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"content": "\u003cp>When pro-Palestinian student protests swept college campuses across the country two years ago, the movement at \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> was an outlier.\u003c/p>\n\u003cp>Elsewhere, many of the \u003ca href=\"https://www.kqed.org/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war\">campus encampments and demonstrations\u003c/a> against Israel’s war on Gaza had led to clashes with administrators or violent crackdowns by law enforcement. Meanwhile, at SF State, President Lynn Mahoney sat down in front of hundreds on Malcolm X Plaza for what was believed to have been a \u003ca href=\"https://www.kqed.org/news/11985130/sfsu-president-begins-negotiations-with-campus-gaza-protesters\">first-of-its-kind public negotiation session\u003c/a> between school leaders and students, which led to a change to the school’s endowment investment policy.\u003c/p>\n\u003cp>“We are one of the only schools in the entire nation that got divestment,” said Sam Silva, a graduate student in SF State’s communication studies department. “That is a pretty huge deal.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This week, Mahoney again sat across from a panel of five students to negotiate on a package of broader demands, including protections for undocumented students, transparency around campus funding cuts and improvements to dorm conditions.\u003c/p>\n\u003cp>The SFSU Student Union won the session, one of the advocacy groups that led the university’s pro-Palestinian protest movement in 2024. Since the organization has evolved, applying the lessons learned two years ago to their continued push to represent students before campus administrators.\u003c/p>\n\u003cp>“Many of us have learned from the encampment, and learned how to win,” said Brian Yan, a media liaison for the Student Union. Last semester, he said, more than 180 students, graduate students and workers gathered for a Student Union “general assembly” to begin discussing the demands they negotiated this week.\u003c/p>\n\u003cfigure id=\"attachment_12079189\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079189 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">SFSU President Lynn Mahoney speaks with a student negotiating team in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know that we need as many students as we can possibly get,” he said. “When you see almost 200 people sitting right outside your building, saying, ‘If we don’t get [a negotiating session] we will escalate,’ I think that compels administrators to come out and bargain.”\u003c/p>\n\u003cp>Over the last two years, the group has focused on broadening campus support.\u003c/p>\n\u003cp>At weekly general meetings, leaders share updates, host trainings and discuss relevant news and articles. Throughout the 2025-26 school year, the organization has also built up at least nine smaller department unions, which aim to engage a wider swath of students.\u003c/p>\n\u003cp>A group of students in the Department of Broadcast and Electronic Communication Arts launched a \u003ca href=\"https://open.spotify.com/show/4ncPsxmp99mU4e7SOPGnyq\">podcast\u003c/a> that ran six episodes last year, amplifying the Student Union and its departments’ platforms. Students also chat and share updates on a Substack page and Slack channel.[aside postID=news_12002307 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240829-SFSUGazarally-JY-011-1020x680.jpg']“We have our student government, and I think that functions kind of like the government. Our job is to really try to talk to the students on campus and figure out what issues they’re actually facing and how we can address them in a way that a union might, with a mass movement,” said Kenna Klop-Packel, a member of the Student Union’s leadership team.\u003c/p>\n\u003cp>Klop-Packel said she was already part of a student group called Mathematistas, which focused on community-building and gender equity in the math department. In the fall, the organization added the broader interests of the Student Union to its focus.\u003c/p>\n\u003cp>“I saw, and I think the people around me also saw that this is one way that we could support equity in mathematics,” Klop-Packel said, adding that many of the organizations’ goals aligned.\u003c/p>\n\u003cp>In the math department, Klop-Packel said calculus class sizes have tripled in recent years. Other courses have more limited availability.\u003c/p>\n\u003cp>“The people that are going to first fall through the cracks are the people who already didn’t feel at home in the math department,” she said.\u003c/p>\n\u003cp>The math union meets weekly, and in addition to the Mathematistas’ former community building and department-specific events, it now also “practices classroom conversations, how to explain to our classmates about these issues, and what the Student Union is doing, how we’re fighting back,” Klop-Packel told KQED.\u003c/p>\n\u003cfigure id=\"attachment_12079196\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079196 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student demands are displayed on a banner while a student negotiating team speaks with SFSU President Lynn Mahoney and Provost Amy Sueyoshi in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the first public negotiation session in 2024, representatives of the SFSU Students for Palestine Encampment urged changes to the university’s endowment investment policy and asked administrators to declare a genocide in Gaza.\u003c/p>\n\u003cp>That August, the campus announced it \u003ca href=\"https://www.kqed.org/news/12002307/san-francisco-state-divests-from-weapons-makers-after-working-with-student-activists\">would divest from four companies\u003c/a>: weapons manufacturers Lockheed Martin and Leonardo, data analysis company and military contractor Palantir, and construction equipment maker Caterpillar. In December, it adopted a new investment policy with limitations on companies that profit from weapons manufacturing.\u003c/p>\n\u003cp>Last fall, the Student Union launched its second major negotiating campaign with a series of general assemblies. That led to the list of five demands, including increased budget transparency, that students sent to administrators in March and discussed with Mahoney and Provost Amy Sueyoshi on Wednesday.\u003c/p>\n\u003cp>Vi Lee, another member of the Student Union’s leadership team, said the focus on campus finances was a “logical next step” for the group, which formed the year before the pro-Palestinian protest movement in response to tuition hikes across the California State University system.\u003c/p>\n\u003cfigure id=\"attachment_12079190\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079190 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">SFSU Provost Amy Sueyoshi speaks with a student negotiating team in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Those issues had not gone away, they’d only gotten worse,” Lee said.\u003c/p>\n\u003cp>Between 2019 and 2024, the campus \u003ca href=\"https://www.kqed.org/news/12018149/san-francisco-state-students-faculty-mourn-job-cuts-funeral-march\">cut more than 1,000 course sections\u003c/a> and let go of 155 lecturers whose positions rely on those classes. In December, it offered buyouts to tenured and tenure-track faculty who have worked at the school for at least five years in the face of a $20 million budget deficit, \u003ca href=\"https://goldengatexpress.org/114511/news/campus/sfsu-offers-buyouts-to-all-tenure-track-and-tenured-faculty/\">according to the \u003cem>Golden Gate Xpress\u003c/em>\u003c/a>, a student news outlet.\u003c/p>\n\u003cp>In spring 2027, SF State plans to discontinue or suspend a dozen undergraduate degree programs as well as a handful of master’s programs and minors. University spokesperson Bobby King said those cuts are meant to realign resources with enrollment demand and aren’t related to the budget. A decade ago, enrollment hovered just under 30,000 students, down to just over 20,700 this year, according to campus data.\u003c/p>\n\u003cfigure id=\"attachment_12079193\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079193\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students walk through the San Francisco State University campus on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students have asked for the university to halt future class and program cuts and provide transparency around the budget shortfall.\u003c/p>\n\u003cp>They also brought forward four other wide-ranging demands: changes to the school’s policies surrounding AI, a public statement affirming that the school won’t hand over to the federal government the names of students and faculty who participate in political actions, new protections for students against Immigration and Customs Enforcement and improved conditions in dorms.\u003c/p>\n\u003cp>The group said the list represents students’ “collective working and educational issues on campus.”\u003c/p>\n\u003cp>During Wednesday’s hourlong session, no campus policy changes were made. Afterward, however, Mahoney said she believed some of the students’ demands would bring about changes.\u003c/p>\n\u003cfigure id=\"attachment_12079187\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079187 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">A student negotiating team speaks with SFSU President Lynn Mahoney and Provost Amy Sueyoshi in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think we do need to set rules for AI, and I think students and faculty and staff have to participate in those rules. I also think we need to continue to work really closely with our undocumented students and their allies to do the best we can for them at a hard moment,” she told KQED. “I think that there’s a lot of agreement. There will not be full agreement, but hopefully enough that the students continue what they’ve always done here, which is work really hard to leave San Francisco State better than they found it.”\u003c/p>\n\u003cp>The Student Union plans to hold another general assembly to debrief the negotiations and determine next steps next week. But, Yan said, the Wednesday session had already accomplished at least one of the group’s goals.\u003c/p>\n\u003cp>“Every single student can see what administrators say, and hold them to account when they do make proposals … when they lie, when they make up excuses, and see when they’re not providing enough for their students,” he told KQED.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When pro-Palestinian student protests swept college campuses across the country two years ago, the movement at \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> was an outlier.\u003c/p>\n\u003cp>Elsewhere, many of the \u003ca href=\"https://www.kqed.org/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war\">campus encampments and demonstrations\u003c/a> against Israel’s war on Gaza had led to clashes with administrators or violent crackdowns by law enforcement. Meanwhile, at SF State, President Lynn Mahoney sat down in front of hundreds on Malcolm X Plaza for what was believed to have been a \u003ca href=\"https://www.kqed.org/news/11985130/sfsu-president-begins-negotiations-with-campus-gaza-protesters\">first-of-its-kind public negotiation session\u003c/a> between school leaders and students, which led to a change to the school’s endowment investment policy.\u003c/p>\n\u003cp>“We are one of the only schools in the entire nation that got divestment,” said Sam Silva, a graduate student in SF State’s communication studies department. “That is a pretty huge deal.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This week, Mahoney again sat across from a panel of five students to negotiate on a package of broader demands, including protections for undocumented students, transparency around campus funding cuts and improvements to dorm conditions.\u003c/p>\n\u003cp>The SFSU Student Union won the session, one of the advocacy groups that led the university’s pro-Palestinian protest movement in 2024. Since the organization has evolved, applying the lessons learned two years ago to their continued push to represent students before campus administrators.\u003c/p>\n\u003cp>“Many of us have learned from the encampment, and learned how to win,” said Brian Yan, a media liaison for the Student Union. Last semester, he said, more than 180 students, graduate students and workers gathered for a Student Union “general assembly” to begin discussing the demands they negotiated this week.\u003c/p>\n\u003cfigure id=\"attachment_12079189\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079189 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-07-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">SFSU President Lynn Mahoney speaks with a student negotiating team in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know that we need as many students as we can possibly get,” he said. “When you see almost 200 people sitting right outside your building, saying, ‘If we don’t get [a negotiating session] we will escalate,’ I think that compels administrators to come out and bargain.”\u003c/p>\n\u003cp>Over the last two years, the group has focused on broadening campus support.\u003c/p>\n\u003cp>At weekly general meetings, leaders share updates, host trainings and discuss relevant news and articles. Throughout the 2025-26 school year, the organization has also built up at least nine smaller department unions, which aim to engage a wider swath of students.\u003c/p>\n\u003cp>A group of students in the Department of Broadcast and Electronic Communication Arts launched a \u003ca href=\"https://open.spotify.com/show/4ncPsxmp99mU4e7SOPGnyq\">podcast\u003c/a> that ran six episodes last year, amplifying the Student Union and its departments’ platforms. Students also chat and share updates on a Substack page and Slack channel.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We have our student government, and I think that functions kind of like the government. Our job is to really try to talk to the students on campus and figure out what issues they’re actually facing and how we can address them in a way that a union might, with a mass movement,” said Kenna Klop-Packel, a member of the Student Union’s leadership team.\u003c/p>\n\u003cp>Klop-Packel said she was already part of a student group called Mathematistas, which focused on community-building and gender equity in the math department. In the fall, the organization added the broader interests of the Student Union to its focus.\u003c/p>\n\u003cp>“I saw, and I think the people around me also saw that this is one way that we could support equity in mathematics,” Klop-Packel said, adding that many of the organizations’ goals aligned.\u003c/p>\n\u003cp>In the math department, Klop-Packel said calculus class sizes have tripled in recent years. Other courses have more limited availability.\u003c/p>\n\u003cp>“The people that are going to first fall through the cracks are the people who already didn’t feel at home in the math department,” she said.\u003c/p>\n\u003cp>The math union meets weekly, and in addition to the Mathematistas’ former community building and department-specific events, it now also “practices classroom conversations, how to explain to our classmates about these issues, and what the Student Union is doing, how we’re fighting back,” Klop-Packel told KQED.\u003c/p>\n\u003cfigure id=\"attachment_12079196\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079196 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-23-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student demands are displayed on a banner while a student negotiating team speaks with SFSU President Lynn Mahoney and Provost Amy Sueyoshi in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the first public negotiation session in 2024, representatives of the SFSU Students for Palestine Encampment urged changes to the university’s endowment investment policy and asked administrators to declare a genocide in Gaza.\u003c/p>\n\u003cp>That August, the campus announced it \u003ca href=\"https://www.kqed.org/news/12002307/san-francisco-state-divests-from-weapons-makers-after-working-with-student-activists\">would divest from four companies\u003c/a>: weapons manufacturers Lockheed Martin and Leonardo, data analysis company and military contractor Palantir, and construction equipment maker Caterpillar. In December, it adopted a new investment policy with limitations on companies that profit from weapons manufacturing.\u003c/p>\n\u003cp>Last fall, the Student Union launched its second major negotiating campaign with a series of general assemblies. That led to the list of five demands, including increased budget transparency, that students sent to administrators in March and discussed with Mahoney and Provost Amy Sueyoshi on Wednesday.\u003c/p>\n\u003cp>Vi Lee, another member of the Student Union’s leadership team, said the focus on campus finances was a “logical next step” for the group, which formed the year before the pro-Palestinian protest movement in response to tuition hikes across the California State University system.\u003c/p>\n\u003cfigure id=\"attachment_12079190\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079190 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-10-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">SFSU Provost Amy Sueyoshi speaks with a student negotiating team in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Those issues had not gone away, they’d only gotten worse,” Lee said.\u003c/p>\n\u003cp>Between 2019 and 2024, the campus \u003ca href=\"https://www.kqed.org/news/12018149/san-francisco-state-students-faculty-mourn-job-cuts-funeral-march\">cut more than 1,000 course sections\u003c/a> and let go of 155 lecturers whose positions rely on those classes. In December, it offered buyouts to tenured and tenure-track faculty who have worked at the school for at least five years in the face of a $20 million budget deficit, \u003ca href=\"https://goldengatexpress.org/114511/news/campus/sfsu-offers-buyouts-to-all-tenure-track-and-tenured-faculty/\">according to the \u003cem>Golden Gate Xpress\u003c/em>\u003c/a>, a student news outlet.\u003c/p>\n\u003cp>In spring 2027, SF State plans to discontinue or suspend a dozen undergraduate degree programs as well as a handful of master’s programs and minors. University spokesperson Bobby King said those cuts are meant to realign resources with enrollment demand and aren’t related to the budget. A decade ago, enrollment hovered just under 30,000 students, down to just over 20,700 this year, according to campus data.\u003c/p>\n\u003cfigure id=\"attachment_12079193\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079193\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-19-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students walk through the San Francisco State University campus on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students have asked for the university to halt future class and program cuts and provide transparency around the budget shortfall.\u003c/p>\n\u003cp>They also brought forward four other wide-ranging demands: changes to the school’s policies surrounding AI, a public statement affirming that the school won’t hand over to the federal government the names of students and faculty who participate in political actions, new protections for students against Immigration and Customs Enforcement and improved conditions in dorms.\u003c/p>\n\u003cp>The group said the list represents students’ “collective working and educational issues on campus.”\u003c/p>\n\u003cp>During Wednesday’s hourlong session, no campus policy changes were made. Afterward, however, Mahoney said she believed some of the students’ demands would bring about changes.\u003c/p>\n\u003cfigure id=\"attachment_12079187\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12079187 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260408-SFSUNegotiations-03-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">A student negotiating team speaks with SFSU President Lynn Mahoney and Provost Amy Sueyoshi in Malcolm X Plaza at San Francisco State University on April 8, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think we do need to set rules for AI, and I think students and faculty and staff have to participate in those rules. I also think we need to continue to work really closely with our undocumented students and their allies to do the best we can for them at a hard moment,” she told KQED. “I think that there’s a lot of agreement. There will not be full agreement, but hopefully enough that the students continue what they’ve always done here, which is work really hard to leave San Francisco State better than they found it.”\u003c/p>\n\u003cp>The Student Union plans to hold another general assembly to debrief the negotiations and determine next steps next week. But, Yan said, the Wednesday session had already accomplished at least one of the group’s goals.\u003c/p>\n\u003cp>“Every single student can see what administrators say, and hold them to account when they do make proposals … when they lie, when they make up excuses, and see when they’re not providing enough for their students,” he told KQED.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "max-kirkeberg-sf-state-professor-who-chronicled-the-city-on-foot-dies-at-93",
