org/\">Create CA\u003c/a>, an arts advocacy group. “Without staff or timely guidance, we fear the prop is being set up for failure.”\u003c/p>\n\u003cp>Some say that the CDE, which is administering the program, has not as yet been responsive enough about how to navigate the complexities of the process.\u003c/p>\n\u003cp>“I want to reiterate the lack of guidance from CDE around calculating the baseline, critical to ensure the ‘supplement, not supplant’ requirement, and outlining the waiver process,” Flores said.\u003c/p>\n\u003cfigure id=\"attachment_11954101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/2023/06/26/voters-passed-prop-28-to-fund-arts-education-but-schools-face-challenges-in-rollout/kqed_richmond_orchestra-5/\" rel=\"attachment wp-att-11954101\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg\" alt=\"A music classroom with a piano in the front and a group of students sitting in chairs, playing instruments with sheet music, as a white man conducts them.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1536x1026.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Music director Andrew Wilke conducts orchestra class at Richmond High School on Oct. 5, 2022. \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools with more than 500 students must use 80% of the funds on staff. Also, this money must be used to supplement existing funds, not supplant them. If a school spends $100 this year, they are expected to spend $100 plus their new allocation next year.\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/191WGiI79mbU4s5jumZ_qFzCiLidegSOy/view\">Some school administrators (PDF)\u003c/a> argue that this existing funding, the baseline that Proposition funds can not replace, should not include one-time donations.\u003c/p>\n\u003cp>Deputy Superintendent Malia Vella clarified that the baseline is defined as all existing funding, and that “it doesn’t provide exemptions currently.” However, she is also awaiting cleanup language in upcoming trailer bills to the state budget before issuing technical guidance. She also notes the California Department of Education is updating its website with \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfundingfaq.asp\">frequently asked questions\u003c/a> and advises arts administrators to subscribe to the Proposition 28 listserv at join-prop28@mlist.cde.ca.gov.\u003c/p>\n\u003cp>“We do hope to get clarity and provide audit guidelines,” Villa said. “It’s hard to issue guidance and then say the appropriation has changed, that’s the technical side of things. “I don’t think it serves our LEAs to issue guidance that then gets changed immediately.”\u003c/p>\n\u003cp>That’s one reason why, at this point, many arts educators are taking \u003ca href=\"https://www.creativesonoma.org/wp-content/uploads/sites/www.creativesonoma.org/images/2023/04/Proposition-28_-A-Case-for-Slowing-Down-_-SSC.pdf\">a wait-and-see approach (PDF)\u003c/a>. It should be noted that schools have three years to use the funds.\u003c/p>\n\u003cp>“We’ve tossed around some ideas, but honestly, I don’t want principals in schools to start making a lot of plans until we’re pretty sure what they can do with it,” said Phil Rydeen, coordinator of visual and performing arts at Oakland Unified School District. “There’s still some general fuzziness.”\u003c/p>\n\u003cp>Another challenge will be staffing. An estimated 15,000 arts teachers will be needed statewide, but experts say there are only about 5,000 credentialed arts teachers in the field right now.\u003c/p>\n\u003cp>Against the backdrop of the existing teacher shortage, some fear a hiring frenzy may ensue.\u003c/p>\n\u003cp>“There are more jobs than there are people,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the \u003ca href=\"https://www.ccte.org/\">California Council on Teacher Education\u003c/a>. “We’ve been starving for so long, and suddenly we’re being presented with a banquet, and we don’t know what to do with it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Part of the problem is that \u003ca href=\"http://www.ctc.ca.gov/commission/reports/data/approved-institutions-and-programs\">the arts credential pipeline\u003c/a> has shrunk after decades of cutbacks. While there are 64 programs in the state that offer a music credential and 57 that offer a visual arts credential, there are only four programs that focus on theater and two that specialize in dance.\u003c/p>\n\u003cp>However, experts suggest the talent pool is wider than it looks because there are numerous \u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">workarounds (PDF)\u003c/a>. For instance, physical education teachers who were credentialed before 2022 already have dance embedded in their credential, experts say. The same goes for some English teachers automatically having a theater credential.\u003c/p>\n\u003cp>Plus, you don’t technically need a credential to teach the arts. Proposition 28 requires that at least 80% of the funding be used to hire staff, but they may be “certificated or classified” staff. That means working artists can, and some say should, be part of the mix.\u003c/p>\n\u003cp>“We are blessed with a diversity of talent in California. We have a tremendous diversity of practicing artists, some of whom can become great arts educators,” said Beutner, former LAUSD superintendent. “Right now, the talent and the school don’t meet. So we’re trying to make that initial connection as seamless as possible.”\u003c/p>\n\u003cp>Beutner hopes to connect working artists with the schools in their midst. The schools get access to professional artists and the artists get a measure of financial stability that’s rare in the arts. Plus, if they discover a passion for teaching, they may decide to pursue a credential, which ensures higher pay.[pullquote size=\"medium\" align=\"right\" citation=\"Jessica Mele, Hewlett Foundation\"]‘There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers.’[/pullquote]“There’s something really incredible about a professional artist who comes into the classroom,” said Mele. “They represent what it’s like to be an artist. They show kids that this is a possible career path. They are also not part of the school community, so kids can often open up to teaching artists.”\u003c/p>\n\u003cp>Connecting the two worlds is critical, as Beutner sees it. One of the ideas is a twist on JammCard, an app that would work like LinkedIn for the arts, \u003ca href=\"https://schoolgig.us/\">Schoolgig\u003c/a>.\u003c/p>\n\u003cp>However, some believe that arts teachers ought to be credentialed because education requires specific expertise. Artists may not be ready for the rigors of the classroom, some warn, particularly in the post-pandemic era with its rampant learning loss and misbehavior.\u003c/p>\n\u003cp>“Being a great artist or musician doesn’t necessarily mean you are a great teacher,” said Tom DeCaigny, executive director of Create CA, an arts advocacy group. “Model programs typically require significant training on things like classroom management, child development theory, curriculum frameworks, modalities of learning, pedagogy … In other words, good teaching is not a ‘gig.’”\u003c/p>\n\u003cp>The best-case scenario, many suggest, is finding ways to tap into the talents of both kinds of art teachers.\u003c/p>\n\u003cp>“There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers,” Mele said, “but they are both valuable.”\u003c/p>\n\u003cp>Apart from staffing costs, the rest of the funding can be used for other needs including training, supplies and partnerships with arts education organizations. No more than 1% can go to administration.\u003c/p>\n\u003cp>Some arts administrators wish there was more wiggle room in how the funds are spent.\u003c/p>\n\u003cp>“If I had my way, if I could wave a magic wand,” said Rydeen, “I would want that flexibility.”\u003c/p>\n\u003cp>Beutner argues that investing heavily in arts teachers will pay off in the vitality of the school community at large, bolstering its social-emotional culture.\u003c/p>\n\u003cp>“One would hope a school builds a program around a dedicated teacher who becomes a part of the community,” he said. “Continuity of people and programs both matter.”[aside label='Understanding Prop. 28' link1='https://www.kqed.org/voterguide/proposition-28-arts-education,KQED Election Guide: Arts Education Funding']You can apply for a waiver from the 80/20 rule if you need to invest in musical instruments or a kiln, for instance, to launch a new program, but you must show “good cause.”