"title": "Max Kirkeberg, SF State Professor Who Chronicled the City on Foot, Dies at 93",
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"headTitle": "Max Kirkeberg, SF State Professor Who Chronicled the City on Foot, Dies at 93 | KQED",
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"content": "\u003cp>Max Kirkeberg, a \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> professor known for his famed walking-tour classes and extensive archive of the city’s architecture, died this week. He was 93.\u003c/p>\n\u003cp>Kirkeberg came to San Francisco in 1965 while writing his doctoral thesis on the impact of oral history in preserving a region’s story. He began a decadeslong career as a professor at San Francisco State, where for more than 40 years, he taught local geography and history to rapt cohorts of undergraduate students and, later, older adults by taking to the city streets.\u003c/p>\n\u003cp>His well-known “San Francisco on Foot” course launched in the early ’70s, leading students on hourslong excursions through the city’s neighborhoods and sharing the lesser-known history of famous sites like the Painted Ladies. On a 2003 tour of the homes on Alamo Square’s Postcard Row — covered in \u003ca href=\"https://magazine.sfsu.edu/archive/archive/sp_sum_03/kirkeberg.html\">a \u003cem>San Francisco State Magazine \u003c/em>article\u003c/a> about the course — he told his class that in 1894, a famed Victorian on the street sold for just $4,000.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rachel Cunningham, an alumna of the university’s Geography Department, said Kirkeberg roamed the halls “like a magical geography fairy godmother,” handing out free pastries and donning a different necktie each day.\u003c/p>\n\u003cp>At the end of each semester, he was known to pin up the ties he’d worn to class — he never wore one of his 600 twice in one session — and ask students to vote for their favorite.\u003c/p>\n\u003cp>“His joy and care was contagious, and every day that I saw Max, I knew was going to be a good day,” Cunningham said.\u003c/p>\n\u003cp>Professor Nancy Wilkinson, who shared an office with Kirkeberg for more than 10 years, said watching him work shaped her teaching style.\u003c/p>\n\u003cfigure id=\"attachment_12079269\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-2000x1500.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-2048x1536.jpg 2048w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Kirkeberg founded and led the St. Francis Lutheran Church and SFSU Geography Department AIDS Walk team. The group competed in San Francisco’s annual AIDS Walk for decades, raising more than $1 million for AIDS research and care. \u003ccite>(Courtesy of Andrea Dransfield Kraus)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“After every class that he taught, Max would come back to the office, and he’d pull out a little notebook, and he would start writing down, ‘This was the class today, this was a topic and this is what went well and this what I would change next time,’” she said. “Seeing somebody that was still both that excited and that devoted to teaching after all those years was just the coolest inspiration for me.”\u003c/p>\n\u003cp>She described Kirkeberg’s class as a “cult classic.” “Once people had heard about it, they really sought out and tried to take [it],” she said.\u003c/p>\n\u003cp>Kirkeberg was also always willing to lead a neighborhood tour outside of class for visiting alumni, or a colleague — like Wilkinson — whose in-laws were in town.\u003c/p>\n\u003cp>“Max was my witness at my wedding at City Hall; Max held the baby shower for my first kid,” she told KQED.\u003c/p>\n\u003cp>Born in 1933 in a small town in southern Iowa, Kirkeberg attended Augustana College in Illinois, where he majored in geography, history and political science. After being drafted into the Army, he went on to get a graduate degree in geography from the University of Wisconsin, Madison, according to a \u003ca href=\"https://environment.sfsu.edu/max-kirkeberg-scholarship\">biography on San Francisco State’s website\u003c/a>.[aside postID=news_12061272 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/033_KQED_SanFrancisco_SFSU_03112020_6923_qed.jpg']Once he was in San Francisco, according to his bio, Kirkeberg came out as a gay man. And at SF State, he found a family of his own.\u003c/p>\n\u003cp>“I met Max in the courtyard at SFSU,” said Kirkeberg’s husband, Gabriel Proo, who was celebrating the graduation of a former student of Kirkeberg’s at the time. “She would complain about him, because he’d make fun of her for arriving late … and I said, ‘Joan, you never told me he was gay.’”\u003c/p>\n\u003cp>Proo said the two realized they had much in common.\u003c/p>\n\u003cp>“We both had this great passion for San Francisco — the freedom, the architecture, the history … the beauty of the city, the climate,” Proo said. “He was just so in love with the city.”\u003c/p>\n\u003cp>Kirkeberg could often be found spending long days in the College of Health and Social Sciences building, digitizing his massive archive of photographs documenting San Francisco’s ever-shifting landscape. Nearly 60,000 slides of his work, collected through his field classes, walking tours and related lectures, are cataloged through SF State as \u003ca href=\"https://diva.sfsu.edu/collections/kirkeberg\">the Max Kirkeberg Collection\u003c/a>.\u003c/p>\n\u003cp>The archive includes collections dedicated to different parts of the Mission District and Bernal Heights, various city neighborhoods, as well as the Castro Theatre and Alcatraz Island. It’s listed on the San Francisco Public Library site and \u003ca href=\"https://web.archive.org/web/20190818194309/http:/bernalhistoryproject.org/image.php?img=/images/alemanyislais.jpg\">has been used\u003c/a> for smaller \u003ca href=\"https://web.archive.org/web/20190718181152/http:/bernalhistoryproject.org/image.php?img=/images/montcalmperalta93.jpg\">neighborhood history projects\u003c/a>, like one by residents of \u003ca href=\"https://web.archive.org/web/20190325215116/https:/www.bernalhistoryproject.org/\">Bernal Heights\u003c/a> — \u003ca href=\"https://diva.sfsu.edu/collections/kirkeberg/11363?vpage=1\">his former home\u003c/a> — that began in 2009.\u003c/p>\n\u003cp>“As he toured San Francisco’s many neighborhoods repeatedly, he became aware that the city, like most cities, was changing,” an introduction to the collection reads. “Gentrification, ethnic succession, industrial abandonment or conversion, the shift in workforce demographics, the rise and decline of the hippy era, the growth of gay San Francisco, and countless other socio-economic factors and events contributed to this change.”\u003c/p>\n\u003cp>Kirkeberg officially retired as a professor in 2002 but continued to teach “San Francisco on Foot” and a series of shorter, neighborhood-specific walking tour courses for adults through SF State’s Osher Lifelong Learning Institute.\u003c/p>\n\u003cfigure id=\"attachment_12079274\" class=\"wp-caption aligncenter\" style=\"max-width: 1392px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079274\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Castro1.jpg\" alt=\"\" width=\"1392\" height=\"922\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Castro1.jpg 1392w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Castro1-160x106.jpg 160w\" sizes=\"auto, (max-width: 1392px) 100vw, 1392px\">\u003cfigcaption class=\"wp-caption-text\">Looking north at the east side of the Castro; Note the laundromat at the middle of the scene. As Castro gentrifies, laundromats on the main streets disappear. \u003ccite>(Courtesy of the Max Kirkeberg Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jaqcueline Proctor, one of his OLLI students, said she began taking classes at the university specifically to enroll in one of Kirkeberg’s courses in the late 2000s. She took nearly every one he offered in the ensuing years.\u003c/p>\n\u003cp>“They were just extraordinary,” Proctor told KQED.\u003c/p>\n\u003cp>Her favorites were a course chronicling the redevelopment of Moscone Center and the surrounding area, and another on the commercial corridor of Valencia Street. Now lined with upscale consignment shops and trendy wine bars and restaurants, the street was home to a number of mortuaries 100 years ago, when a streetcar ran down the common funeral procession route to Colma.\u003c/p>\n\u003cp>Kirkeberg’s six-week OLLI sessions usually focused on a single city district, Proctor said, during which he would alternate between classroom lectures featuring his tens of thousands of photos of the city and adventures to those places, sprinkling in little-known history.\u003c/p>\n\u003cp>“One of the fun things I really learned living in the city and doing all the walking is that all the commercial streets are in the valleys,” she said. “I live by West Portal, and it’s like, ‘Oh yeah, West Portal’s pretty flat, but everything around it is uphill.’”\u003c/p>\n\u003cp>According to the SF State magazine story, Kirkeberg taught that people don’t like to shop — or tour — uphill. The magazine said he had a rule against inclines in his courses’ routes, though Proctor remembers a few.\u003c/p>\n\u003cfigure id=\"attachment_12079272\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079272\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Kirkeberg, left, with St. Francis Lutheran Pastor Jim DeLange. \u003ccite>(Courtesy of Valerie Wagner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Easygoing, warm and funny, Kirkeberg created a community among his students, Proctor said. A group of about five of them still meet for walks weekly, years after he retired fully and moved to Oregon in 2019.\u003c/p>\n\u003cp>“Pretty much everybody in the class did all his classes,” Porter told KQED.\u003c/p>\n\u003cp>Ann Scalf, another former OLLI student, said that even after Kirkeberg moved away, he and “a bunch of us ‘Max groupies’” would gather for lunch in the Castro when he visited San Francisco.\u003c/p>\n\u003cp>His legacy is also still felt across the San Francisco State campus.\u003c/p>\n\u003cp>Last year, he and Proo \u003ca href=\"https://develop.sfsu.edu/news/angela-tafur-first-kirkeberg-scholar-leads-with-purpose\">established the Max Kirkeberg Scholarship\u003c/a>, an annual grant awarded to a School of the Environment student whose work aligns “with the dedication to the lived and changing environment of the Bay Area,” according to the university.\u003c/p>\n\u003cfigure id=\"attachment_12079276\" class=\"wp-caption aligncenter\" style=\"max-width: 1415px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079276\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/alcatrazisland.jpg\" alt=\"\" width=\"1415\" height=\"938\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/alcatrazisland.jpg 1415w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/alcatrazisland-160x106.jpg 160w\" sizes=\"auto, (max-width: 1415px) 100vw, 1415px\">\u003cfigcaption class=\"wp-caption-text\">Penitentiary sign at Alcatraz Federal Penitentiary, 1981. \u003ccite>(Courtesy of the Max Kirkeberg Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a first-generation college student, Max’s scholarship has helped me fund my last semesters of college, leading me closer to my goal in being the first in my family to graduate,” said Angela Tafur, who was the inaugural recipient of the scholarship last spring. “I cannot wait to see how future SFSU students will benefit. … His legacy and passion for geography lives on in this department in many wonderful ways.”\u003c/p>\n\u003cp>Kirkeberg also founded and led a team in San Francisco’s annual AIDS Walk for 40 years, merging two of his communities: the SF State Geography Department and his congregation at St. Francis Lutheran Church.\u003c/p>\n\u003cp>“He always said that the young people at the university would walk, and the old people had money,” Proo said. “That was a good combination.”\u003c/p>\n\u003cp>Over the decades, the team raised more than a million dollars, about a third of which Proo said Kirkeberg solicited himself.\u003c/p>\n\u003cfigure id=\"attachment_12079277\" class=\"wp-caption aligncenter\" style=\"max-width: 1518px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079277\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/AlamoSq.jpg\" alt=\"\" width=\"1518\" height=\"1000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/AlamoSq.jpg 1518w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/AlamoSq-160x105.jpg 160w\" sizes=\"auto, (max-width: 1518px) 100vw, 1518px\">\u003cfigcaption class=\"wp-caption-text\">A 1979 telephoto from the 20th floor of 100 Van Ness of the Alamo Square area, east of Alamo Square. The street running along the left side is Hayes Street. Trees in the upper middle are from Alamo Square. \u003ccite>(Courtesy of the Max Kirkeberg Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Max was truly a larger-than-life figure whose presence could be felt across campus, in the church, and throughout the broader community,” said Andrea Dransfield Kraus, an SF State Geography Department alumna and the team’s co-captain for many years. “Max’s commitment to community, remembrance, and collective action touched countless lives.”\u003c/p>\n\u003cp>For Kirkeberg, the AIDS crisis was personal; he lost his former partner and multiple friends to the disease.\u003c/p>\n\u003cp>“Max made our AIDS Walk team as large as possible, raising tens of thousands of dollars each year,” said Valerie Wagner, the St. Francis congregation’s president. She noted that the team often finished among the likes of Chevron and Bank of America in the walk’s top fundraisers.\u003c/p>\n\u003cp>Kirkeberg was a devoted member of the church and a weekly volunteer at its Sunday morning free breakfast program, Wagner said, adding that he “once organized a bus tour for the congregation so he could show us notable sites.”\u003c/p>\n\u003cp>“Max was Lutheran to the core, as a Norwegian-Swede from Iowa but also a very cool San Franciscan,” she said on behalf of the congregation. “We will all miss Max very much and are deeply grateful for his leadership and witness.”\u003c/p>\n\u003cp>\u003cem>April 16: A previous version of this story misidentified SFSU professor Nancy Wilkinson as Laura Wilkinson.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Max Kirkeberg, a \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> professor known for his famed walking-tour classes and extensive archive of the city’s architecture, died this week. He was 93.\u003c/p>\n\u003cp>Kirkeberg came to San Francisco in 1965 while writing his doctoral thesis on the impact of oral history in preserving a region’s story. He began a decadeslong career as a professor at San Francisco State, where for more than 40 years, he taught local geography and history to rapt cohorts of undergraduate students and, later, older adults by taking to the city streets.\u003c/p>\n\u003cp>His well-known “San Francisco on Foot” course launched in the early ’70s, leading students on hourslong excursions through the city’s neighborhoods and sharing the lesser-known history of famous sites like the Painted Ladies. On a 2003 tour of the homes on Alamo Square’s Postcard Row — covered in \u003ca href=\"https://magazine.sfsu.edu/archive/archive/sp_sum_03/kirkeberg.html\">a \u003cem>San Francisco State Magazine \u003c/em>article\u003c/a> about the course — he told his class that in 1894, a famed Victorian on the street sold for just $4,000.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rachel Cunningham, an alumna of the university’s Geography Department, said Kirkeberg roamed the halls “like a magical geography fairy godmother,” handing out free pastries and donning a different necktie each day.\u003c/p>\n\u003cp>At the end of each semester, he was known to pin up the ties he’d worn to class — he never wore one of his 600 twice in one session — and ask students to vote for their favorite.\u003c/p>\n\u003cp>“His joy and care was contagious, and every day that I saw Max, I knew was going to be a good day,” Cunningham said.\u003c/p>\n\u003cp>Professor Nancy Wilkinson, who shared an office with Kirkeberg for more than 10 years, said watching him work shaped her teaching style.\u003c/p>\n\u003cfigure id=\"attachment_12079269\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-2000x1500.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Kirkeberg-AIDS-walk-1_a-2048x1536.jpg 2048w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Kirkeberg founded and led the St. Francis Lutheran Church and SFSU Geography Department AIDS Walk team. The group competed in San Francisco’s annual AIDS Walk for decades, raising more than $1 million for AIDS research and care. \u003ccite>(Courtesy of Andrea Dransfield Kraus)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“After every class that he taught, Max would come back to the office, and he’d pull out a little notebook, and he would start writing down, ‘This was the class today, this was a topic and this is what went well and this what I would change next time,’” she said. “Seeing somebody that was still both that excited and that devoted to teaching after all those years was just the coolest inspiration for me.”\u003c/p>\n\u003cp>She described Kirkeberg’s class as a “cult classic.” “Once people had heard about it, they really sought out and tried to take [it],” she said.\u003c/p>\n\u003cp>Kirkeberg was also always willing to lead a neighborhood tour outside of class for visiting alumni, or a colleague — like Wilkinson — whose in-laws were in town.\u003c/p>\n\u003cp>“Max was my witness at my wedding at City Hall; Max held the baby shower for my first kid,” she told KQED.\u003c/p>\n\u003cp>Born in 1933 in a small town in southern Iowa, Kirkeberg attended Augustana College in Illinois, where he majored in geography, history and political science. After being drafted into the Army, he went on to get a graduate degree in geography from the University of Wisconsin, Madison, according to a \u003ca href=\"https://environment.sfsu.edu/max-kirkeberg-scholarship\">biography on San Francisco State’s website\u003c/a>.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Once he was in San Francisco, according to his bio, Kirkeberg came out as a gay man. And at SF State, he found a family of his own.\u003c/p>\n\u003cp>“I met Max in the courtyard at SFSU,” said Kirkeberg’s husband, Gabriel Proo, who was celebrating the graduation of a former student of Kirkeberg’s at the time. “She would complain about him, because he’d make fun of her for arriving late … and I said, ‘Joan, you never told me he was gay.’”