\u003c/p>\n\u003cp>“An example of a good cause would be a school which is starting a music program. First year, they might need to buy instruments and thereafter just replace or repair a small portion of them,” Beutner said. “So they could ask for a waiver to spend 40% of the funds for the first year for instruments and in subsequent years they would be spending 90% on teaching staff.”\u003c/p>\n\u003cp>To clarify the process and share ideas, Beutner is currently cooking up a YouTube channel with how-to videos and best practices from arts educators across the state.\u003c/p>\n\u003cp>“This cross-fertilization of great ideas is not going to happen overnight, but that’s what we’re trying to foster and facilitate,” said Beutner. “We’ve got to build capacity and empower people to make good decisions.”\u003c/p>\n\u003cp>In arts education, as in the arts, collaboration is often the key. A small school in a rural district might join forces with another school to share a dance teacher, for example.\u003c/p>\n\u003cp>“The way that this is going to work best is as a coalition, a collaboration between everybody who has skin in the game. It’s teachers, it’s parents, it’s students, it’s arts organizations, it’s teaching artists, it’s school districts, it’s teacher education programs,” said Engdahl. “It’s a big tent, but we all have a part to play, and we all need to be working together.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/prop-28-a-windfall-for-arts-education-but-implementation-poses-challenges/692858\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "In November, California voters approved Proposition 28 — funding arts in schools. It should be a first-of-its-kind windfall, but implementation has been tough. ",
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"title": "Voters Passed Prop. 28 to Fund Arts Education, but Schools Face Challenges in Rollout | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Arts education has long been hailed for its transformative power, a way to boost everything from \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1029864915623613?journalCode=msxa\">test scores\u003c/a> to \u003ca href=\"https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes\">social-emotional learning\u003c/a>. Unfortunately, budget woes have cut arts education so close to the bone that only 11% of California schools offer a comprehensive arts education, \u003ca href=\"https://createca.org/CreativityChallenge/\">research suggests\u003c/a>. That’s a stark inequity that arts education advocates have long labored to rectify.\u003c/p>\n\u003cp>“Creativity is a muscle, not a gene, and if it’s a muscle then you can make it stronger,” said Jessica Mele, a program officer specializing in arts education at the Hewlett Foundation. “The problem is that arts education in this country has historically been ruled by assumptions about who can and should be allowed to participate in the arts and a lot of that has to do with race and class and geography.”\u003c/p>\n\u003cp>While that grim state of affairs is set to change, in the wake of \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a> — the groundbreaking Arts and Music in Schools initiative that will provide arts funding to schools — experts say many challenges lie ahead, from uncertainties about how the program will roll out to the ongoing teacher shortage. Such growing pains are to be expected, some say, as the roughly $1 billion program ramps up this fall.\u003c/p>\n\u003cp>“What we are doing in California with Prop. 28 is truly seismic,” said Austin Beutner, author of \u003ca href=\"https://www.kqed.org/voterguide/proposition-28-arts-education\">Proposition 28\u003c/a>. “It’s the largest investment in arts and music in our nation’s history. It’s never been done before.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The vast scale of the program may also explain why there’s a niggling fear among arts insiders that this huge boost of funding, which is expected to land sometime this fall, must be too good to be true.\u003c/p>\n\u003cp>“A lot of folks in the arts education feel like they’ve been marginalized for so long that it’s hard for them to conceive of something that centers them,” said Mele. “There are a lot of people in the field who still say, ‘I’ll believe it when the money gets to my school.’”\u003c/p>\n\u003cp>One key challenge is the lack of clarity regarding the details of exactly how the game-changing program will work. Many remain unsure about the rules, from waivers to audits.\u003c/p>\n\u003cp>The thrust is clear. All the money must go to arts and music education, but that is broadly defined. The disciplines include (but are not limited to) dance, media arts, music, theater and visual arts including folk art, painting, sculpture, photography, craft arts and creative expression including graphic arts and design, computer coding, animation, music composition, ensembles, script writing, costume design, film and video. Each school community is invited to tailor the program to the needs of its students.\u003c/p>\n\u003cp>“Take inventory, talk to your families,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “Is it important to you that your child does dance? Or has access to music or visual art? Do you want your kids to learn media arts skills so that they can get careers in Silicon Valley? Survey your students.”\u003c/p>\n\u003cp>However, some arts education advocates worry a lack of specificity may undermine the program. \u003ca href=\"https://public.tableau.com/app/profile/dave.heckler7741/viz/Prop28ArtsEducationFunding/Sheet1\">Estimates of how much funding each district will receive\u003c/a> are available, but some say \u003ca href=\"https://createca.org/prop-28-what-we-know-so-far/\">the rules on how to spend it\u003c/a> remain unclear.\u003c/p>\n\u003cp>“This lack of guidance is hampering local planning for the funds,” said Abe Flores, deputy director of policy and programs at \u003ca href=\"https://createca.org/\">Create CA\u003c/a>, an arts advocacy group. “Without staff or timely guidance, we fear the prop is being set up for failure.”\u003c/p>\n\u003cp>Some say that the CDE, which is administering the program, has not as yet been responsive enough about how to navigate the complexities of the process.\u003c/p>\n\u003cp>“I want to reiterate the lack of guidance from CDE around calculating the baseline, critical to ensure the ‘supplement, not supplant’ requirement, and outlining the waiver process,” Flores said.\u003c/p>\n\u003cfigure id=\"attachment_11954101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/2023/06/26/voters-passed-prop-28-to-fund-arts-education-but-schools-face-challenges-in-rollout/kqed_richmond_orchestra-5/\" rel=\"attachment wp-att-11954101\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg\" alt=\"A music classroom with a piano in the front and a group of students sitting in chairs, playing instruments with sheet music, as a white man conducts them.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1536x1026.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Music director Andrew Wilke conducts orchestra class at Richmond High School on Oct. 5, 2022. \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools with more than 500 students must use 80% of the funds on staff. Also, this money must be used to supplement existing funds, not supplant them. If a school spends $100 this year, they are expected to spend $100 plus their new allocation next year.\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/191WGiI79mbU4s5jumZ_qFzCiLidegSOy/view\">Some school administrators (PDF)\u003c/a> argue that this existing funding, the baseline that Proposition funds can not replace, should not include one-time donations.\u003c/p>\n\u003cp>Deputy Superintendent Malia Vella clarified that the baseline is defined as all existing funding, and that “it doesn’t provide exemptions currently.” However, she is also awaiting cleanup language in upcoming trailer bills to the state budget before issuing technical guidance. She also notes the California Department of Education is updating its website with \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfundingfaq.asp\">frequently asked questions\u003c/a> and advises arts administrators to subscribe to the Proposition 28 listserv at join-prop28@mlist.cde.ca.gov.\u003c/p>\n\u003cp>“We do hope to get clarity and provide audit guidelines,” Villa said. “It’s hard to issue guidance and then say the appropriation has changed, that’s the technical side of things. “I don’t think it serves our LEAs to issue guidance that then gets changed immediately.”\u003c/p>\n\u003cp>That’s one reason why, at this point, many arts educators are taking \u003ca href=\"https://www.creativesonoma.org/wp-content/uploads/sites/www.creativesonoma.org/images/2023/04/Proposition-28_-A-Case-for-Slowing-Down-_-SSC.pdf\">a wait-and-see approach (PDF)\u003c/a>. It should be noted that schools have three years to use the funds.\u003c/p>\n\u003cp>“We’ve tossed around some ideas, but honestly, I don’t want principals in schools to start making a lot of plans until we’re pretty sure what they can do with it,” said Phil Rydeen, coordinator of visual and performing arts at Oakland Unified School District. “There’s still some general fuzziness.”\u003c/p>\n\u003cp>Another challenge will be staffing. An estimated 15,000 arts teachers will be needed statewide, but experts say there are only about 5,000 credentialed arts teachers in the field right now.\u003c/p>\n\u003cp>Against the backdrop of the existing teacher shortage, some fear a hiring frenzy may ensue.\u003c/p>\n\u003cp>“There are more jobs than there are people,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the \u003ca href=\"https://www.ccte.org/\">California Council on Teacher Education\u003c/a>. “We’ve been starving for so long, and suddenly we’re being presented with a banquet, and we don’t know what to do with it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of the problem is that \u003ca href=\"http://www.ctc.ca.gov/commission/reports/data/approved-institutions-and-programs\">the arts credential pipeline\u003c/a> has shrunk after decades of cutbacks. While there are 64 programs in the state that offer a music credential and 57 that offer a visual arts credential, there are only four programs that focus on theater and two that specialize in dance.\u003c/p>\n\u003cp>However, experts suggest the talent pool is wider than it looks because there are numerous \u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">workarounds (PDF)\u003c/a>. For instance, physical education teachers who were credentialed before 2022 already have dance embedded in their credential, experts say. The same goes for some English teachers automatically having a theater credential.\u003c/p>\n\u003cp>Plus, you don’t technically need a credential to teach the arts. Proposition 28 requires that at least 80% of the funding be used to hire staff, but they may be “certificated or classified” staff. That means working artists can, and some say should, be part of the mix.\u003c/p>\n\u003cp>“We are blessed with a diversity of talent in California. We have a tremendous diversity of practicing artists, some of whom can become great arts educators,” said Beutner, former LAUSD superintendent. “Right now, the talent and the school don’t meet. So we’re trying to make that initial connection as seamless as possible.”\u003c/p>\n\u003cp>Beutner hopes to connect working artists with the schools in their midst. The schools get access to professional artists and the artists get a measure of financial stability that’s rare in the arts. Plus, if they discover a passion for teaching, they may decide to pursue a credential, which ensures higher pay.\u003c/p>\u003c/div>",
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"content": "‘There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There’s something really incredible about a professional artist who comes into the classroom,” said Mele. “They represent what it’s like to be an artist. They show kids that this is a possible career path. They are also not part of the school community, so kids can often open up to teaching artists.”\u003c/p>\n\u003cp>Connecting the two worlds is critical, as Beutner sees it. One of the ideas is a twist on JammCard, an app that would work like LinkedIn for the arts, \u003ca href=\"https://schoolgig.us/\">Schoolgig\u003c/a>.\u003c/p>\n\u003cp>However, some believe that arts teachers ought to be credentialed because education requires specific expertise. Artists may not be ready for the rigors of the classroom, some warn, particularly in the post-pandemic era with its rampant learning loss and misbehavior.\u003c/p>\n\u003cp>“Being a great artist or musician doesn’t necessarily mean you are a great teacher,” said Tom DeCaigny, executive director of Create CA, an arts advocacy group. “Model programs typically require significant training on things like classroom management, child development theory, curriculum frameworks, modalities of learning, pedagogy … In other words, good teaching is not a ‘gig.’”\u003c/p>\n\u003cp>The best-case scenario, many suggest, is finding ways to tap into the talents of both kinds of art teachers.\u003c/p>\n\u003cp>“There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers,” Mele said, “but they are both valuable.”\u003c/p>\n\u003cp>Apart from staffing costs, the rest of the funding can be used for other needs including training, supplies and partnerships with arts education organizations. No more than 1% can go to administration.\u003c/p>\n\u003cp>Some arts administrators wish there was more wiggle room in how the funds are spent.\u003c/p>\n\u003cp>“If I had my way, if I could wave a magic wand,” said Rydeen, “I would want that flexibility.”\u003c/p>\n\u003cp>Beutner argues that investing heavily in arts teachers will pay off in the vitality of the school community at large, bolstering its social-emotional culture.\u003c/p>\n\u003cp>“One would hope a school builds a program around a dedicated teacher who becomes a part of the community,” he said. “Continuity of people and programs both matter.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>You can apply for a waiver from the 80/20 rule if you need to invest in musical instruments or a kiln, for instance, to launch a new program, but you must show “good cause.”\u003c/p>\n\u003cp>“An example of a good cause would be a school which is starting a music program. First year, they might need to buy instruments and thereafter just replace or repair a small portion of them,” Beutner said. “So they could ask for a waiver to spend 40% of the funds for the first year for instruments and in subsequent years they would be spending 90% on teaching staff.”\u003c/p>\n\u003cp>To clarify the process and share ideas, Beutner is currently cooking up a YouTube channel with how-to videos and best practices from arts educators across the state.\u003c/p>\n\u003cp>“This cross-fertilization of great ideas is not going to happen overnight, but that’s what we’re trying to foster and facilitate,” said Beutner. “We’ve got to build capacity and empower people to make good decisions.”\u003c/p>\n\u003cp>In arts education, as in the arts, collaboration is often the key. A small school in a rural district might join forces with another school to share a dance teacher, for example.\u003c/p>\n\u003cp>“The way that this is going to work best is as a coalition, a collaboration between everybody who has skin in the game. It’s teachers, it’s parents, it’s students, it’s arts organizations, it’s teaching artists, it’s school districts, it’s teacher education programs,” said Engdahl. “It’s a big tent, but we all have a part to play, and we all need to be working together.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/prop-28-a-windfall-for-arts-education-but-implementation-poses-challenges/692858\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Task Force Says California Textbooks Should Reflect State's Diversity",
"headTitle": "Task Force Says California Textbooks Should Reflect State’s Diversity | KQED",