\u003c/p>\n\u003cp>Proo said the two realized they had much in common.\u003c/p>\n\u003cp>“We both had this great passion for San Francisco — the freedom, the architecture, the history … the beauty of the city, the climate,” Proo said. “He was just so in love with the city.”\u003c/p>\n\u003cp>Kirkeberg could often be found spending long days in the College of Health and Social Sciences building, digitizing his massive archive of photographs documenting San Francisco’s ever-shifting landscape. Nearly 60,000 slides of his work, collected through his field classes, walking tours and related lectures, are cataloged through SF State as \u003ca href=\"https://diva.sfsu.edu/collections/kirkeberg\">the Max Kirkeberg Collection\u003c/a>.\u003c/p>\n\u003cp>The archive includes collections dedicated to different parts of the Mission District and Bernal Heights, various city neighborhoods, as well as the Castro Theatre and Alcatraz Island. It’s listed on the San Francisco Public Library site and \u003ca href=\"https://web.archive.org/web/20190818194309/http:/bernalhistoryproject.org/image.php?img=/images/alemanyislais.jpg\">has been used\u003c/a> for smaller \u003ca href=\"https://web.archive.org/web/20190718181152/http:/bernalhistoryproject.org/image.php?img=/images/montcalmperalta93.jpg\">neighborhood history projects\u003c/a>, like one by residents of \u003ca href=\"https://web.archive.org/web/20190325215116/https:/www.bernalhistoryproject.org/\">Bernal Heights\u003c/a> — \u003ca href=\"https://diva.sfsu.edu/collections/kirkeberg/11363?vpage=1\">his former home\u003c/a> — that began in 2009.\u003c/p>\n\u003cp>“As he toured San Francisco’s many neighborhoods repeatedly, he became aware that the city, like most cities, was changing,” an introduction to the collection reads. “Gentrification, ethnic succession, industrial abandonment or conversion, the shift in workforce demographics, the rise and decline of the hippy era, the growth of gay San Francisco, and countless other socio-economic factors and events contributed to this change.”\u003c/p>\n\u003cp>Kirkeberg officially retired as a professor in 2002 but continued to teach “San Francisco on Foot” and a series of shorter, neighborhood-specific walking tour courses for adults through SF State’s Osher Lifelong Learning Institute.\u003c/p>\n\u003cfigure id=\"attachment_12079274\" class=\"wp-caption aligncenter\" style=\"max-width: 1392px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079274\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Castro1.jpg\" alt=\"\" width=\"1392\" height=\"922\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Castro1.jpg 1392w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/Castro1-160x106.jpg 160w\" sizes=\"auto, (max-width: 1392px) 100vw, 1392px\">\u003cfigcaption class=\"wp-caption-text\">Looking north at the east side of the Castro; Note the laundromat at the middle of the scene. As Castro gentrifies, laundromats on the main streets disappear. \u003ccite>(Courtesy of the Max Kirkeberg Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jaqcueline Proctor, one of his OLLI students, said she began taking classes at the university specifically to enroll in one of Kirkeberg’s courses in the late 2000s. She took nearly every one he offered in the ensuing years.\u003c/p>\n\u003cp>“They were just extraordinary,” Proctor told KQED.\u003c/p>\n\u003cp>Her favorites were a course chronicling the redevelopment of Moscone Center and the surrounding area, and another on the commercial corridor of Valencia Street. Now lined with upscale consignment shops and trendy wine bars and restaurants, the street was home to a number of mortuaries 100 years ago, when a streetcar ran down the common funeral procession route to Colma.\u003c/p>\n\u003cp>Kirkeberg’s six-week OLLI sessions usually focused on a single city district, Proctor said, during which he would alternate between classroom lectures featuring his tens of thousands of photos of the city and adventures to those places, sprinkling in little-known history.\u003c/p>\n\u003cp>“One of the fun things I really learned living in the city and doing all the walking is that all the commercial streets are in the valleys,” she said. “I live by West Portal, and it’s like, ‘Oh yeah, West Portal’s pretty flat, but everything around it is uphill.’”\u003c/p>\n\u003cp>According to the SF State magazine story, Kirkeberg taught that people don’t like to shop — or tour — uphill. The magazine said he had a rule against inclines in his courses’ routes, though Proctor remembers a few.\u003c/p>\n\u003cfigure id=\"attachment_12079272\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079272\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/SFState-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Kirkeberg, left, with St. Francis Lutheran Pastor Jim DeLange. \u003ccite>(Courtesy of Valerie Wagner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Easygoing, warm and funny, Kirkeberg created a community among his students, Proctor said. A group of about five of them still meet for walks weekly, years after he retired fully and moved to Oregon in 2019.\u003c/p>\n\u003cp>“Pretty much everybody in the class did all his classes,” Porter told KQED.\u003c/p>\n\u003cp>Ann Scalf, another former OLLI student, said that even after Kirkeberg moved away, he and “a bunch of us ‘Max groupies’” would gather for lunch in the Castro when he visited San Francisco.\u003c/p>\n\u003cp>His legacy is also still felt across the San Francisco State campus.\u003c/p>\n\u003cp>Last year, he and Proo \u003ca href=\"https://develop.sfsu.edu/news/angela-tafur-first-kirkeberg-scholar-leads-with-purpose\">established the Max Kirkeberg Scholarship\u003c/a>, an annual grant awarded to a School of the Environment student whose work aligns “with the dedication to the lived and changing environment of the Bay Area,” according to the university.\u003c/p>\n\u003cfigure id=\"attachment_12079276\" class=\"wp-caption aligncenter\" style=\"max-width: 1415px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079276\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/alcatrazisland.jpg\" alt=\"\" width=\"1415\" height=\"938\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/alcatrazisland.jpg 1415w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/alcatrazisland-160x106.jpg 160w\" sizes=\"auto, (max-width: 1415px) 100vw, 1415px\">\u003cfigcaption class=\"wp-caption-text\">Penitentiary sign at Alcatraz Federal Penitentiary, 1981. \u003ccite>(Courtesy of the Max Kirkeberg Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a first-generation college student, Max’s scholarship has helped me fund my last semesters of college, leading me closer to my goal in being the first in my family to graduate,” said Angela Tafur, who was the inaugural recipient of the scholarship last spring. “I cannot wait to see how future SFSU students will benefit. … His legacy and passion for geography lives on in this department in many wonderful ways.”\u003c/p>\n\u003cp>Kirkeberg also founded and led a team in San Francisco’s annual AIDS Walk for 40 years, merging two of his communities: the SF State Geography Department and his congregation at St. Francis Lutheran Church.\u003c/p>\n\u003cp>“He always said that the young people at the university would walk, and the old people had money,” Proo said. “That was a good combination.”\u003c/p>\n\u003cp>Over the decades, the team raised more than a million dollars, about a third of which Proo said Kirkeberg solicited himself.\u003c/p>\n\u003cfigure id=\"attachment_12079277\" class=\"wp-caption aligncenter\" style=\"max-width: 1518px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079277\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/AlamoSq.jpg\" alt=\"\" width=\"1518\" height=\"1000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/AlamoSq.jpg 1518w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/AlamoSq-160x105.jpg 160w\" sizes=\"auto, (max-width: 1518px) 100vw, 1518px\">\u003cfigcaption class=\"wp-caption-text\">A 1979 telephoto from the 20th floor of 100 Van Ness of the Alamo Square area, east of Alamo Square. The street running along the left side is Hayes Street. Trees in the upper middle are from Alamo Square. \u003ccite>(Courtesy of the Max Kirkeberg Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Max was truly a larger-than-life figure whose presence could be felt across campus, in the church, and throughout the broader community,” said Andrea Dransfield Kraus, an SF State Geography Department alumna and the team’s co-captain for many years. “Max’s commitment to community, remembrance, and collective action touched countless lives.”\u003c/p>\n\u003cp>For Kirkeberg, the AIDS crisis was personal; he lost his former partner and multiple friends to the disease.\u003c/p>\n\u003cp>“Max made our AIDS Walk team as large as possible, raising tens of thousands of dollars each year,” said Valerie Wagner, the St. Francis congregation’s president. She noted that the team often finished among the likes of Chevron and Bank of America in the walk’s top fundraisers.\u003c/p>\n\u003cp>Kirkeberg was a devoted member of the church and a weekly volunteer at its Sunday morning free breakfast program, Wagner said, adding that he “once organized a bus tour for the congregation so he could show us notable sites.”\u003c/p>\n\u003cp>“Max was Lutheran to the core, as a Norwegian-Swede from Iowa but also a very cool San Franciscan,” she said on behalf of the congregation. “We will all miss Max very much and are deeply grateful for his leadership and witness.”\u003c/p>\n\u003cp>\u003cem>April 16: A previous version of this story misidentified SFSU professor Nancy Wilkinson as Laura Wilkinson.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Victoria Duran grew up in East San José, and remembers celebrating her community’s ties to labor activist and United Farm Workers co-founder Cesar Chavez. His legacy looms large on the East Side, where he \u003cspan style=\"font-weight: 400\">held his first organizing meetings \u003c/span>\u003cspan style=\"font-weight: 400\">and where his former home still stands. \u003c/span>But for many people in San José, that sense of pride was shattered after a\u003cspan style=\"font-weight: 400\">\u003cem> \u003c/em>\u003ca href=\"https://www.nytimes.com/2026/03/18/us/cesar-chavez-sexual-abuse-allegations-ufw.html\">\u003cem>New York Times’\u003c/em> investigation\u003c/a> into allegations of sexual abuse by Chavez.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Duran, who teaches ethnic studies and psychology at William C. Overfelt High School in East San José,\u003c/span>\u003cspan style=\"font-weight: 400\"> is reckoning with how to teach about Chavez in light of these sexual abuse allegations.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2026/03/25/us/cesar-chavez-san-jose-reckoning.html\">\u003cspan style=\"font-weight: 400\">Why This City’s Reckoning With Cesar Chavez Is So Complicated (\u003cem>NYTimes\u003c/em>)\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1546389935\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists, San Francisco-Northern California Local.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Episode transcript\u003c/h3>\n\u003cp>\u003cspan class=\"\" title=\"\">\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:00] I’m Ericka Cruz Guevarra and welcome to The Bay, local news to keep you rooted. Cesar Chavez has been a big part of California history for decades. But his legacy looms especially large in East San Jose, where the co-founder of the United Farm Workers held his first organizing meetings and where his former home still stands today. And for Victoria Duran, who grew up on San Jose’s East Side in the 90s, Chavez was celebrated as a hometown hero.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:00:40] A sense of pride, a sense of honor, a sense of recognition of someone who was for the people was what was really cultivated at an early age.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:52] But last month, \u003cem>The New York Times\u003c/em> published an investigation into sexual abuse allegations against Chavez, including allegations of rape by co-organizer Dolores Huerta. And for Duran, who teaches ethnic studies at William C. Overfelt High School in East San Jose now, she has to reckon with how to teach about the legacy of Cesar Chavez to the next generation of East Side kids.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:26] One of the in-class responses to that was, “so we were lied to this entire time?”\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:01:34] Today, how one ethnic studies teacher in East San Jose is reckoning with the legacy of Cesar Chavez.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:52] My name is Dr. Victoria Isabel Duran, and I am from East San Jose. I am the daughter of working-class parents who had visions and really instilled with us just a desire and love for community and I come from grandparents who’ve worked the fields and I feel deeply seated from a land and a place that holds rich history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:27] So you grew up in East San Jose, you’re from there. What was that like for you growing up in east San Jose? And I’m also curious what your earliest memories of learning about Cesar Chavez were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:02:40] I attended a school led by a Chicana principal, which I thought was really powerful in the 90s. And in that, when I think of Cesar Chavez, as we would line up for lunch, I remember the image of him, where you would see the fields and then the skulls and then figures embedded in the signs. And that would be something that I would see daily.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:02] Like a mural?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:03] It wasn’t a mural, it was an art piece of him in the cafeteria.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:06] Oh wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:07] And that was consistently there. What really comes to mind is a sense of pride, a sense honor, a sense recognition of someone who was for the people.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:20] And he was rooted in the same community you were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:24] Growing up.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:24] Yeah, you had that connection.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:27] Ties to the Guadalupe Church, recognizing that his home was here and, you know, attending in middle school and high school, there were competitions for art, annual luncheons, and gatherings to be able to bring student performers in the context of his legacy and just recognizing that through heroes, through historical figures, there is a sense of mapping out what the disability looks like in our own activism. And so attending these, it was a lot of honor, a lot of seeing yourself.\u003c/p>\n\u003cfigure id=\"attachment_12079046\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg\" alt=\"\" width=\"1125\" height=\"1115\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg 1125w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173-160x159.jpg 160w\" sizes=\"auto, (max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Duran (R), meeting legendary labor organized and UFW co-founder Dolores Huerta (L), in 1995. \u003ccite>(Victoria Duran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:04:04] It’s such a, I feel like a unique way to grow up, to see yourself reflected in history, to feel that so close to home. And obviously now you teach back in East San Jose. I’m curious before the news how you were teaching the history of Cesar Chavez, especially as a teacher rooted in East San Jose and having. This upbringing and this connection to that history.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:04:35] We had a moment where we would unpack and analyze music, the chants, having an understanding of materials that were shared, news clippings, audio recordings.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:04:49] And we went to the people of this country and we said, in whichever way we could, with leaflets, going to meetings, to students, to union meetings, to church meetings, and everywhere and anywhere that they would have us. And we told the people in America, help us, we need your help. And they responded.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:05] And students came in with a critique, right, where students also began to expand that, oh, he didn’t fight for everybody.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:05:16] These are the illegals from Mexico. As long as we have a poor country bordering California, it’s gonna be very difficult to win strikes, so therefore the only way to win strike is by then taking our fight to the citizens.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:32] He had feelings about Mexicans, undocumented folks, and we, you know, through the language and terminology of ethnic studies, recognizing that as xenophobia. And recognizing that, okay, if, you, know, students amongst the class, like, who would not be represented within the movement? When students critique that you know they come in and are just kind of wary…and then others just, well, what do you mean? This is someone who’s always been revered and recognized within my community. And so then they begin to have that exchange and unpacking, which is powerful.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:06:16] I mean, it sounds like, you know, this critique was already happening in your classrooms around Cesar Chavez, but obviously on March 18th, the New York Times published this investigation that found, I mean very extensive evidence that he groomed and sexually abused girls who worked in the movement for years. And do you remember where you were when you found out this news?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:06:45] I’m thankful that one of my alumni students reached out to me. He offered me. Want to offer you some caution as you interact with the news these next days. Some information came out around Cesar Chavez. It was kind of one of those things, like I don’t know that I’m ready to even search up the information at that moment. So I allowed myself that space after school and I started to read and learn about and just feeling like a weight on your chest of — how devastating. Here we are.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:07:30] I found that out on the 18th. I had the day off on the 19th for myself. And on the 20th, I went back to school. So I was able to go into the conversations with some rest. I said, I will respond if students say they’re ready. And my first period of that day, they said, “are we gonna talk about this?” And I said of course, what questions do you have? One of the in-class responses was, “so we were lied to this entire time.” “I chanted for him. I marched for him!” “We have these things at schools for him, what do you mean? Did he do no good?” “Why are they moving so fast to remove his monuments when we’ve heard of these Epstein cases and the files and the harms done here? Why isn’t accountability being held across?” And these were honest, in real time questions.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:08:46] How do you respond to that?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:08:48] Your feelings are valid. And I don’t think you’re alone, feeling that alone right now. I had one student in particular who offered. I did not participate in elementary school on these marches. And I was shamed by my peers and by teachers and adults because my family and I had a critique of him already. We are not a monolith in how we regard a person, especially with rooted within the context of Eastside and the history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:09:20] And what are these that you brought? Just their written responses in the days?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:09:24] Yes. After the news? This is some of their art from watching a documentary. So after the news, we went into an overview of patriarchy, sexism, and intersectionality to preface and guide into watching Dolores. When we watched Dolores, there were also segments from her childhood and to her adulthood, and then they left with a sense of… Oh, look at these interactions between Cesar Chavez and Dolores Huerta, and one in particular when he spoke about the role of women and that they are to be protected.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:02] Oh, gosh, wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:04] And I asked myself, should I pause it? I said, are you all ready for this? Is this something that you wanna discuss? And they said that we do.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:13] It’s like amazing to see some of this art and some of the things that they have on here. I mean, this drawing of a woman. I’m assuming it’s Dolores Huerta covering her mouth. I feel like what you’re describing is your students very much, and also you as a teacher, really navigating this news in real time. How does this news change? How you’re thinking about teaching the history of Cesar Chavez. I mean, he will always be someone who played a big role in history, right? And who will always have this connection to San Jose, but how are you thinking about how you now acknowledge the harm?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:58] I’m thinking about the feeling of driving up here and seeing Cesar Chavez, Portola Avenue, right? There’s a responsibility, right, and shaping, and I think that’s where the agency of young people, when they shape a curriculum too, because ethnic studies within San Jose is a different experience of ethnic studies within San Francisco, within any other region. There’s deep grief. Challenging work and I think part of, you know, moving from this too was what are the necessary elements of a proper apology. How do we name the harm that occurs? How do we establish consent and young people want to practice and talk about that? I can only measure how I move forward as an educator being responsive to what students craft together with me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:06] I know it’s been a couple of weeks now since this news, maybe for other people outside of East San Jose, this has sort of faded, you know? It’s not something they’re thinking about. Maybe they don’t have a street near them named after Cesar Chavez. But for you, teaching ethnic studies, being rooted in this place that’s so connected to him and his legacy, is this still coming up for you on the day-to-day?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:33] Yes.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:36] And you’re still navigating it. You’re still figuring it out.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:39] Yes. It illuminates how patriarchy functions and how we’re all participants, as bell hooks says. I look to this as a reminder of, okay, do we have our heroes? Do we have, like, situating the stories around an individual person? Because a sustaining movement is focused on the movement. The work runs deep. This didn’t happen overnight. And the repair and healing is not gonna be overnight. And it is gonna be generational.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Victoria Duran grew up in East San José, and remembers celebrating her community’s ties to labor activist and United Farm Workers co-founder Cesar Chavez. His legacy looms large on the East Side, where he \u003cspan style=\"font-weight: 400\">held his first organizing meetings \u003c/span>\u003cspan style=\"font-weight: 400\">and where his former home still stands. \u003c/span>But for many people in San José, that sense of pride was shattered after a\u003cspan style=\"font-weight: 400\">\u003cem> \u003c/em>\u003ca href=\"https://www.nytimes.com/2026/03/18/us/cesar-chavez-sexual-abuse-allegations-ufw.html\">\u003cem>New York Times’\u003c/em> investigation\u003c/a> into allegations of sexual abuse by Chavez.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Duran, who teaches ethnic studies and psychology at William C. Overfelt High School in East San José,\u003c/span>\u003cspan style=\"font-weight: 400\"> is reckoning with how to teach about Chavez in light of these sexual abuse allegations.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.nytimes.com/2026/03/25/us/cesar-chavez-san-jose-reckoning.html\">\u003cspan style=\"font-weight: 400\">Why This City’s Reckoning With Cesar Chavez Is So Complicated (\u003cem>NYTimes\u003c/em>)\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1546389935\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists, San Francisco-Northern California Local.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Episode transcript\u003c/h3>\n\u003cp>\u003cspan class=\"\" title=\"\">\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:00] I’m Ericka Cruz Guevarra and welcome to The Bay, local news to keep you rooted. Cesar Chavez has been a big part of California history for decades. But his legacy looms especially large in East San Jose, where the co-founder of the United Farm Workers held his first organizing meetings and where his former home still stands today. And for Victoria Duran, who grew up on San Jose’s East Side in the 90s, Chavez was celebrated as a hometown hero.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:00:40] A sense of pride, a sense of honor, a sense of recognition of someone who was for the people was what was really cultivated at an early age.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:00:52] But last month, \u003cem>The New York Times\u003c/em> published an investigation into sexual abuse allegations against Chavez, including allegations of rape by co-organizer Dolores Huerta. And for Duran, who teaches ethnic studies at William C. Overfelt High School in East San Jose now, she has to reckon with how to teach about the legacy of Cesar Chavez to the next generation of East Side kids.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:26] One of the in-class responses to that was, “so we were lied to this entire time?”\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:01:34] Today, how one ethnic studies teacher in East San Jose is reckoning with the legacy of Cesar Chavez.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:01:52] My name is Dr. Victoria Isabel Duran, and I am from East San Jose. I am the daughter of working-class parents who had visions and really instilled with us just a desire and love for community and I come from grandparents who’ve worked the fields and I feel deeply seated from a land and a place that holds rich history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:27] So you grew up in East San Jose, you’re from there. What was that like for you growing up in east San Jose? And I’m also curious what your earliest memories of learning about Cesar Chavez were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:02:40] I attended a school led by a Chicana principal, which I thought was really powerful in the 90s. And in that, when I think of Cesar Chavez, as we would line up for lunch, I remember the image of him, where you would see the fields and then the skulls and then figures embedded in the signs. And that would be something that I would see daily.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:02] Like a mural?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:03] It wasn’t a mural, it was an art piece of him in the cafeteria.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:06] Oh wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:07] And that was consistently there. What really comes to mind is a sense of pride, a sense honor, a sense recognition of someone who was for the people.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:20] And he was rooted in the same community you were.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:24] Growing up.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:24] Yeah, you had that connection.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:03:27] Ties to the Guadalupe Church, recognizing that his home was here and, you know, attending in middle school and high school, there were competitions for art, annual luncheons, and gatherings to be able to bring student performers in the context of his legacy and just recognizing that through heroes, through historical figures, there is a sense of mapping out what the disability looks like in our own activism. And so attending these, it was a lot of honor, a lot of seeing yourself.\u003c/p>\n\u003cfigure id=\"attachment_12079046\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12079046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg\" alt=\"\" width=\"1125\" height=\"1115\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173.jpg 1125w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/IMG_4173-160x159.jpg 160w\" sizes=\"auto, (max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Duran (R), meeting legendary labor organized and UFW co-founder Dolores Huerta (L), in 1995. \u003ccite>(Victoria Duran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:04:04] It’s such a, I feel like a unique way to grow up, to see yourself reflected in history, to feel that so close to home. And obviously now you teach back in East San Jose. I’m curious before the news how you were teaching the history of Cesar Chavez, especially as a teacher rooted in East San Jose and having. This upbringing and this connection to that history.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:04:35] We had a moment where we would unpack and analyze music, the chants, having an understanding of materials that were shared, news clippings, audio recordings.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:04:49] And we went to the people of this country and we said, in whichever way we could, with leaflets, going to meetings, to students, to union meetings, to church meetings, and everywhere and anywhere that they would have us. And we told the people in America, help us, we need your help. And they responded.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:05] And students came in with a critique, right, where students also began to expand that, oh, he didn’t fight for everybody.\u003c/p>\n\u003cp>\u003cstrong>Cesar Chavez \u003c/strong>[00:05:16] These are the illegals from Mexico. As long as we have a poor country bordering California, it’s gonna be very difficult to win strikes, so therefore the only way to win strike is by then taking our fight to the citizens.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:05:32] He had feelings about Mexicans, undocumented folks, and we, you know, through the language and terminology of ethnic studies, recognizing that as xenophobia. And recognizing that, okay, if, you, know, students amongst the class, like, who would not be represented within the movement? When students critique that you know they come in and are just kind of wary…and then others just, well, what do you mean? This is someone who’s always been revered and recognized within my community. And so then they begin to have that exchange and unpacking, which is powerful.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:06:16] I mean, it sounds like, you know, this critique was already happening in your classrooms around Cesar Chavez, but obviously on March 18th, the New York Times published this investigation that found, I mean very extensive evidence that he groomed and sexually abused girls who worked in the movement for years. And do you remember where you were when you found out this news?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:06:45] I’m thankful that one of my alumni students reached out to me. He offered me. Want to offer you some caution as you interact with the news these next days. Some information came out around Cesar Chavez. It was kind of one of those things, like I don’t know that I’m ready to even search up the information at that moment. So I allowed myself that space after school and I started to read and learn about and just feeling like a weight on your chest of — how devastating. Here we are.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:07:30] I found that out on the 18th. I had the day off on the 19th for myself. And on the 20th, I went back to school. So I was able to go into the conversations with some rest. I said, I will respond if students say they’re ready. And my first period of that day, they said, “are we gonna talk about this?” And I said of course, what questions do you have? One of the in-class responses was, “so we were lied to this entire time.” “I chanted for him. I marched for him!” “We have these things at schools for him, what do you mean? Did he do no good?” “Why are they moving so fast to remove his monuments when we’ve heard of these Epstein cases and the files and the harms done here? Why isn’t accountability being held across?” And these were honest, in real time questions.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:08:46] How do you respond to that?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:08:48] Your feelings are valid. And I don’t think you’re alone, feeling that alone right now. I had one student in particular who offered. I did not participate in elementary school on these marches. And I was shamed by my peers and by teachers and adults because my family and I had a critique of him already. We are not a monolith in how we regard a person, especially with rooted within the context of Eastside and the history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:09:20] And what are these that you brought? Just their written responses in the days?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:09:24] Yes. After the news? This is some of their art from watching a documentary. So after the news, we went into an overview of patriarchy, sexism, and intersectionality to preface and guide into watching Dolores. When we watched Dolores, there were also segments from her childhood and to her adulthood, and then they left with a sense of… Oh, look at these interactions between Cesar Chavez and Dolores Huerta, and one in particular when he spoke about the role of women and that they are to be protected.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:02] Oh, gosh, wow.\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:04] And I asked myself, should I pause it? I said, are you all ready for this? Is this something that you wanna discuss? And they said that we do.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:10:13] It’s like amazing to see some of this art and some of the things that they have on here. I mean, this drawing of a woman. I’m assuming it’s Dolores Huerta covering her mouth. I feel like what you’re describing is your students very much, and also you as a teacher, really navigating this news in real time. How does this news change? How you’re thinking about teaching the history of Cesar Chavez. I mean, he will always be someone who played a big role in history, right? And who will always have this connection to San Jose, but how are you thinking about how you now acknowledge the harm?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:10:58] I’m thinking about the feeling of driving up here and seeing Cesar Chavez, Portola Avenue, right? There’s a responsibility, right, and shaping, and I think that’s where the agency of young people, when they shape a curriculum too, because ethnic studies within San Jose is a different experience of ethnic studies within San Francisco, within any other region. There’s deep grief. Challenging work and I think part of, you know, moving from this too was what are the necessary elements of a proper apology. How do we name the harm that occurs? How do we establish consent and young people want to practice and talk about that? I can only measure how I move forward as an educator being responsive to what students craft together with me.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:06] I know it’s been a couple of weeks now since this news, maybe for other people outside of East San Jose, this has sort of faded, you know? It’s not something they’re thinking about. Maybe they don’t have a street near them named after Cesar Chavez. But for you, teaching ethnic studies, being rooted in this place that’s so connected to him and his legacy, is this still coming up for you on the day-to-day?\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:33] Yes.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:12:36] And you’re still navigating it. You’re still figuring it out.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Victoria Duran \u003c/strong>[00:12:39] Yes. It illuminates how patriarchy functions and how we’re all participants, as bell hooks says. I look to this as a reminder of, okay, do we have our heroes? Do we have, like, situating the stories around an individual person? Because a sustaining movement is focused on the movement. The work runs deep. This didn’t happen overnight. And the repair and healing is not gonna be overnight. And it is gonna be generational.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> will soon join a growing list of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> cities allocating housing for public school teachers, as districts across the state \u003ca href=\"https://www.kqed.org/forum/2010101913422/campus-closures-and-teacher-layoffs-bay-area-public-schools-in-crisis\">raise concerns \u003c/a>about the cost of living for educators, leading many to leave urban districts — and the profession.\u003c/p>\n\u003cp>The Oakland Fund, a nonprofit based in the city, announced Thursday that it purchased a 33-unit residential building in the Temescal District, with the goal of providing affordable housing for Oakland Unified School District educators.\u003c/p>\n\u003cp>“For a teacher to not have to worry about whether they can pay their rent, or whether they can even afford to stay in the community that they love … it’s going to make such a difference,” OUSD interim Superintendent Denise Saddler said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I know what difference it’ll make in terms of when we’re responsible for getting our best people here to do what is so important,” Saddler said\u003c/p>\n\u003cp>In recent years, as the \u003ca href=\"https://www.kqed.org/forum/2010101913161/how-do-you-get-by-in-the-pricey-bay-area\">cost of living\u003c/a> outpaces the rate of teachers’ salaries, cities across the Bay Area, including San Francisco, have introduced workforce housing developments.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.kqed.org/news/12044911/san-francisco-starts-construction-on-its-second-teacher-housing-project\">opened a 134-unit building in October\u003c/a> and broke ground on another 75-unit project last June. San Mateo’s Jefferson Union High School District also has a 122-unit development, which houses about 25% of its eligible workforce.\u003c/p>\n\u003cfigure id=\"attachment_12078519\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078519\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mayor Barbara Lee, Kyra Mungia, co-founder of Rooted, politicians, teachers and supporters participate in a ribbon cutting during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The housing model’s appeal is growing as teachers’ strikes mount in several Bay Area school districts. Earlier this year, Oakland’s teachers union \u003ca href=\"https://www.kqed.org/news/12074272/oakland-teachers-approve-a-strike-as-report-calls-districts-pay-not-competitive\">threatened to strike\u003c/a> after a year of contract negotiations, citing low pay and sky-high costs of living in the city. Union President Kampala Taiz-Rancifer said about 60% of the district’s teachers can’t afford to live in Oakland with their current salaries.