"content": "\u003cp>State Superintendent of Public Instruction Tony Thurmond and legislators on a new \u003ca href=\"https://www.kqed.org/news/11953121/reparations-task-force-can-greater-educational-investment-close-californias-racial-achievement-gap\">task force\u003c/a> on inclusive education extracted commitments Wednesday from publishers and vowed more oversight with potential penalties on school boards that resist state policies on inclusive materials.\u003c/p>\n\u003cp>The task force’s news conference and legislative hearing served as a warning to textbook companies not to retreat under pressure from giving students access to frank and positive portrayals of California’s diverse population — or risk hundreds of millions of dollars in contracts.\u003c/p>\n\u003cp>“Many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives,” Thurmond said. “This is all happening against the backdrop of where you have governors in other states literally trying to strip out any representation about race, about the experience of LGBTQ+ students, students with disabilities. California’s going in the other direction.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The session also coincided with heated confrontations this month in some California districts — \u003ca href=\"https://www.dailynews.com/2023/06/20/protests-over-lgbtq-issues-bring-drama-to-glendale-school-board-meeting/?utm_email=549A44C674A504FEC5E3F564EF&lctg=549A44C674A504FEC5E3F564EF&active=yesD&utm_source=listrak&utm_medium=email&utm_term=Story+Button&utm_campaign=scng-ladn-breaking-news&utm_content=alert\">arguments in Glendale Unified\u003c/a> over support of \u003ca href=\"https://www.kqed.org/news/tag/pride\">Pride month\u003c/a>, and an investigation by the California Department of Education and Attorney General Rob Bonta into the \u003ca href=\"https://edsource.org/%202023/temecula-valley-school-board-fires-superintendent-jodi-mcclay-as-protests-erupt-outside/692340\">Temecula Valley Unified board’s rejection\u003c/a> of a curriculum recommended by a committee of teachers and parents because it mentioned gay activist and leader Harvey Milk.\u003c/p>\n\u003cp>This week, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1352\">Assemblymember Mia Bonta, D-Oakland, introduced a bill\u003c/a> that would add teeth to the \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/senatebill48faq.asp\">FAIR Education Act\u003c/a>, a 2011 law that requires textbooks to include the contributions of racial and ethnic groups and LGBTQ+ people while prohibiting their negative portrayals. Along with expressly prohibiting a school board from contradicting state laws requiring “inclusive policies, practices, and curriculum,” it would authorize a school board to censure and, by a two-thirds vote, oust a member who tried to do so. Bonta’s spouse is the state attorney general.\u003c/p>\n\u003cp>Thurmond announced the membership of the 10-member task force, co-chaired with Sen. Monique Limon, D-Santa Barbara, with all Democratic legislators, this week. Although the first session focused on school textbooks, Thurmond said the task force would be a source of ideas for developing and advocating for legislation on inclusive practices.\u003c/p>\n\u003cp>They include \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB5\">AB 5\u003c/a>, by task force member Rick Chavez Zbur, an Assemblymember from Santa Monica, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1078\">AB 1078\u003c/a>, by task force member Corey Jackson, an assemblymember from Perris.\u003c/p>\n\u003cp>AB 5, backed by the California Teachers Association, would develop training in LGBTQ cultural competency for teachers and administrators.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Assemblymember Rick Chavez Zbur (D-Santa Monica)\"]‘Representation is crucial for youth who may feel that they are all alone.’[/pullquote]\u003c/p>\n\u003cp>AB 1078 originally called for school districts to seek state board approval before banning a book from schools or school libraries or seeking to not teach a required curriculum. As currently amended, it would only require the California Department of Education to guide districts and charter schools on how to conduct conversations about race and gender, and how to review instructional materials to ensure they are culturally relevant.\u003c/p>\n\u003cp>Thurmond, task force members and speakers Wednesday said they’d favor more oversight state of school districts to prevent actions like that of the Temecula Valley Unified board.\u003c/p>\n\u003cp>“Our students have been asking for the right to not be bullied because they’re LGBTQ+ students. They have been bullied by adults simply for raising their voices for what they believe. There is legislation that will address the actions of these school boards,” said Thurmond. One would impose a fee for any district that bans a book, he said.\u003c/p>\n\u003cfigure id=\"attachment_11953770\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11953770 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg\" alt=\"A Black man in a navy business suit, gray tie and white shirt is sitting at a table with a notepad and pen in front of him speaking with his hands extending out. He has a serious face.\" width=\"1280\" height=\"851\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-1020x678.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-160x106.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent of Public Instruction Tony Thurmond, along with the support of a newly formed task force meant to monitor textbooks for inclusivity and diversity, said students should have access to frank and positive portrayals of California’s diverse population. He warned of potential penalties on school boards that resist state policies on such materials. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Oversight of curriculum implementation is critical to ensure that all students are seen, respected and valued,” Zbur said. “Representation is crucial for youth who may feel that they are all alone.”\u003c/p>\n\u003cp>“When districts try to censor history, hold them accountable,” said Don Romesburg, a professor of gender studies and history at Sonoma State. “I know this is a local-control state, and that is wonderful, but that shouldn’t allow ideologues to run roughshod over law, policy and processes based in careful deliberation, public input and scholarship-based evidence.”\u003c/p>\n\u003cp>Thurmond used the session both to explain why diverse students benefit when they see themselves in instructional materials and to wheedle pledges for inclusivity from the four textbook companies that attended.[pullquote size=\"medium\" align=\"right\" citation=\"Don Romesburg, professor of gender studies and history, Sonoma State\"]‘When districts try to censor history, hold them accountable.’[/pullquote]“Inclusive education is more than ‘woke education,’ as some have called it. Inclusive education helps our students to have academic success, social success, and to be able to contribute to their communities,” Thurmond said.\u003c/p>\n\u003cp>A former school board member, Limon said she learned about the Chumash Indians only as an adult.\u003cstrong> “\u003c/strong>Never once did I have access to material, to literature, to content that was reflective of the Native people of the place that I was born and grew up in,” she said.\u003c/p>\n\u003cp>For more than two decades, California history and social studies standards have required attention to the stories, cultures and accurate histories of California’s diverse racial and ethnic groups. The curriculum frameworks that the state board adopted fleshed out the standards grade by grade with samples of lessons.\u003c/p>\n\u003cp>They provided guidance for publishers to write textbooks, which were then reviewed in a state adoption process. The state’s voluntary model ethnic studies curriculum, the basis for a mandatory course in high school, starting in 2025–26, concentrates on four groups of people: African Americans, Asian Americans, Hispanic Americans and Native Americans.[pullquote size=\"medium\" align=\"right\" citation=\"Chris Nellum, executive director, Education Trust-West\"]‘As Californians, often we’re too quick to sing our praises. The truth is, the evidence tells us inclusivity in our curriculum is already lacking.’[/pullquote]But those who testified said there are inadequate instructional materials that open windows into the lives of diverse populations and mirror most students’ experiences.\u003c/p>\n\u003cp>“As Californians, often we’re too quick to sing our praises,” said Chris Nellum, executive director of the nonprofit Education Trust-West, which advocates for racially diverse groups of students. “The truth is, the evidence tells us inclusivity in our curriculum is already lacking.”\u003c/p>\n\u003cp>Thurmond said: “We have a wonderfully diverse student body in California, and many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives.”\u003c/p>\n\u003ch2>Pressures and risks for publishers\u003c/h2>\n\u003cp>Thurmond asked those at the hearing to applaud representatives from the four textbook publishers that attended the hearing — and indicated that many others declined the invitation.\u003c/p>\n\u003cp>The companies were only given a minute for statements, and then to respond to Thurmond’s and others’ often leading questions to recognize that they have a financial stake in creating content that honors the state’s diverse student population, where students of color make up two-thirds of enrollment.