\u003c/p>\n\u003cp>The lack of affordable housing options for educators has made it difficult for the district to attract and retain educators. Oakland loses about 400 teachers each year, according to the teachers’ union.\u003c/p>\n\u003cp>Kyra Mungia, The Oakland Fund’s chief executive officer, said that when staffing instability and classroom vacancies occur, “it’s our kids who end up paying the price.”\u003c/p>\n\u003cp>“Today, we are showing that a different path is possible,” Mungia said.\u003c/p>\n\u003cfigure id=\"attachment_12078514\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078514\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Kyra Mungia, co-founder of Rooted, speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike many of the workforce housing developments that Bay Area districts have pursued, the housing will be converted from existing residential units, not built from the ground up. Transferring the units to educators will be a gradual process, as turnover among tenants occurs naturally.\u003c/p>\n\u003cp>According to the nonprofit, rental rates will vary by unit and be set at 30% of educators’ household income. One bedrooms will be priced between $1,120 and $2,240, while two bedrooms could cost up to $2,560.\u003c/p>\n\u003cp>Melanie Turner, a special education teacher at Emerson Elementary School, moved into the Idora building in 2024.\u003c/p>\n\u003cfigure id=\"attachment_12078518\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078518\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Oakland teacher Melanie Turner speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’ve been here for now my third year, and I don’t plan on going anywhere anytime soon because of where I live,” she said at the press conference.\u003c/p>\n\u003cp>During the pandemic, prior to becoming a teacher, Turner and her preschool-aged son had been couch-hopping at friends’ and family members’ homes.\u003c/p>\n\u003cp>“I was not able to provide for my child in the way that I expected to,” she said. “Now, I can stand here in front of you and say, not only am I able to do that, but I can have savings.[aside postID=news_12078253 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240104-PEOPLES-PARK-MD-05-1020x680.jpg']She originally got a lowered price on the unit through a separate program called Teachers Rooted In Oakland. Now her rent will be reduced to 30% of her income.\u003c/p>\n\u003cp>“I don’t have to worry about, ‘Do I have enough to pay my rent and my groceries and my medical bills and commute costs, if I need to have them?’ I am at peace,” Turner said.\u003c/p>\n\u003cp>The nonprofit has raised $14 million to purchase a total of 150 residential units for educator housing over the next three years. It also partnered with the city, which committed more than $7.6 million in affordable housing financing toward the first acquisition, the Idora Building.\u003c/p>\n\u003cp>Mungia said that currently, the city’s multifamily real estate market is depressed, meaning “buildings like these are changing hands.” The Idora Building on Claremont Avenue sold for $12.6 million, half the price it sold for in 2017.\u003c/p>\n\u003cp>“The question is, who will own Oakland?” she said.\u003c/p>\n\u003cp>“We are choosing Oakland, owning Oakland,” Mungia said. “We are choosing to invest in the very people who make the city work: Our educators.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/epeppel\">\u003cem>Eliza Peppel\u003c/em>\u003c/a>\u003cem> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> will soon join a growing list of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> cities allocating housing for public school teachers, as districts across the state \u003ca href=\"https://www.kqed.org/forum/2010101913422/campus-closures-and-teacher-layoffs-bay-area-public-schools-in-crisis\">raise concerns \u003c/a>about the cost of living for educators, leading many to leave urban districts — and the profession.\u003c/p>\n\u003cp>The Oakland Fund, a nonprofit based in the city, announced Thursday that it purchased a 33-unit residential building in the Temescal District, with the goal of providing affordable housing for Oakland Unified School District educators.\u003c/p>\n\u003cp>“For a teacher to not have to worry about whether they can pay their rent, or whether they can even afford to stay in the community that they love … it’s going to make such a difference,” OUSD interim Superintendent Denise Saddler said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I know what difference it’ll make in terms of when we’re responsible for getting our best people here to do what is so important,” Saddler said\u003c/p>\n\u003cp>In recent years, as the \u003ca href=\"https://www.kqed.org/forum/2010101913161/how-do-you-get-by-in-the-pricey-bay-area\">cost of living\u003c/a> outpaces the rate of teachers’ salaries, cities across the Bay Area, including San Francisco, have introduced workforce housing developments.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.kqed.org/news/12044911/san-francisco-starts-construction-on-its-second-teacher-housing-project\">opened a 134-unit building in October\u003c/a> and broke ground on another 75-unit project last June. San Mateo’s Jefferson Union High School District also has a 122-unit development, which houses about 25% of its eligible workforce.\u003c/p>\n\u003cfigure id=\"attachment_12078519\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078519\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mayor Barbara Lee, Kyra Mungia, co-founder of Rooted, politicians, teachers and supporters participate in a ribbon cutting during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The housing model’s appeal is growing as teachers’ strikes mount in several Bay Area school districts. Earlier this year, Oakland’s teachers union \u003ca href=\"https://www.kqed.org/news/12074272/oakland-teachers-approve-a-strike-as-report-calls-districts-pay-not-competitive\">threatened to strike\u003c/a> after a year of contract negotiations, citing low pay and sky-high costs of living in the city. Union President Kampala Taiz-Rancifer said about 60% of the district’s teachers can’t afford to live in Oakland with their current salaries.\u003c/p>\n\u003cp>The lack of affordable housing options for educators has made it difficult for the district to attract and retain educators. Oakland loses about 400 teachers each year, according to the teachers’ union.\u003c/p>\n\u003cp>Kyra Mungia, The Oakland Fund’s chief executive officer, said that when staffing instability and classroom vacancies occur, “it’s our kids who end up paying the price.”\u003c/p>\n\u003cp>“Today, we are showing that a different path is possible,” Mungia said.\u003c/p>\n\u003cfigure id=\"attachment_12078514\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078514\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Kyra Mungia, co-founder of Rooted, speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike many of the workforce housing developments that Bay Area districts have pursued, the housing will be converted from existing residential units, not built from the ground up. Transferring the units to educators will be a gradual process, as turnover among tenants occurs naturally.\u003c/p>\n\u003cp>According to the nonprofit, rental rates will vary by unit and be set at 30% of educators’ household income. One bedrooms will be priced between $1,120 and $2,240, while two bedrooms could cost up to $2,560.\u003c/p>\n\u003cp>Melanie Turner, a special education teacher at Emerson Elementary School, moved into the Idora building in 2024.\u003c/p>\n\u003cfigure id=\"attachment_12078518\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078518\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Oakland teacher Melanie Turner speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’ve been here for now my third year, and I don’t plan on going anywhere anytime soon because of where I live,” she said at the press conference.\u003c/p>\n\u003cp>During the pandemic, prior to becoming a teacher, Turner and her preschool-aged son had been couch-hopping at friends’ and family members’ homes.\u003c/p>\n\u003cp>“I was not able to provide for my child in the way that I expected to,” she said. “Now, I can stand here in front of you and say, not only am I able to do that, but I can have savings.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>She originally got a lowered price on the unit through a separate program called Teachers Rooted In Oakland. Now her rent will be reduced to 30% of her income.\u003c/p>\n\u003cp>“I don’t have to worry about, ‘Do I have enough to pay my rent and my groceries and my medical bills and commute costs, if I need to have them?’ I am at peace,” Turner said.\u003c/p>\n\u003cp>The nonprofit has raised $14 million to purchase a total of 150 residential units for educator housing over the next three years. It also partnered with the city, which committed more than $7.6 million in affordable housing financing toward the first acquisition, the Idora Building.\u003c/p>\n\u003cp>Mungia said that currently, the city’s multifamily real estate market is depressed, meaning “buildings like these are changing hands.” The Idora Building on Claremont Avenue sold for $12.6 million, half the price it sold for in 2017.\u003c/p>\n\u003cp>“The question is, who will own Oakland?” she said.\u003c/p>\n\u003cp>“We are choosing Oakland, owning Oakland,” Mungia said. “We are choosing to invest in the very people who make the city work: Our educators.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/epeppel\">\u003cem>Eliza Peppel\u003c/em>\u003c/a>\u003cem> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Escuela Popular, a beloved charter school that has served immigrant families in \u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> for more than 40 years, may be forced to close its doors for good.\u003c/p>\n\u003cp>The East Side Union High School District’s Board of Trustees meets \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/Portal/MeetingInformation.aspx?Org=Cal&Id=757\">Thursday evening \u003c/a>to provide a final decision on whether to revoke Escuela Popular’s charter. The superintendent and district staff \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/f0359982-ade5-4335-b463-f1ac037b9cdf/\">recommended\u003c/a> that the Board revoke both of the charters after finding that teachers at the school did not meet credential requirements.\u003c/p>\n\u003cp>Patricia Reguerin, executive director of Escuela Popular and daughter of the school’s founder, said she hopes that the upcoming vote will instead redirect the staff and the school to work together for the sake of the students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our students … cannot be served by traditional school systems. They need a customized, supportive environment to be successful. And that doesn’t exist in San José. We are the only ones that do that,” Reguerin said.\u003c/p>\n\u003cp>Escuela Popular was founded in 1986 by \u003ca href=\"https://info.ccsa.org/blog/escuela-popular-a-community-school-worth-fighting-for\">Lidia Reguerin\u003c/a> as a grassroots school to address the growing needs of the South Bay’s immigrant community. The school operated as a nonprofit until 2001, when it received its charter from the district. Of Escuela Popular’s roughly 750 students today, more than 80% are English learners.\u003c/p>\n\u003cp>Two of Escuela Popular’s charters — a K-12 school serving primarily first and second-generation immigrant students as well as unaccompanied minors, and the Center for Training and Careers, a high school serving students over the age of 19 — now face the prospect of being revoked.\u003c/p>\n\u003cfigure id=\"attachment_12078507\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078507\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Escuela Popular in San José on Apr. 2, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2019, California passed a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB1505\">law\u003c/a> that tightened charter school oversight. While Escuela Popular said it has spent the past five years working to get its teaching staff the appropriate credentials, experts acknowledge the process is long and complex in California.\u003c/p>\n\u003cp>“ Typically, a teacher needs to go through a pretty traditional pathway where they have to get a bachelor’s degree, and then they have to get a certification in teaching that requires a master’s,” said Carrie Hahnel, senior associate partner at Bellwether, an education consulting firm. “It can be a time-consuming and expensive pathway for a lot of people.”\u003c/p>\n\u003cp>The bar is even higher for teachers at Escuela Popular — where teachers are being asked to receive an additional bilingual teaching certification, in addition to a regular teaching certification. According to the district \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/3f0146c0-baa8-4e3f-9753-94c539e49475/\">staff report\u003c/a> issued ahead of Thursday’s meeting, Escuela Popular has “failed to take sufficient corrective actions to address the violations.”[aside postID=news_12077803 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-02-BL.jpg']“Any of the items that they feel that we are out of compliance, are circumstances that all districts and charter schools in the nation are struggling with,” Reguerin said. “There’s a national shortage of credentialing and credentialed teachers.”\u003c/p>\n\u003cp>The East Side Unified School District and board of trustees did not respond to requests for comment.\u003c/p>\n\u003cp>To the school’s leadership, the severity of the decision seems out of step with past decisions.\u003c/p>\n\u003cp>“The fact that East Side has moved very quickly in this direction has been very surprising to us,” Reguerin said.\u003c/p>\n\u003cp>Reguerin said that the school “demonstrated compliance and, at the very least, demonstrated measurable progress towards that.”\u003c/p>\n\u003cp>Vanessa Gutierrez, an Escuela Popular parent, said her kids have been worried, asking her if their school is going to close. While she said she keeps assuring them that they’re “trying to fix this as adults,” the closure would be devastating.\u003c/p>\n\u003cp>“I know there’s no other school like Escuela Popular,” Gutierrez said.\u003c/p>\n\u003cp>When Gutierrez decided to return to school to earn a high school diploma, Escuela Popular provided child care. As her children grew up, she knew she wanted to send them to Escuela Popular because the school felt like a family.\u003c/p>\n\u003cp>“I was born in the U.S., so I know what it feels like to be at a regular school, and it honestly has no comparison.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/tychehendricks\">\u003cem>Tyche Hendricks\u003c/em>\u003c/a>\u003cem> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Escuela Popular, a beloved charter school that has served immigrant families in \u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> for more than 40 years, may be forced to close its doors for good.\u003c/p>\n\u003cp>The East Side Union High School District’s Board of Trustees meets \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/Portal/MeetingInformation.aspx?Org=Cal&Id=757\">Thursday evening \u003c/a>to provide a final decision on whether to revoke Escuela Popular’s charter. The superintendent and district staff \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/f0359982-ade5-4335-b463-f1ac037b9cdf/\">recommended\u003c/a> that the Board revoke both of the charters after finding that teachers at the school did not meet credential requirements.\u003c/p>\n\u003cp>Patricia Reguerin, executive director of Escuela Popular and daughter of the school’s founder, said she hopes that the upcoming vote will instead redirect the staff and the school to work together for the sake of the students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our students … cannot be served by traditional school systems. They need a customized, supportive environment to be successful. And that doesn’t exist in San José. We are the only ones that do that,” Reguerin said.\u003c/p>\n\u003cp>Escuela Popular was founded in 1986 by \u003ca href=\"https://info.ccsa.org/blog/escuela-popular-a-community-school-worth-fighting-for\">Lidia Reguerin\u003c/a> as a grassroots school to address the growing needs of the South Bay’s immigrant community. The school operated as a nonprofit until 2001, when it received its charter from the district. Of Escuela Popular’s roughly 750 students today, more than 80% are English learners.\u003c/p>\n\u003cp>Two of Escuela Popular’s charters — a K-12 school serving primarily first and second-generation immigrant students as well as unaccompanied minors, and the Center for Training and Careers, a high school serving students over the age of 19 — now face the prospect of being revoked.\u003c/p>\n\u003cfigure id=\"attachment_12078507\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078507\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Escuela Popular in San José on Apr. 2, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2019, California passed a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB1505\">law\u003c/a> that tightened charter school oversight. While Escuela Popular said it has spent the past five years working to get its teaching staff the appropriate credentials, experts acknowledge the process is long and complex in California.\u003c/p>\n\u003cp>“ Typically, a teacher needs to go through a pretty traditional pathway where they have to get a bachelor’s degree, and then they have to get a certification in teaching that requires a master’s,” said Carrie Hahnel, senior associate partner at Bellwether, an education consulting firm. “It can be a time-consuming and expensive pathway for a lot of people.”\u003c/p>\n\u003cp>The bar is even higher for teachers at Escuela Popular — where teachers are being asked to receive an additional bilingual teaching certification, in addition to a regular teaching certification. According to the district \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/3f0146c0-baa8-4e3f-9753-94c539e49475/\">staff report\u003c/a> issued ahead of Thursday’s meeting, Escuela Popular has “failed to take sufficient corrective actions to address the violations.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Any of the items that they feel that we are out of compliance, are circumstances that all districts and charter schools in the nation are struggling with,” Reguerin said. “There’s a national shortage of credentialing and credentialed teachers.”\u003c/p>\n\u003cp>The East Side Unified School District and board of trustees did not respond to requests for comment.\u003c/p>\n\u003cp>To the school’s leadership, the severity of the decision seems out of step with past decisions.\u003c/p>\n\u003cp>“The fact that East Side has moved very quickly in this direction has been very surprising to us,” Reguerin said.\u003c/p>\n\u003cp>Reguerin said that the school “demonstrated compliance and, at the very least, demonstrated measurable progress towards that.”\u003c/p>\n\u003cp>Vanessa Gutierrez, an Escuela Popular parent, said her kids have been worried, asking her if their school is going to close. While she said she keeps assuring them that they’re “trying to fix this as adults,” the closure would be devastating.\u003c/p>\n\u003cp>“I know there’s no other school like Escuela Popular,” Gutierrez said.\u003c/p>\n\u003cp>When Gutierrez decided to return to school to earn a high school diploma, Escuela Popular provided child care. As her children grew up, she knew she wanted to send them to Escuela Popular because the school felt like a family.\u003c/p>\n\u003cp>“I was born in the U.S., so I know what it feels like to be at a regular school, and it honestly has no comparison.