\u003c/p>\n\u003cp>“The question is,” said Thurmond, “do you believe it is in your financial best interest? These efforts that you’re talking about, do they contribute to a financial benefit to your company — and if they haven’t, do you think that they could?”\u003c/p>\n\u003cp>And then, he asked, “Are you willing to continue working with this task force? Are you willing to come up with some thoughts on what we might do for those publishers who aren’t here? Yes, no, maybe? OK, I got a thumbs up.”\u003c/p>\n\u003cp>All the representatives affirmed that they include a diversity of voices and perspectives in their textbooks and take inclusivity seriously. While demurring on Thurmond’s question on how much revenue comes from California, they said they would not bend to pressure from other states and districts to change their focus on equity.[aside postID=news_11953666 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpeg']Jackson implied that the state should use the leverage of state funding to see that districts comply with the state’s recommendations. “If we can’t get commitments from publishers, I can almost guarantee you that there will be a bill to ensure that California doesn’t spend a dime when it comes to purchasing those textbooks.”\u003c/p>\n\u003cp>John McCurdy, CEO of Studies Weekly, which produces social studies, science and health materials, said, “It doesn’t happen often but on occasion, we have lost business across the country because people know we support the FAIR Act in California. As I said, we are committed to it.”\u003c/p>\n\u003cp>Gregory Walker, senior vice president of The College Board, which administers AP courses and produces course content through its subsidiary SpringBoard, alluded to \u003ca href=\"https://www.edweek.org/teaching-learning/college-board-says-it-wont-edit-ap-courses-despite-pressure-from-states/2023/06?utm_source=nl&utm_medium=eml&utm_campaign=cm&M=7065869&UUID=eb9063a251a19af76d00b3069f4a4723&T=9436603\">its response this week to attacks by the state of Florida\u003c/a> for the inclusion of gender identity in its AP Psychology course. “Students who want to become a psychologist need to study that content,” he said.\u003c/p>\n\u003cp>“We have made hard decisions at The College Board to do what is right for content, curriculum, and for students for their futures,” he said. “And if that means a reduction in market share or revenue, we are OK with that decision because that is the right decision for students.”\u003c/p>\n\u003cp>“I’m going to tweet that,” Thurmond said. “That’s a perfect statement.”\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in \u003ca href=\"https://edsource.org/2023/state-supt-tony-thurmond-elicits-publishers-pledges-for-more-inclusive-textbooks/692818\">EdSource\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>State Superintendent of Public Instruction Tony Thurmond and legislators on a new \u003ca href=\"https://www.kqed.org/news/11953121/reparations-task-force-can-greater-educational-investment-close-californias-racial-achievement-gap\">task force\u003c/a> on inclusive education extracted commitments Wednesday from publishers and vowed more oversight with potential penalties on school boards that resist state policies on inclusive materials.\u003c/p>\n\u003cp>The task force’s news conference and legislative hearing served as a warning to textbook companies not to retreat under pressure from giving students access to frank and positive portrayals of California’s diverse population — or risk hundreds of millions of dollars in contracts.\u003c/p>\n\u003cp>“Many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives,” Thurmond said. “This is all happening against the backdrop of where you have governors in other states literally trying to strip out any representation about race, about the experience of LGBTQ+ students, students with disabilities. California’s going in the other direction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The session also coincided with heated confrontations this month in some California districts — \u003ca href=\"https://www.dailynews.com/2023/06/20/protests-over-lgbtq-issues-bring-drama-to-glendale-school-board-meeting/?utm_email=549A44C674A504FEC5E3F564EF&lctg=549A44C674A504FEC5E3F564EF&active=yesD&utm_source=listrak&utm_medium=email&utm_term=Story+Button&utm_campaign=scng-ladn-breaking-news&utm_content=alert\">arguments in Glendale Unified\u003c/a> over support of \u003ca href=\"https://www.kqed.org/news/tag/pride\">Pride month\u003c/a>, and an investigation by the California Department of Education and Attorney General Rob Bonta into the \u003ca href=\"https://edsource.org/%202023/temecula-valley-school-board-fires-superintendent-jodi-mcclay-as-protests-erupt-outside/692340\">Temecula Valley Unified board’s rejection\u003c/a> of a curriculum recommended by a committee of teachers and parents because it mentioned gay activist and leader Harvey Milk.\u003c/p>\n\u003cp>This week, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1352\">Assemblymember Mia Bonta, D-Oakland, introduced a bill\u003c/a> that would add teeth to the \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/senatebill48faq.asp\">FAIR Education Act\u003c/a>, a 2011 law that requires textbooks to include the contributions of racial and ethnic groups and LGBTQ+ people while prohibiting their negative portrayals. Along with expressly prohibiting a school board from contradicting state laws requiring “inclusive policies, practices, and curriculum,” it would authorize a school board to censure and, by a two-thirds vote, oust a member who tried to do so. Bonta’s spouse is the state attorney general.\u003c/p>\n\u003cp>Thurmond announced the membership of the 10-member task force, co-chaired with Sen. Monique Limon, D-Santa Barbara, with all Democratic legislators, this week. Although the first session focused on school textbooks, Thurmond said the task force would be a source of ideas for developing and advocating for legislation on inclusive practices.\u003c/p>\n\u003cp>They include \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB5\">AB 5\u003c/a>, by task force member Rick Chavez Zbur, an Assemblymember from Santa Monica, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1078\">AB 1078\u003c/a>, by task force member Corey Jackson, an assemblymember from Perris.\u003c/p>\n\u003cp>AB 5, backed by the California Teachers Association, would develop training in LGBTQ cultural competency for teachers and administrators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>AB 1078 originally called for school districts to seek state board approval before banning a book from schools or school libraries or seeking to not teach a required curriculum. As currently amended, it would only require the California Department of Education to guide districts and charter schools on how to conduct conversations about race and gender, and how to review instructional materials to ensure they are culturally relevant.\u003c/p>\n\u003cp>Thurmond, task force members and speakers Wednesday said they’d favor more oversight state of school districts to prevent actions like that of the Temecula Valley Unified board.\u003c/p>\n\u003cp>“Our students have been asking for the right to not be bullied because they’re LGBTQ+ students. They have been bullied by adults simply for raising their voices for what they believe. There is legislation that will address the actions of these school boards,” said Thurmond. One would impose a fee for any district that bans a book, he said.\u003c/p>\n\u003cfigure id=\"attachment_11953770\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11953770 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg\" alt=\"A Black man in a navy business suit, gray tie and white shirt is sitting at a table with a notepad and pen in front of him speaking with his hands extending out. He has a serious face.\" width=\"1280\" height=\"851\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-1020x678.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-160x106.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent of Public Instruction Tony Thurmond, along with the support of a newly formed task force meant to monitor textbooks for inclusivity and diversity, said students should have access to frank and positive portrayals of California’s diverse population. He warned of potential penalties on school boards that resist state policies on such materials. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Oversight of curriculum implementation is critical to ensure that all students are seen, respected and valued,” Zbur said. “Representation is crucial for youth who may feel that they are all alone.”