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/tychehendricks\">\u003cem>Tyche Hendricks\u003c/em>\u003c/a>\u003cem> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/uc-berkeley\">UC Berkeley \u003c/a>will offer incoming freshmen two years of guaranteed housing next fall, marking a major expansion for the campus that’s long struggled to keep up with accommodations for students.\u003c/p>\n\u003cp>The university said it will also guarantee a year of campus housing for transfer students, thanks to two new housing projects set to open to students in 2027 and 2028, adding 2,700 beds.\u003c/p>\n\u003cp>“Two years of guaranteed housing for every incoming first-year student is transformative for our student experience,” Chancellor Rich Lyons said in a press release last week. “It gives students the foundation they need — a place to live, a community to be part of and the stability that supports their well-being, allowing them to fully engage in their education and in the life of this university.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>UC Berkeley has historically had the lowest rate of students in housing of the University of California campuses, hosting just 22% of its undergraduate population a decade ago, compared to an average of 38% systemwide.\u003c/p>\n\u003cp>The school only began to guarantee housing for freshmen during the 2023-2024 academic year, after a yearslong effort to expand campus housing supply, spearheaded by former Chancellor Carol Christ. One of the projects she helped get off the ground was Heumann House, the university’s 1,100-bed apartment-style housing project set to open next fall.\u003c/p>\n\u003cp>The development has been controversial on campus and has been decades in the making. It sits on the former site of People’s Park, where students and neighbors \u003ca href=\"https://www.kqed.org/news/11971915/peoples-park-fight-pits-housing-against-history\">fought the university’s efforts \u003c/a>to build housing since it acquired the land in the late 1960s.\u003c/p>\n\u003cfigure id=\"attachment_12078284\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12078284 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Storage containers surround the perimeter of People’s Park in Berkeley, California, on June 6, 2024. The California Supreme Court ruled in favor of UC Berkeley’s plans to develop the park into student housing. \u003ccite>(Brontë Wittpenn/San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The university had planned to develop student housing before running out of money. In 1969, residents planted trees and turned it into a park. When the university tried to reclaim the land, it sparked major protests and clashes between local police and park supporters.\u003c/p>\n\u003cp>For decades, the plot remained mostly undeveloped, serving as a gathering place for students and activists, and a long-standing homeless encampment before \u003ca href=\"https://www.kqed.org/news/11989237/uc-berkeley-can-start-building-on-peoples-park-california-supreme-court-rules\">a state Supreme Court ruling\u003c/a> cleared the way for the university to build. The campus \u003ca href=\"https://www.kqed.org/news/11998188/uc-berkeley-quietly-starts-construction-at-peoples-park-capping-decades-of-conflict\">quietly broke ground\u003c/a> on its new housing in 2024.\u003c/p>\n\u003cp>Heumann House, named for disability rights leader Judith Heumann, adds to the campus’s supply of apartment-style housing filled by many transfer students. In 2024, Berkeley opened Anchor House, which features around 800 beds in similar units. Together, the projects bring the campus’s housing capacity to 33% of its student population.\u003c/p>\n\u003cp>The Bancroft-Fulton Student Housing project, the other new development expected in 2028, will add another 1,600 dorm-style beds.[aside postID=news_12066766 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/251211-PEOPLES-PARK-RENDERINGS-01-KQED.jpg']Junior Ysabela Philip said she’s encouraged to see the campus offering more housing options, but is wary of the rapid expansion.\u003c/p>\n\u003cp>“We want there to be quality over quantity,” she said.\u003c/p>\n\u003cp>Philip said most students find it less expensive to live off campus, unless they receive financial aid that they are able to put toward housing expenses. She said she’s worried that the push to be able to house more of the student population could lead the school to put off renovations on older buildings, like her freshman dorm.\u003c/p>\n\u003cp>“The conditions we were living in the dorms were terrible,” she said. “My heater was broken. I couldn’t have hot water in my shower. There was mold.\u003c/p>\n\u003cp>“Instead of a two-year housing guarantee, [I] would have preferred to see existing housing being brought up to safer standards and higher standards,” she told KQED.\u003c/p>\n\u003cp>Berkeley officials say they “are committed to ensuring all of our campus housing options are safe, healthy and supportive spaces.”\u003c/p>\n\u003cp>The university has also proposed a tower up to 26 stories on the corner of Channing Way and Bowditch Street that would house up to 2,000 more students, and feature a new dining facility and “social and academic spaces.” It’s expected to go before the UC Board of Regents for approval next year.\u003c/p>\n\u003cp>“By providing stability from the moment students arrive, we can help them focus on what matters most: their academic journey and building connections at Berkeley,” Jo Mackness, associate vice chancellor for Residential and Student Service programs, said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/uc-berkeley\">UC Berkeley \u003c/a>will offer incoming freshmen two years of guaranteed housing next fall, marking a major expansion for the campus that’s long struggled to keep up with accommodations for students.\u003c/p>\n\u003cp>The university said it will also guarantee a year of campus housing for transfer students, thanks to two new housing projects set to open to students in 2027 and 2028, adding 2,700 beds.\u003c/p>\n\u003cp>“Two years of guaranteed housing for every incoming first-year student is transformative for our student experience,” Chancellor Rich Lyons said in a press release last week. “It gives students the foundation they need — a place to live, a community to be part of and the stability that supports their well-being, allowing them to fully engage in their education and in the life of this university.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC Berkeley has historically had the lowest rate of students in housing of the University of California campuses, hosting just 22% of its undergraduate population a decade ago, compared to an average of 38% systemwide.\u003c/p>\n\u003cp>The school only began to guarantee housing for freshmen during the 2023-2024 academic year, after a yearslong effort to expand campus housing supply, spearheaded by former Chancellor Carol Christ. One of the projects she helped get off the ground was Heumann House, the university’s 1,100-bed apartment-style housing project set to open next fall.\u003c/p>\n\u003cp>The development has been controversial on campus and has been decades in the making. It sits on the former site of People’s Park, where students and neighbors \u003ca href=\"https://www.kqed.org/news/11971915/peoples-park-fight-pits-housing-against-history\">fought the university’s efforts \u003c/a>to build housing since it acquired the land in the late 1960s.\u003c/p>\n\u003cfigure id=\"attachment_12078284\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12078284 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Storage containers surround the perimeter of People’s Park in Berkeley, California, on June 6, 2024. The California Supreme Court ruled in favor of UC Berkeley’s plans to develop the park into student housing. \u003ccite>(Brontë Wittpenn/San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The university had planned to develop student housing before running out of money. In 1969, residents planted trees and turned it into a park. When the university tried to reclaim the land, it sparked major protests and clashes between local police and park supporters.\u003c/p>\n\u003cp>For decades, the plot remained mostly undeveloped, serving as a gathering place for students and activists, and a long-standing homeless encampment before \u003ca href=\"https://www.kqed.org/news/11989237/uc-berkeley-can-start-building-on-peoples-park-california-supreme-court-rules\">a state Supreme Court ruling\u003c/a> cleared the way for the university to build. The campus \u003ca href=\"https://www.kqed.org/news/11998188/uc-berkeley-quietly-starts-construction-at-peoples-park-capping-decades-of-conflict\">quietly broke ground\u003c/a> on its new housing in 2024.\u003c/p>\n\u003cp>Heumann House, named for disability rights leader Judith Heumann, adds to the campus’s supply of apartment-style housing filled by many transfer students. In 2024, Berkeley opened Anchor House, which features around 800 beds in similar units. Together, the projects bring the campus’s housing capacity to 33% of its student population.\u003c/p>\n\u003cp>The Bancroft-Fulton Student Housing project, the other new development expected in 2028, will add another 1,600 dorm-style beds.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Junior Ysabela Philip said she’s encouraged to see the campus offering more housing options, but is wary of the rapid expansion.\u003c/p>\n\u003cp>“We want there to be quality over quantity,” she said.\u003c/p>\n\u003cp>Philip said most students find it less expensive to live off campus, unless they receive financial aid that they are able to put toward housing expenses. She said she’s worried that the push to be able to house more of the student population could lead the school to put off renovations on older buildings, like her freshman dorm.\u003c/p>\n\u003cp>“The conditions we were living in the dorms were terrible,” she said. “My heater was broken. I couldn’t have hot water in my shower. There was mold.\u003c/p>\n\u003cp>“Instead of a two-year housing guarantee, [I] would have preferred to see existing housing being brought up to safer standards and higher standards,” she told KQED.\u003c/p>\n\u003cp>Berkeley officials say they “are committed to ensuring all of our campus housing options are safe, healthy and supportive spaces.”\u003c/p>\n\u003cp>The university has also proposed a tower up to 26 stories on the corner of Channing Way and Bowditch Street that would house up to 2,000 more students, and feature a new dining facility and “social and academic spaces.” It’s expected to go before the UC Board of Regents for approval next year.\u003c/p>\n\u003cp>“By providing stability from the moment students arrive, we can help them focus on what matters most: their academic journey and building connections at Berkeley,” Jo Mackness, associate vice chancellor for Residential and Student Service programs, said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "cesar-chavez-day-is-no-more-but-how-will-schools-address-his-legacy",
"title": "César Chavez Day Is No More. But How Will Schools Address His Legacy?",
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"content": "\u003cp>While shockwaves reverberated from sexual abuse allegations against \u003ca href=\"https://www.kqed.org/news/tag/cesar-chavez\">César Chavez\u003c/a> this month, Martha Rodriguez-Salazar, a San Francisco mariachi teacher, immediately thought of her students.\u003c/p>\n\u003cp>They were putting the finishing touches on the public school district’s annual mariachi showcase planned for that Friday, and a song that 100 of the high schoolers had spent months preparing, “Corrido de las Heladas,” referenced the late leader of California’s farmworker movement.\u003c/p>\n\u003cp>“One of the sentences says, ‘Come, dove, and say to César Chavez to stop shedding tears for us,’” Rodriguez-Salazar said. “When I was listening to the news on that Wednesday, I thought, ‘Uh-oh.’”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She and the program’s director quickly swapped his name for “campesinos,” which means “farmers,” and the show went on.\u003c/p>\n\u003cp>But in the aftermath of \u003cem>The New York Times’ \u003c/em>investigation revealing allegations that Chavez sexually abused two young girls in the 1970s and raped United Farm Workers co-founder Dolores Huerta in the 1960s, teachers across the state are grappling with how to address his \u003ca href=\"https://www.kqed.org/news/12077789/farmworker-advocates-grapple-with-legacy-changes-as-california-replaces-chavez-holiday\">widely studied and once-revered legacy\u003c/a>.\u003c/p>\n\u003ch2>Shifting lesson plans\u003c/h2>\n\u003cp>David Ko, a ninth-grade ethnic studies teacher at George Washington High School, said his students wanted to talk about the news immediately after the investigation was published on March 18.\u003c/p>\n\u003cp>“I had some students who, even before classes started, during passing period, asked me about it,” he said.\u003c/p>\n\u003cp>Every year, Ko teaches a lesson about Chavez just before his birthday on March 31, a state holiday that many students have had off school for years. In the past, he would ask his classes what they knew about César Chavez Day and teach them about Chavez’s roles in the Delano grape strike and the founding of the United Farm Workers labor union.\u003c/p>\n\u003cfigure id=\"attachment_12005220\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12005220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">George Washington High School on March 30, 2020, in San Francisco, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he said, that lesson plan will be more complicated.\u003c/p>\n\u003cp>Ahead of the holiday, which falls during the San Francisco Unified School District’s spring break, Ko last week gave a broad overview of the \u003cem>Times\u003c/em>’ investigation. He also pointed out that the state has already renamed its holiday to Farmworkers Day, and that cities and institutions are moving to swiftly \u003ca href=\"https://www.kqed.org/news/12077059/san-francisco-fought-to-name-a-major-street-after-cesar-chavez-will-it-be-renamed-again\">scrub his name\u003c/a> from streets, parks and more.\u003c/p>\n\u003cp>Chavez is prevalent in California’s curriculum frameworks and model lesson plans, and the state provides a long list of activities and resources for every grade level framed around César Chavez Day.\u003c/p>\n\u003cp>But Ko said he didn’t have to throw his existing curriculum out the window last week; he’s never portrayed Chavez as solely a \u003ca href=\"https://www.kqed.org/news/12077073/cesar-chavez-was-a-hero-to-farmworkers-now-they-confront-the-pain-of-alleged-abuse\">“hero” in the farmworker movement\u003c/a>.\u003c/p>\n\u003cp>“There’s people who have done remarkable, amazing accomplishments in advancing people’s rights, and also, even before the most recent allegations, it’s also possible for those same people to have harmful ideas,” Ko told KQED.\u003c/p>\n\u003ch2>A complex legacy\u003c/h2>\n\u003cp>For years, Ko’s classes have studied the more nuanced parts of \u003ca href=\"https://www.kqed.org/news/12077230/californias-political-reckoning-with-cesar-chavezs-legacy-after-allegations\">Chavez’s legacy\u003c/a>, such as his opposition to undocumented immigrants working on farms.\u003c/p>\n\u003cp>At least in San Francisco, many educators have shifted their focus away from Chavez when they cover the farmworker movement.\u003c/p>\n\u003cp>“Students are often taught, ‘This one great man who was so exceptional, did all these amazing things and they are the reason that these rights happened,’” ethnic studies teacher Samantha Aguirre said. “What they don’t always learn is that it was hundreds, tens of thousands of people behind them in the movement.”\u003c/p>\n\u003cfigure id=\"attachment_12076905\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">United Farm Workers and their supporters march through Walnut Grove on Day 22 of a 24-day “March for the Governor’s Signature” on Wednesday, Aug. 24, 2022, to convince Gov. Gavin Newsom to sign Assembly Bill 2183, the Agricultural Labor Relations Voting Choice Act. The march started in the Central Valley and will conclude with a rally in Sacramento on Aug. 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She focuses on the lesser-known Filipino leaders of the movement, including Larry Itliong and Philip Vera Cruz, as well as the contributions of women like Huerta.\u003c/p>\n\u003cp>“The Filipino farmworkers formed AWOC [the Agricultural Workers Organizing Committee] and started staging resistance movements and protests before Latino groups,” she said. “If it wasn’t for those Filipino farmworkers, it wouldn’t have galvanized and they wouldn’t have worked together and helped the Latino farmworkers form the United Farm Workers.”\u003c/p>\n\u003cp>Now, Aguirre plans to include the allegations against Chavez as another part of the movement’s complex history.\u003c/p>\n\u003cp>“Hearing Dolores Huerta saying, ‘He assaulted me, but I felt like I couldn’t say anything because it would be bad for the movement,’ I think that is an important lesson,” Aguirre said. “It is important for students to know and be able to speak out when things are wrong.”\u003c/p>\n\u003ch2>How to address a delicate subject?\u003c/h2>\n\u003cp>Integrating the revelations into class won’t look the same for all grade levels.\u003c/p>\n\u003cp>Ko said that with his high schoolers, he pointed out that Chavez is accused of targeting young girls, but he referred his students to \u003cem>The New York Times\u003c/em> and other trusted news sources if they wanted to read specifics, to avoid sharing information that could be unnecessarily triggering.\u003c/p>\n\u003cp>When it comes to addressing the allegations with younger students, Aguirre said, “there are developmentally appropriate ways for teachers to acknowledge and to talk about it.”[aside postID=news_12077789 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/049_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg']“It’s fair to say something like, ‘A man that we learned about, who we celebrate and we learned about in history, we found out that he hurt people,’” she told KQED.\u003c/p>\n\u003cp>Whether the state will offer guidance for teachers to address the revelations isn’t yet known.\u003c/p>\n\u003cp>The California Department of Education’s history and social science framework suggests teaching about his legacy in fourth, ninth and 11th grades, along with the plans for César Chavez Day.\u003c/p>\n\u003cp>Last week, after the state Legislature passed a resolution to \u003ca href=\"https://www.kqed.org/news/12077691/california-lawmakers-pass-bill-to-rename-cesar-chavez-day-following-sexual-abuse-allegations\">rename the March 31 holiday\u003c/a> Farmworkers Day, the Department of Education put a pop-up advisory on its pages of Chavez curriculum and teaching materials, telling educators to “focus on the movement as a struggle that is greater than one man.” It also compiled a new page of teaching resources on the broader movement under a “Farmworkers Day” page.\u003c/p>\n\u003cp>But the department did not respond to requests for comment about whether it plans to alter or remove any of its model curriculum dedicated to Chavez, or add lessons about the new allegations.\u003c/p>\n\u003cp>In the meantime, Aguirre said it will be up to teachers to evolve with the history.\u003c/p>\n\u003cp>“New information came out, and it’s our responsibility as historians, as educators, to take that new information and change what we teach and we know,” she said. “You’re not erasing a history; it’s just history is maybe just more complicated.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While shockwaves reverberated from sexual abuse allegations against \u003ca href=\"https://www.kqed.org/news/tag/cesar-chavez\">César Chavez\u003c/a> this month, Martha Rodriguez-Salazar, a San Francisco mariachi teacher, immediately thought of her students.