\u003c/p>\n\u003cp>“When districts try to censor history, hold them accountable,” said Don Romesburg, a professor of gender studies and history at Sonoma State. “I know this is a local-control state, and that is wonderful, but that shouldn’t allow ideologues to run roughshod over law, policy and processes based in careful deliberation, public input and scholarship-based evidence.”\u003c/p>\n\u003cp>Thurmond used the session both to explain why diverse students benefit when they see themselves in instructional materials and to wheedle pledges for inclusivity from the four textbook companies that attended.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Inclusive education is more than ‘woke education,’ as some have called it. Inclusive education helps our students to have academic success, social success, and to be able to contribute to their communities,” Thurmond said.\u003c/p>\n\u003cp>A former school board member, Limon said she learned about the Chumash Indians only as an adult.\u003cstrong> “\u003c/strong>Never once did I have access to material, to literature, to content that was reflective of the Native people of the place that I was born and grew up in,” she said.\u003c/p>\n\u003cp>For more than two decades, California history and social studies standards have required attention to the stories, cultures and accurate histories of California’s diverse racial and ethnic groups. The curriculum frameworks that the state board adopted fleshed out the standards grade by grade with samples of lessons.\u003c/p>\n\u003cp>They provided guidance for publishers to write textbooks, which were then reviewed in a state adoption process. The state’s voluntary model ethnic studies curriculum, the basis for a mandatory course in high school, starting in 2025–26, concentrates on four groups of people: African Americans, Asian Americans, Hispanic Americans and Native Americans.\u003c/p>\u003c/div>",
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"content": "‘As Californians, often we’re too quick to sing our praises. The truth is, the evidence tells us inclusivity in our curriculum is already lacking.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But those who testified said there are inadequate instructional materials that open windows into the lives of diverse populations and mirror most students’ experiences.\u003c/p>\n\u003cp>“As Californians, often we’re too quick to sing our praises,” said Chris Nellum, executive director of the nonprofit Education Trust-West, which advocates for racially diverse groups of students. “The truth is, the evidence tells us inclusivity in our curriculum is already lacking.”\u003c/p>\n\u003cp>Thurmond said: “We have a wonderfully diverse student body in California, and many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives.”\u003c/p>\n\u003ch2>Pressures and risks for publishers\u003c/h2>\n\u003cp>Thurmond asked those at the hearing to applaud representatives from the four textbook publishers that attended the hearing — and indicated that many others declined the invitation.\u003c/p>\n\u003cp>The companies were only given a minute for statements, and then to respond to Thurmond’s and others’ often leading questions to recognize that they have a financial stake in creating content that honors the state’s diverse student population, where students of color make up two-thirds of enrollment.\u003c/p>\n\u003cp>“The question is,” said Thurmond, “do you believe it is in your financial best interest? These efforts that you’re talking about, do they contribute to a financial benefit to your company — and if they haven’t, do you think that they could?”\u003c/p>\n\u003cp>And then, he asked, “Are you willing to continue working with this task force? Are you willing to come up with some thoughts on what we might do for those publishers who aren’t here? Yes, no, maybe? OK, I got a thumbs up.”\u003c/p>\n\u003cp>All the representatives affirmed that they include a diversity of voices and perspectives in their textbooks and take inclusivity seriously. While demurring on Thurmond’s question on how much revenue comes from California, they said they would not bend to pressure from other states and districts to change their focus on equity.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Jackson implied that the state should use the leverage of state funding to see that districts comply with the state’s recommendations. “If we can’t get commitments from publishers, I can almost guarantee you that there will be a bill to ensure that California doesn’t spend a dime when it comes to purchasing those textbooks.”\u003c/p>\n\u003cp>John McCurdy, CEO of Studies Weekly, which produces social studies, science and health materials, said, “It doesn’t happen often but on occasion, we have lost business across the country because people know we support the FAIR Act in California. As I said, we are committed to it.”\u003c/p>\n\u003cp>Gregory Walker, senior vice president of The College Board, which administers AP courses and produces course content through its subsidiary SpringBoard, alluded to \u003ca href=\"https://www.edweek.org/teaching-learning/college-board-says-it-wont-edit-ap-courses-despite-pressure-from-states/2023/06?utm_source=nl&utm_medium=eml&utm_campaign=cm&M=7065869&UUID=eb9063a251a19af76d00b3069f4a4723&T=9436603\">its response this week to attacks by the state of Florida\u003c/a> for the inclusion of gender identity in its AP Psychology course. “Students who want to become a psychologist need to study that content,” he said.\u003c/p>\n\u003cp>“We have made hard decisions at The College Board to do what is right for content, curriculum, and for students for their futures,” he said. “And if that means a reduction in market share or revenue, we are OK with that decision because that is the right decision for students.”\u003c/p>\n\u003cp>“I’m going to tweet that,” Thurmond said. “That’s a perfect statement.”\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in \u003ca href=\"https://edsource.org/2023/state-supt-tony-thurmond-elicits-publishers-pledges-for-more-inclusive-textbooks/692818\">EdSource\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>Update, 6 p.m. June 26:\u003c/strong> City College of San Francisco plans to offer its new 16-unit Cantonese Certificate of Achievement program in the 2024-25 academic year, the president of the board of trustees announced Tuesday.\u003c/p>\n\u003cp>“We need this certificate so that we can train the next generation of public safety, health care, and social workers that can serve and build trust with the Chinese community,” said President Alan Wong, an advocate for Cantonese-language courses at the school, in a press statement.\u003c/p>\n\u003cp>Advocates pushed for the 16-unit certificate because it will meet requirements for state funding, which the program needs to stay afloat. Cantonese courses at CCSF were previously on the chopping block due to limited funding, even though Cantonese is the most commonly spoken Chinese language throughout the Bay Area.\u003c/p>\n\u003cp>CCSF only currently offers four conversational courses in the Cantonese curriculum and employs just one part-time Cantonese instructor.\u003c/p>\n\u003cp>The new 16-unit program was initially slated to begin in the coming academic year. But to the dismay of advocates, some school officials successfully pushed to delay the launch of the expanded program, arguing that necessary resources wouldn’t be available in time.\u003c/p>\n\u003cp>“The community celebrated the Cantonese certificate after the Board of Trustees voted to move it forward and were all shocked to see it get pulled,” Wong said. “It was unfair and unjust and we need to rebuild the trust with our Chinese community.”\u003c/p>\n\u003cp>\u003cstrong>Original story, 4 p.m., June 21:\u003c/strong> City College of San Francisco is pulling a \u003ca href=\"https://www.kqed.org/news/11943615/a-life-and-death-difference-essential-workers-push-for-cantonese-language-access-in-san-francisco\">Cantonese certificate program\u003c/a> after the school’s Board of Trustees approved the 16-unit course sequence last November.\u003c/p>\n\u003cp>The reversal follows a long battle to preserve CCSF courses on the language spoken by many Chinese immigrants in the Bay Area. A nine-unit Cantonese certificate program is still on track for approval, but the larger 16-unit course series has been reverted to draft status.\u003c/p>\n\u003cp>“Having Cantonese education in San Francisco is not just about preserving a language or culture or history,” City College Board President Alan Wong told KQED. “We need to be able to ensure that we have the next generation of public contact workers that are able to speak Cantonese and be able to support the seniors and elders and in the immigrant community that speak Cantonese.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cantonese is the most-spoken Chinese language in the Bay Area, and about one-tenth of San Francisco’s population speaks the language.\u003c/p>\n\u003cp>But in 2021, Cantonese classes were on the chopping block at CCSF largely due to a lack of funding. Enrollment was not the problem — every Cantonese class at the school has been full since the fall of 2019, according to Wong. But the courses were not eligible for state funding because they couldn’t be transferred to a four-year college and because there was no formal certification program for them.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"City College Board President Alan Wong\"]‘Having Cantonese education in San Francisco is not just about preserving a language or culture or history.’[/pullquote]\u003c/p>\n\u003cp>As the school considered cutting the courses, advocates quickly pushed back and organized \u003ca href=\"https://www.savecantonese.org/ccsf\">a campaign to keep Cantonese education\u003c/a> by creating a formalized program.\u003c/p>\n\u003cp>Their efforts were successful, and in January 2022, the City College Board of Trustees approved a policy Wong authored that would create two new Cantonese certificates that would enable state funding for the courses while promoting the program to students.\u003c/p>\n\u003cp>The Board of Trustees ratified the courses and both a nine-unit and a 16-unit Cantonese certificate on Nov. 10, 2022.\u003c/p>\n\u003cp>But about two weeks later, the City College Curriculum Committee retracted its support for the 16-unit certificate. The 16-unit program was then moved back to draft status while the department worked to develop more resources and offerings.\u003c/p>\n\u003cp>“It’s not right that the certificate was taken away from the community because suddenly it is decided that the program needs another class. It was ready to go,” Wong said.[aside label='More Stories on Education' tag='education']At the Board of Trustees meeting on June 22, there will be an action item considering a vote on whether to acknowledge that the college will work to make the 16-unit certificate a reality in the future, Wong said.\u003c/p>\n\u003cp>Advocates for the Cantonese programs say they are essential to connecting the Chinese-speaking community with essential services and support. For example, many first responders such as medical workers, police officers and social service providers take courses at CCSF to be able to communicate with that community. The classes are also often filled with people looking to learn about their heritage and talk with relatives.\u003c/p>\n\u003cp>“It’s absolutely unfair that the Cantonese certificate program was yanked off after it had gone through all the proper processes because there is a change of heart for the program by some,” Wong said. “We need to follow through on our commitments and our process.”\u003c/p>\n\u003cp>\u003cem>KQED reporter Matthew Cardoza contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 6 p.m. June 26:\u003c/strong> City College of San Francisco plans to offer its new 16-unit Cantonese Certificate of Achievement program in the 2024-25 academic year, the president of the board of trustees announced Tuesday.\u003c/p>\n\u003cp>“We need this certificate so that we can train the next generation of public safety, health care, and social workers that can serve and build trust with the Chinese community,” said President Alan Wong, an advocate for Cantonese-language courses at the school, in a press statement.\u003c/p>\n\u003cp>Advocates pushed for the 16-unit certificate because it will meet requirements for state funding, which the program needs to stay afloat. Cantonese courses at CCSF were previously on the chopping block due to limited funding, even though Cantonese is the most commonly spoken Chinese language throughout the Bay Area.\u003c/p>\n\u003cp>CCSF only currently offers four conversational courses in the Cantonese curriculum and employs just one part-time Cantonese instructor.\u003c/p>\n\u003cp>The new 16-unit program was initially slated to begin in the coming academic year. But to the dismay of advocates, some school officials successfully pushed to delay the launch of the expanded program, arguing that necessary resources wouldn’t be available in time.\u003c/p>\n\u003cp>“The community celebrated the Cantonese certificate after the Board of Trustees voted to move it forward and were all shocked to see it get pulled,” Wong said. “It was unfair and unjust and we need to rebuild the trust with our Chinese community.”\u003c/p>\n\u003cp>\u003cstrong>Original story, 4 p.m., June 21:\u003c/strong> City College of San Francisco is pulling a \u003ca href=\"https://www.kqed.org/news/11943615/a-life-and-death-difference-essential-workers-push-for-cantonese-language-access-in-san-francisco\">Cantonese certificate program\u003c/a> after the school’s Board of Trustees approved the 16-unit course sequence last November.\u003c/p>\n\u003cp>The reversal follows a long battle to preserve CCSF courses on the language spoken by many Chinese immigrants in the Bay Area. A nine-unit Cantonese certificate program is still on track for approval, but the larger 16-unit course series has been reverted to draft status.\u003c/p>\n\u003cp>“Having Cantonese education in San Francisco is not just about preserving a language or culture or history,” City College Board President Alan Wong told KQED. “We need to be able to ensure that we have the next generation of public contact workers that are able to speak Cantonese and be able to support the seniors and elders and in the immigrant community that speak Cantonese.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As the school considered cutting the courses, advocates quickly pushed back and organized \u003ca href=\"https://www.savecantonese.org/ccsf\">a campaign to keep Cantonese education\u003c/a> by creating a formalized program.\u003c/p>\n\u003cp>Their efforts were successful, and in January 2022, the City College Board of Trustees approved a policy Wong authored that would create two new Cantonese certificates that would enable state funding for the courses while promoting the program to students.\u003c/p>\n\u003cp>The Board of Trustees ratified the courses and both a nine-unit and a 16-unit Cantonese certificate on Nov. 10, 2022.\u003c/p>\n\u003cp>But about two weeks later, the City College Curriculum Committee retracted its support for the 16-unit certificate. The 16-unit program was then moved back to draft status while the department worked to develop more resources and offerings.\u003c/p>\n\u003cp>“It’s not right that the certificate was taken away from the community because suddenly it is decided that the program needs another class. It was ready to go,” Wong said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At the Board of Trustees meeting on June 22, there will be an action item considering a vote on whether to acknowledge that the college will work to make the 16-unit certificate a reality in the future, Wong said.\u003c/p>\n\u003cp>Advocates for the Cantonese programs say they are essential to connecting the Chinese-speaking community with essential services and support. For example, many first responders such as medical workers, police officers and social service providers take courses at CCSF to be able to communicate with that community. The classes are also often filled with people looking to learn about their heritage and talk with relatives.\u003c/p>\n\u003cp>“It’s absolutely unfair that the Cantonese certificate program was yanked off after it had gone through all the proper processes because there is a change of heart for the program by some,” Wong said. “We need to follow through on our commitments and our process.”\u003c/p>\n\u003cp>\u003cem>KQED reporter Matthew Cardoza contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For many school districts in California, the flush years of budget windfalls are decidedly over.\u003c/p>\n\u003cp>Declining enrollment, expiring COVID funds, inflation and ballooning staff costs have combined to lead some districts — particularly those in urban areas — to make painful budget cuts.