\u003c/p>\n\u003cp>They were putting the finishing touches on the public school district’s annual mariachi showcase planned for that Friday, and a song that 100 of the high schoolers had spent months preparing, “Corrido de las Heladas,” referenced the late leader of California’s farmworker movement.\u003c/p>\n\u003cp>“One of the sentences says, ‘Come, dove, and say to César Chavez to stop shedding tears for us,’” Rodriguez-Salazar said. “When I was listening to the news on that Wednesday, I thought, ‘Uh-oh.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She and the program’s director quickly swapped his name for “campesinos,” which means “farmers,” and the show went on.\u003c/p>\n\u003cp>But in the aftermath of \u003cem>The New York Times’ \u003c/em>investigation revealing allegations that Chavez sexually abused two young girls in the 1970s and raped United Farm Workers co-founder Dolores Huerta in the 1960s, teachers across the state are grappling with how to address his \u003ca href=\"https://www.kqed.org/news/12077789/farmworker-advocates-grapple-with-legacy-changes-as-california-replaces-chavez-holiday\">widely studied and once-revered legacy\u003c/a>.\u003c/p>\n\u003ch2>Shifting lesson plans\u003c/h2>\n\u003cp>David Ko, a ninth-grade ethnic studies teacher at George Washington High School, said his students wanted to talk about the news immediately after the investigation was published on March 18.\u003c/p>\n\u003cp>“I had some students who, even before classes started, during passing period, asked me about it,” he said.\u003c/p>\n\u003cp>Every year, Ko teaches a lesson about Chavez just before his birthday on March 31, a state holiday that many students have had off school for years. In the past, he would ask his classes what they knew about César Chavez Day and teach them about Chavez’s roles in the Delano grape strike and the founding of the United Farm Workers labor union.\u003c/p>\n\u003cfigure id=\"attachment_12005220\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12005220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">George Washington High School on March 30, 2020, in San Francisco, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he said, that lesson plan will be more complicated.\u003c/p>\n\u003cp>Ahead of the holiday, which falls during the San Francisco Unified School District’s spring break, Ko last week gave a broad overview of the \u003cem>Times\u003c/em>’ investigation. He also pointed out that the state has already renamed its holiday to Farmworkers Day, and that cities and institutions are moving to swiftly \u003ca href=\"https://www.kqed.org/news/12077059/san-francisco-fought-to-name-a-major-street-after-cesar-chavez-will-it-be-renamed-again\">scrub his name\u003c/a> from streets, parks and more.\u003c/p>\n\u003cp>Chavez is prevalent in California’s curriculum frameworks and model lesson plans, and the state provides a long list of activities and resources for every grade level framed around César Chavez Day.\u003c/p>\n\u003cp>But Ko said he didn’t have to throw his existing curriculum out the window last week; he’s never portrayed Chavez as solely a \u003ca href=\"https://www.kqed.org/news/12077073/cesar-chavez-was-a-hero-to-farmworkers-now-they-confront-the-pain-of-alleged-abuse\">“hero” in the farmworker movement\u003c/a>.\u003c/p>\n\u003cp>“There’s people who have done remarkable, amazing accomplishments in advancing people’s rights, and also, even before the most recent allegations, it’s also possible for those same people to have harmful ideas,” Ko told KQED.\u003c/p>\n\u003ch2>A complex legacy\u003c/h2>\n\u003cp>For years, Ko’s classes have studied the more nuanced parts of \u003ca href=\"https://www.kqed.org/news/12077230/californias-political-reckoning-with-cesar-chavezs-legacy-after-allegations\">Chavez’s legacy\u003c/a>, such as his opposition to undocumented immigrants working on farms.\u003c/p>\n\u003cp>At least in San Francisco, many educators have shifted their focus away from Chavez when they cover the farmworker movement.\u003c/p>\n\u003cp>“Students are often taught, ‘This one great man who was so exceptional, did all these amazing things and they are the reason that these rights happened,’” ethnic studies teacher Samantha Aguirre said. “What they don’t always learn is that it was hundreds, tens of thousands of people behind them in the movement.”\u003c/p>\n\u003cfigure id=\"attachment_12076905\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">United Farm Workers and their supporters march through Walnut Grove on Day 22 of a 24-day “March for the Governor’s Signature” on Wednesday, Aug. 24, 2022, to convince Gov. Gavin Newsom to sign Assembly Bill 2183, the Agricultural Labor Relations Voting Choice Act. The march started in the Central Valley and will conclude with a rally in Sacramento on Aug. 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She focuses on the lesser-known Filipino leaders of the movement, including Larry Itliong and Philip Vera Cruz, as well as the contributions of women like Huerta.\u003c/p>\n\u003cp>“The Filipino farmworkers formed AWOC [the Agricultural Workers Organizing Committee] and started staging resistance movements and protests before Latino groups,” she said. “If it wasn’t for those Filipino farmworkers, it wouldn’t have galvanized and they wouldn’t have worked together and helped the Latino farmworkers form the United Farm Workers.”\u003c/p>\n\u003cp>Now, Aguirre plans to include the allegations against Chavez as another part of the movement’s complex history.\u003c/p>\n\u003cp>“Hearing Dolores Huerta saying, ‘He assaulted me, but I felt like I couldn’t say anything because it would be bad for the movement,’ I think that is an important lesson,” Aguirre said. “It is important for students to know and be able to speak out when things are wrong.”\u003c/p>\n\u003ch2>How to address a delicate subject?\u003c/h2>\n\u003cp>Integrating the revelations into class won’t look the same for all grade levels.\u003c/p>\n\u003cp>Ko said that with his high schoolers, he pointed out that Chavez is accused of targeting young girls, but he referred his students to \u003cem>The New York Times\u003c/em> and other trusted news sources if they wanted to read specifics, to avoid sharing information that could be unnecessarily triggering.\u003c/p>\n\u003cp>When it comes to addressing the allegations with younger students, Aguirre said, “there are developmentally appropriate ways for teachers to acknowledge and to talk about it.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s fair to say something like, ‘A man that we learned about, who we celebrate and we learned about in history, we found out that he hurt people,’” she told KQED.\u003c/p>\n\u003cp>Whether the state will offer guidance for teachers to address the revelations isn’t yet known.\u003c/p>\n\u003cp>The California Department of Education’s history and social science framework suggests teaching about his legacy in fourth, ninth and 11th grades, along with the plans for César Chavez Day.\u003c/p>\n\u003cp>Last week, after the state Legislature passed a resolution to \u003ca href=\"https://www.kqed.org/news/12077691/california-lawmakers-pass-bill-to-rename-cesar-chavez-day-following-sexual-abuse-allegations\">rename the March 31 holiday\u003c/a> Farmworkers Day, the Department of Education put a pop-up advisory on its pages of Chavez curriculum and teaching materials, telling educators to “focus on the movement as a struggle that is greater than one man.” It also compiled a new page of teaching resources on the broader movement under a “Farmworkers Day” page.\u003c/p>\n\u003cp>But the department did not respond to requests for comment about whether it plans to alter or remove any of its model curriculum dedicated to Chavez, or add lessons about the new allegations.\u003c/p>\n\u003cp>In the meantime, Aguirre said it will be up to teachers to evolve with the history.\u003c/p>\n\u003cp>“New information came out, and it’s our responsibility as historians, as educators, to take that new information and change what we teach and we know,” she said. “You’re not erasing a history; it’s just history is maybe just more complicated.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "san-jose-school-district-moves-to-close-5-elementary-schools",
"title": "San José School District Moves to Close 5 Elementary Schools",
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"headTitle": "San José School District Moves to Close 5 Elementary Schools | KQED",
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"content": "\u003cp>San José’s school district will \u003ca href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\">shutter five elementary schools\u003c/a> and relocate another at the end of the year, despite pleas from parents and community members to halt the closure process.\u003c/p>\n\u003cp>The school board voted three to two late Thursday night in favor of the consolidation plan, which will close Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>School Board Vice President Brian Wheatley and trustee Nicole Gribstad voted against the plan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It would not be honest to suggest that a recommendation like this comes without loss. There is grief and change, especially when it touches schools and neighborhoods that people love,” Superintendent Nancy Albarrán said. “But there is also hope … the goal of this work is to create stronger, more stable, more resource school communities for students now and into the future.”\u003c/p>\n\u003cp>SJUSD staff said it would alert families who will be affected by the closures on Friday and finalize students’ new school assignments by May 1.\u003c/p>\n\u003cp>The closures come as districts across the Bay Area combat significant enrollment declines. San José Unified School District’s student population has shrunk 20% — a total of 6,000 students — since 2017.\u003c/p>\n\u003cfigure id=\"attachment_12077727\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077727\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gardner Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District staff said that SJUSD cannot continue to provide the necessary resources to fully staff and resource its current number of small campuses.\u003c/p>\n\u003cp>“As schools get smaller, it becomes harder to provide the level of programming, staffing stability, teacher collaboration, student supports and enrichment opportunities that our students deserve,” Albarrán said. “This is not about buildings alone. It is about whether we’re willing to act so that students have access to the kind of school experience we want every child in this district to have.”\u003c/p>\n\u003cp>In September, the district announced a plan to consider school closures, known as the “Schools of Tomorrow” initiative, and earlier this month, a committee made up of parents, staff and community volunteers recommended the plan that was ultimately approved by the board.[aside postID=news_12077640 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-08-BL.jpg']The committee identified the schools based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>But parents and educators packed into the district’s office for Thursday night’s meeting said the process has been rushed, and closures will cause stress and instability that harms their children.\u003c/p>\n\u003cp>Canoas Elementary teacher Dina Solnit told district leaders she’s worried about how her students will get to their new schools.\u003c/p>\n\u003cp>“Transportation is a real barrier for our families,” she said during Thursday’s meeting. “Many of our families live far from the proposed schools. If a student misses a bus, their only options may be an unsafe walk or missing school altogether.”\u003c/p>\n\u003cp>SJUSD has said it will provide students who live more than a mile and a half from their new school with transportation, but has only guaranteed that for the next year.\u003c/p>\n\u003cp>Another chief concern among parents is that the closures will disproportionately affect Latino and socio-economically disadvantaged students.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 70% of students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data. All five are Title I campuses.\u003c/p>\n\u003cp>“Parents are not just frustrated, they feel that their voices have not been heard, and that their concerns about the proposed school closures are not being taken seriously,” parent and teacher Tatiana Pineda said. “This lack of representation is especially pervasive among our Spanish-speaking parents, whose voices have been underrepresented and misrepresented in this process.”\u003c/p>\n\u003cp>Earlier this week, some filed a legal complaint with the school district, alleging that the closure plan violates state and federal anti-discrimination regulations.\u003c/p>\n\u003cfigure id=\"attachment_12077728\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Thursday’s meeting, Silvia Scandar Mahan read a statement from her husband, San José Mayor Matt Mahan, calling on the district to consider the effect the plan would have on historically marginalized communities.\u003c/p>\n\u003cp>“I respectfully urge the board not to move forward with this Schools of Tomorrow proposal and instead work directly with parents and educators who are most affected by these decisions,” she read. “Please also do not neglect communities of color and low-income communities who have historically been left off of decision-making tables. Parents should be partners in shaping their schools, not an afterthought.”\u003c/p>\n\u003cp>The school district will have to investigate the parents’ discrimination claims and report their findings within 60 days. Depending on their conclusions, the parents could escalate the legal challenge to the state.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "South Bay parents and community members, including San José Mayor Matt Mahan, called on the school district to halt the closure process.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San José’s school district will \u003ca href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\">shutter five elementary schools\u003c/a> and relocate another at the end of the year, despite pleas from parents and community members to halt the closure process.\u003c/p>\n\u003cp>The school board voted three to two late Thursday night in favor of the consolidation plan, which will close Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>School Board Vice President Brian Wheatley and trustee Nicole Gribstad voted against the plan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It would not be honest to suggest that a recommendation like this comes without loss. There is grief and change, especially when it touches schools and neighborhoods that people love,” Superintendent Nancy Albarrán said. “But there is also hope … the goal of this work is to create stronger, more stable, more resource school communities for students now and into the future.”\u003c/p>\n\u003cp>SJUSD staff said it would alert families who will be affected by the closures on Friday and finalize students’ new school assignments by May 1.\u003c/p>\n\u003cp>The closures come as districts across the Bay Area combat significant enrollment declines. San José Unified School District’s student population has shrunk 20% — a total of 6,000 students — since 2017.\u003c/p>\n\u003cfigure id=\"attachment_12077727\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077727\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gardner Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District staff said that SJUSD cannot continue to provide the necessary resources to fully staff and resource its current number of small campuses.\u003c/p>\n\u003cp>“As schools get smaller, it becomes harder to provide the level of programming, staffing stability, teacher collaboration, student supports and enrichment opportunities that our students deserve,” Albarrán said. “This is not about buildings alone. It is about whether we’re willing to act so that students have access to the kind of school experience we want every child in this district to have.”\u003c/p>\n\u003cp>In September, the district announced a plan to consider school closures, known as the “Schools of Tomorrow” initiative, and earlier this month, a committee made up of parents, staff and community volunteers recommended the plan that was ultimately approved by the board.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The committee identified the schools based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>But parents and educators packed into the district’s office for Thursday night’s meeting said the process has been rushed, and closures will cause stress and instability that harms their children.\u003c/p>\n\u003cp>Canoas Elementary teacher Dina Solnit told district leaders she’s worried about how her students will get to their new schools.\u003c/p>\n\u003cp>“Transportation is a real barrier for our families,” she said during Thursday’s meeting. “Many of our families live far from the proposed schools. If a student misses a bus, their only options may be an unsafe walk or missing school altogether.”\u003c/p>\n\u003cp>SJUSD has said it will provide students who live more than a mile and a half from their new school with transportation, but has only guaranteed that for the next year.\u003c/p>\n\u003cp>Another chief concern among parents is that the closures will disproportionately affect Latino and socio-economically disadvantaged students.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 70% of students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data. All five are Title I campuses.\u003c/p>\n\u003cp>“Parents are not just frustrated, they feel that their voices have not been heard, and that their concerns about the proposed school closures are not being taken seriously,” parent and teacher Tatiana Pineda said. “This lack of representation is especially pervasive among our Spanish-speaking parents, whose voices have been underrepresented and misrepresented in this process.”\u003c/p>\n\u003cp>Earlier this week, some filed a legal complaint with the school district, alleging that the closure plan violates state and federal anti-discrimination regulations.\u003c/p>\n\u003cfigure id=\"attachment_12077728\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Thursday’s meeting, Silvia Scandar Mahan read a statement from her husband, San José Mayor Matt Mahan, calling on the district to consider the effect the plan would have on historically marginalized communities.\u003c/p>\n\u003cp>“I respectfully urge the board not to move forward with this Schools of Tomorrow proposal and instead work directly with parents and educators who are most affected by these decisions,” she read. “Please also do not neglect communities of color and low-income communities who have historically been left off of decision-making tables. Parents should be partners in shaping their schools, not an afterthought.”\u003c/p>\n\u003cp>The school district will have to investigate the parents’ discrimination claims and report their findings within 60 days. Depending on their conclusions, the parents could escalate the legal challenge to the state.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> parents are attempting to stop the city’s public school district from shuttering five campuses, alleging in a legal complaint that the plan would disproportionately impact low-income students and students of color.\u003c/p>\n\u003cp>Families filed the complaint with the San José Unified School District’s school board ahead of a vote on the closure plan on Thursday.\u003c/p>\n\u003cp>“This process has been discriminatory in its impact, misleading in how it has been presented to families, and procedurally deficient,” parent David Friedlander, who is leading the effort, said at a press conference on Wednesday.