\u003c/p>\n\u003cp>“This is the impending fiscal cliff we’ve known was coming. It’s a perfect storm,” said Carrie Hahnel, senior policy and research fellow at Policy Analysis for California Education and senior associate partner at Bellwether, a nonprofit education consultant. “Some school districts will have to make difficult choices.”[pullquote size='medium' align='right' citation=\"Carrie Hahnel, senior policy and research fellow, Policy Analysis for California Education\"]‘It’s a perfect storm. Some school districts will have to make difficult choices.’[/pullquote]Even as state lawmakers are hammering out the final details of the 2023–24 budget, revenue shortages appear inevitable for some districts. Oakland Unified, Stockton Unified, San Francisco Unified and West Contra Costa Unified are among those facing steep cuts to staffing and programs. Overall, state lawmakers are working to close a $4 billion funding gap in the TK–12 and community college budgets, although so far the state still plans to give schools an 8.3% cost-of-living-adjustment.\u003c/p>\n\u003cp>Layoffs are likely as districts grapple with these uncertainties. Already, some districts are laying off teachers, aides and other staff hired with one-time federal COVID relief funds. Overall, California schools received more than $32 billion in state and federal COVID relief funding during the pandemic, intended to help students catch up academically after remote learning. But the money must be spent by specific deadlines; the deadline for the second round of the Elementary and Secondary School Emergency Relief grants is Sept. 30, and the final deadline for staffing-related spending from all ESSER funds is a year later.\u003c/p>\n\u003cp>Districts used their COVID funds for everything from field trips to new reading curricula to after-school programs. But they spent a lot of the money on staffing. Marguerite Roza, director of the Edunomics Lab at Georgetown University, said the hiring spree was unprecedented.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Never have we seen such a rapid expansion in staffing,” she said.\u003c/p>\n\u003cp>In some districts, the staffing boom came even as enrollment declined. In Los Angeles and Orange counties, for example, enrollment fell by 18% over the past decade while staffing rose 19%, according to Edunomics. In San Bernardino County, staffing rose by about 10% since 2016–17 while enrollment dropped almost 6%.\u003c/p>\n\u003cp>Teacher shortages still exist in certain parts of the state and in certain subjects, including math, science and special education, but overall, schools have more staff than ever before.\u003c/p>\n\u003cp>Teacher raises have also played a role. Los Angeles Unified recently agreed to give its teachers a 21% raise over three years, a move that inspired teacher unions to press for hefty raises in other districts across the state. And while some districts planned for the expense, others are dipping into their reserves or cutting programs to afford it.\u003c/p>\n\u003cp>Teachers unions dispute the assertion that they’re to blame for district budget cuts. With the extra funding schools have received the past few years, districts should have planned for the dip in revenues, said Claudia Briggs, a spokesperson for the California Teachers Association.[pullquote size='medium' align='left' citation=\"Claudia Briggs, spokesperson, California Teachers Association\"]‘Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.’[/pullquote]“It’s not at all a fair attribution,” she said. “Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.”\u003c/p>\n\u003cp>In Oakland Unified, the board voted to cut special education programs at six schools, in part to afford teacher raises, said board President Mike Hutchinson. Although the cuts were originally proposed in March, two months before the board agreed to a 10% raise for teachers following a strike, the board anticipated boosting its teacher pay and was planning ahead, Hutchinson said.\u003c/p>\n\u003cp>“We took some money from several places to offer our teachers these raises, which was historic,” Hutchinson said. “We didn’t have that money sitting around someplace. We had to find it. … These budget adjustments free up resources for us.”[aside label=\"More Education Stories\" tag=\"california-schools\"]The district hopes to save $2.4 million by consolidating a handful of self-contained special education classrooms at five elementary schools and one middle school, and not filling open positions for eight teachers, 12 specialists and 29 paraeducators. The classes were under-enrolled, according to the district, leaving only 31 students affected.\u003c/p>\n\u003cp>But that’s little consolation for the parents of children affected by the cuts, who say the changes will harm some of the most vulnerable students in the district. Children with special needs often develop close relationships with their teachers, and a disruption — new schools, new classmates, new routines — can lead to severe setbacks and possible violations of their individualized educational programs, some parents said.\u003c/p>\n\u003cp>“Regardless of how many students are impacted, this kind of displacement can be traumatic,” said Anna Realini, a mother of two children with autism in Oakland Unified. “And there’s the inequity of removing only students who are disabled.”[pullquote size='medium' align='left' citation=\"Anna Realini, mother of two children with autism in Oakland Unified\"]‘Regardless of how many students are impacted, this kind of displacement can be traumatic. And there’s the inequity of removing only students who are disabled.’[/pullquote]West Contra Costa Unified is expecting to make major cuts over the next few years, after years of declining enrollment and the approval of raises for teachers in order to avoid a strike.\u003c/p>\n\u003cp>Robert McEntire, associate superintendent of business services in West Contra Costa Unified, at a June 7 school board meeting, laid out a grim picture of the district’s future financial position over the next few years if it doesn’t follow a “fiscal solvency plan” approved by Contra Costa County’s Office of Education. If the school board doesn’t follow the plan, McEntire said, it will exhaust district reserves and go into state receivership.\u003c/p>\n\u003cp>The fiscal solvency plan calls for the reduction of 145 full-time employees, including 54 teachers, through attrition or layoffs before the 2024–25 school year, and more the following year.\u003c/p>\n\u003cp>School board President Demetrio Gonzalez-Hoy said losing this many employees will unquestionably have a major impact on schools, where leaders regularly tell him that they currently don’t have enough staff. But by not making the cuts, the district may be forced to close schools.\u003c/p>\n\u003cp>“We have to keep the state out of our business, because they’re going to come in and close our schools, because we have some smaller schools, because that’s our choice and a priority we have,” Gonzalez-Hoy said. “The reality is, we have no money anywhere. So we’re going to have to make some tough choices, and everybody needs to be involved.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/fiscal-cliff-approaching-for-some-districts-in-california-as-costs-soar-and-enrollment-falls/692718\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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},
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"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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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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"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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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"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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"hidden-brain": {
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"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": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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"
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"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",
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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",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
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"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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},
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