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Earlier this month, a committee of about 20 teachers, principals, parents and other community members recommended the board shutter Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>It said the reorganization plan, dubbed “Schools of Tomorrow,” aims to address a 20% decline in enrollment — a loss of 6,000 students — since 2017. In that time, the number of elementary schools with fewer than 350 students has doubled from six to 12.\u003c/p>\n\u003cp>The committee’s recommendation said that shrinking enrollment could lead to reduced staffing, hurting programs like art and music at small schools, and increasing the need for combined grade classes at district schools.\u003c/p>\n\u003cfigure id=\"attachment_12077731\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077731\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The Schools of Tomorrow process is a response to these challenges that will enable us to address declining enrollment in a positive, student-centered way,” SJUSD said on its website.\u003c/p>\n\u003cp>But parents say the plan to close schools has been rushed, and should be a “last resort.”\u003c/p>\n\u003cp>“We want our community to have input. We want to improve the programs that are in the schools. We want to do this in a thoughtful way,” Friedlander, a Hammer Montessori parent, told KQED.\u003c/p>\n\u003cp>They also said the final list of campuses that will close discriminates against students of color and low-income families.[aside postID=news_12055955 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/250909-BERRYESSAUNIONCLOSURES_03248_TV-KQED.jpg']According to Maeve Naughton, a parent at Terrell Elementary, all five of the campuses that could shutter are Title I schools.\u003c/p>\n\u003cp>“Title I schools exist for one reason — to serve children living in poverty. Children who already carry burdens that most of us will never fully understand,” she said in a statement.\u003c/p>\n\u003cp>Friedlander said that up to nine school closures were initially considered, but “when they moved to fewer schools, it really shifted to targeting entirely Title I schools.”\u003c/p>\n\u003cp>“These schools are heavily Latino. They are also primarily socioeconomically disadvantaged students, foster youth, kids with special needs,” he told KQED.\u003c/p>\n\u003cp>Between 72% and 91% of the students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data.\u003c/p>\n\u003cp>“Those are way higher on that metric than the district average, and those are the schools targeted,” Friedlander continued.\u003c/p>\n\u003cp>The complaint alleges that this discrimination violates state and federal protections and that the closure process hasn’t included enough community input or an analysis examining the equity for affected students.\u003c/p>\n\u003cp>SJUSD did not immediately respond to a request for comment on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district said it identified the schools to close based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>The district will be required to conduct an investigation into the claims and report its findings within 60 days. Depending on its conclusion, the parents could appeal to the state department of education.\u003c/p>\n\u003cp>Friedlander said, in part, parents filed the complaint to get ahead of any decision the school board makes Thursday night. He said, depending on the outcome of the meeting, further legal challenges could follow.\u003c/p>\n\u003cp>“We are not going away. We are organized, we are filing through proper legal channels, and we expect answers,” he said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> parents are attempting to stop the city’s public school district from shuttering five campuses, alleging in a legal complaint that the plan would disproportionately impact low-income students and students of color.\u003c/p>\n\u003cp>Families filed the complaint with the San José Unified School District’s school board ahead of a vote on the closure plan on Thursday.\u003c/p>\n\u003cp>“This process has been discriminatory in its impact, misleading in how it has been presented to families, and procedurally deficient,” parent David Friedlander, who is leading the effort, said at a press conference on Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Earlier this month, a committee of about 20 teachers, principals, parents and other community members recommended the board shutter Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>It said the reorganization plan, dubbed “Schools of Tomorrow,” aims to address a 20% decline in enrollment — a loss of 6,000 students — since 2017. In that time, the number of elementary schools with fewer than 350 students has doubled from six to 12.\u003c/p>\n\u003cp>The committee’s recommendation said that shrinking enrollment could lead to reduced staffing, hurting programs like art and music at small schools, and increasing the need for combined grade classes at district schools.\u003c/p>\n\u003cfigure id=\"attachment_12077731\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077731\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The Schools of Tomorrow process is a response to these challenges that will enable us to address declining enrollment in a positive, student-centered way,” SJUSD said on its website.\u003c/p>\n\u003cp>But parents say the plan to close schools has been rushed, and should be a “last resort.”\u003c/p>\n\u003cp>“We want our community to have input. We want to improve the programs that are in the schools. We want to do this in a thoughtful way,” Friedlander, a Hammer Montessori parent, told KQED.\u003c/p>\n\u003cp>They also said the final list of campuses that will close discriminates against students of color and low-income families.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>According to Maeve Naughton, a parent at Terrell Elementary, all five of the campuses that could shutter are Title I schools.\u003c/p>\n\u003cp>“Title I schools exist for one reason — to serve children living in poverty. Children who already carry burdens that most of us will never fully understand,” she said in a statement.\u003c/p>\n\u003cp>Friedlander said that up to nine school closures were initially considered, but “when they moved to fewer schools, it really shifted to targeting entirely Title I schools.”\u003c/p>\n\u003cp>“These schools are heavily Latino. They are also primarily socioeconomically disadvantaged students, foster youth, kids with special needs,” he told KQED.\u003c/p>\n\u003cp>Between 72% and 91% of the students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data.\u003c/p>\n\u003cp>“Those are way higher on that metric than the district average, and those are the schools targeted,” Friedlander continued.\u003c/p>\n\u003cp>The complaint alleges that this discrimination violates state and federal protections and that the closure process hasn’t included enough community input or an analysis examining the equity for affected students.\u003c/p>\n\u003cp>SJUSD did not immediately respond to a request for comment on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district said it identified the schools to close based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>The district will be required to conduct an investigation into the claims and report its findings within 60 days. Depending on its conclusion, the parents could appeal to the state department of education.\u003c/p>\n\u003cp>Friedlander said, in part, parents filed the complaint to get ahead of any decision the school board makes Thursday night. He said, depending on the outcome of the meeting, further legal challenges could follow.\u003c/p>\n\u003cp>“We are not going away. We are organized, we are filing through proper legal channels, and we expect answers,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cp>The Trump administration has opened investigations into how race is considered in admissions at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a>, Ohio State and the University of California, San Diego, ratcheting up its pressure campaign against colleges and universities.\u003c/p>\n\u003cp>Harmeet Dhillon, the Justice Department’s assistant attorney general for civil rights, \u003ca href=\"https://x.com/AAGDhillon/status/2037236817376743455\">announced\u003c/a> the investigations Wednesday on X.\u003c/p>\n\u003cp>Through a series of investigations and executive actions, President Donald Trump has been ramping up scrutiny of universities he decries as overrun by liberal influence. His administration previously has targeted undergraduate admissions at selective colleges, demanding they collect data to show they are in line with a 2023 Supreme Court decision forbidding affirmative action in college admissions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The investigations were reported first by \u003ca href=\"https://www.nytimes.com/2026/03/26/us/politics/trump-medical-schools-civil-rights.html\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>In a letter to Ohio State, Dhillon wrote that the Justice Department was seeking any documents related to “the use or lack of use of race” in evaluating applicants. She said they were also seeking all applicant-level admissions data and any reviews by the school of admissions trends or outcomes by race.\u003c/p>\n\u003cp>A separate, five-page document details the records the government is seeking. It includes data on standardized test scores, information collected or inferred on race and ethnicity, and admissions decisions for each applicant going back to the incoming class that started in 2019.\u003c/p>\n\u003cfigure id=\"attachment_12062228\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12062228\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk and bike past the fountain outside Memorial Auditorium at Stanford University in Stanford on Oct. 29, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ohio State spokesperson Benjamin Johnson said the school is compliant with state and federal regulations and legal rulings regarding admissions. “We’ve received the attached letter and will respond appropriately,” he said.\u003c/p>\n\u003cp>UC San Diego said in a written statement that it was reviewing the notice from the Justice Department. “UC San Diego is committed to fair processes in all of our programs and activities, including admissions, consistent with federal and state anti-discrimination laws,” the university said in a written statement.\u003c/p>\n\u003cp>[aside postID=news_12077496 hero='https://ww2.kqed.org/app/uploads/sites/10/2019/02/GettyImages-450371283-1020x680.jpg']\u003c/p>\n\u003cp>Stanford School of Medicine spokesperson Cecilia Arradaza said it was reviewing the letter. “Stanford School of Medicine prohibits unlawful discrimination on the basis of race, color, national or ethnic origin, or any other characteristic protected by applicable law,” Arradaza said in a written statement.\u003c/p>\n\u003cp>The Justice Department confirmed to KQED that the initial focus of the investigation is admissions.\u003c/p>\n\u003cp>The Supreme Court ruling that banned the use of \u003ca href=\"https://apnews.com/article/supreme-court-affirmative-action-college-race-f83d6318017ec9b9029b12ee2256e744\">affirmative action in admissions\u003c/a> said colleges could still consider how race has shaped students’ lives if applicants share that information in their admissions essays. Trump has raised concerns that colleges and universities were using personal statements and other proxies to consider race, which he views as illegal discrimination.\u003c/p>\n\u003cp>Earlier this month, a coalition of 17 Democratic state attorneys general filed a lawsuit challenging a \u003ca href=\"https://apnews.com/article/trump-race-college-admissions-executive-order-9fe070750d31879b24800032a013659d\">Trump administration policy\u003c/a> that requires higher education institutions to collect data showing they aren’t considering race in admissions. A federal judge in Massachusetts is weighing their request to block the demand.\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Gaiser contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cp>The Trump administration has opened investigations into how race is considered in admissions at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a>, Ohio State and the University of California, San Diego, ratcheting up its pressure campaign against colleges and universities.\u003c/p>\n\u003cp>Harmeet Dhillon, the Justice Department’s assistant attorney general for civil rights, \u003ca href=\"https://x.com/AAGDhillon/status/2037236817376743455\">announced\u003c/a> the investigations Wednesday on X.\u003c/p>\n\u003cp>Through a series of investigations and executive actions, President Donald Trump has been ramping up scrutiny of universities he decries as overrun by liberal influence. His administration previously has targeted undergraduate admissions at selective colleges, demanding they collect data to show they are in line with a 2023 Supreme Court decision forbidding affirmative action in college admissions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The investigations were reported first by \u003ca href=\"https://www.nytimes.com/2026/03/26/us/politics/trump-medical-schools-civil-rights.html\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>In a letter to Ohio State, Dhillon wrote that the Justice Department was seeking any documents related to “the use or lack of use of race” in evaluating applicants. She said they were also seeking all applicant-level admissions data and any reviews by the school of admissions trends or outcomes by race.\u003c/p>\n\u003cp>A separate, five-page document details the records the government is seeking. It includes data on standardized test scores, information collected or inferred on race and ethnicity, and admissions decisions for each applicant going back to the incoming class that started in 2019.\u003c/p>\n\u003cfigure id=\"attachment_12062228\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12062228\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk and bike past the fountain outside Memorial Auditorium at Stanford University in Stanford on Oct. 29, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ohio State spokesperson Benjamin Johnson said the school is compliant with state and federal regulations and legal rulings regarding admissions. “We’ve received the attached letter and will respond appropriately,” he said.\u003c/p>\n\u003cp>UC San Diego said in a written statement that it was reviewing the notice from the Justice Department. “UC San Diego is committed to fair processes in all of our programs and activities, including admissions, consistent with federal and state anti-discrimination laws,” the university said in a written statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford School of Medicine spokesperson Cecilia Arradaza said it was reviewing the letter. “Stanford School of Medicine prohibits unlawful discrimination on the basis of race, color, national or ethnic origin, or any other characteristic protected by applicable law,” Arradaza said in a written statement.\u003c/p>\n\u003cp>The Justice Department confirmed to KQED that the initial focus of the investigation is admissions.\u003c/p>\n\u003cp>The Supreme Court ruling that banned the use of \u003ca href=\"https://apnews.com/article/supreme-court-affirmative-action-college-race-f83d6318017ec9b9029b12ee2256e744\">affirmative action in admissions\u003c/a> said colleges could still consider how race has shaped students’ lives if applicants share that information in their admissions essays. Trump has raised concerns that colleges and universities were using personal statements and other proxies to consider race, which he views as illegal discrimination.\u003c/p>\n\u003cp>Earlier this month, a coalition of 17 Democratic state attorneys general filed a lawsuit challenging a \u003ca href=\"https://apnews.com/article/trump-race-college-admissions-executive-order-9fe070750d31879b24800032a013659d\">Trump administration policy\u003c/a> that requires higher education institutions to collect data showing they aren’t considering race in admissions. A federal judge in Massachusetts is weighing their request to block the demand.\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Gaiser contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As more than half of \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>’s public school students continue to fall short of grade-level standards in both math and English language arts, local legislators and education officials are proposing new legislation aimed at closing what they say is a state “accountability gap” contributing to lagging achievement outcomes.\u003c/p>\n\u003cp>The California School Board Association, which plans to campaign in Sacramento on Tuesday for a four-bill package, said the state currently lacks a coherent plan to increase student success.\u003c/p>\n\u003cp>“While school districts and county offices of education are held solely responsible for closing achievement gaps, the state controls major policy and funding decisions, and its systems remain fragmented and inconsistent,” CSBA said in a statement. “Local leaders are expected to deliver positive student outcomes, but the state is not held accountable for whether its own policies, budgets and agencies are aligned to or effective in supporting local success.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fewer than 40% of California’s public school students are proficient in math, and less than half meet English language arts standards, according to state data, which compiles annual test scores from students in grades three through eight, as well as juniors in high school. Among low-income students, foster youth and Black and Latino students, proficiency drops as low as 20%.\u003c/p>\n\u003cp>Troy Flint, a spokesperson for CSBA, said that to close those gaps, there needs to be greater state coordination.\u003c/p>\n\u003cp>“If I asked you today, what is the state plan for closing achievement gaps, you would be hard pressed to find that,” he told KQED. “The state of California has many programs and initiatives which are designed to address student achievement in some way, but they don’t have a cohesive, aligned plan that coordinates budgets, programs, implementation and support so that all agencies are rowing in the same direction.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While California has comprehensive reports of individual schools and school districts’ performance, Flint said there isn’t similar oversight of the state’s efforts to improve student outcomes.\u003c/p>\n\u003cp>The bills would create a number of accountability measures, including an annual dashboard recording the progress of state efforts aimed at closing achievement gaps and a commission that identifies and assesses where school districts and other local educational agencies are seeing gaps in state support.\u003c/p>\n\u003cp>They would also require the State Board of Education and Department of Education to commission a plan of goals and benchmarks for the state to support local districts, and make changes to the \u003ca href=\"https://www.cde.ca.gov/ds/sp/cl/\">system\u003c/a> used to track attendance and other student data quarterly.\u003c/p>\n\u003cp>“California has invested billions in education, yet families still see achievement gaps that have not meaningfully improved in decades. We have a lot of programs, but not always a clear way to see whether the state’s investments are truly helping students,” said Stockton-area Assemblymember Rhodesia Ransom, who authored the \u003ca href=\"https://legiscan.com/CA/text/AB2514/id/3381923\">bill\u003c/a> to create the achievement gap dashboard.[aside postID=news_12076468 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-14-BL-KQED.jpg']In a statement, she said AB 2514 would bring about “transparency and alignment, so the state is working alongside our school districts, not simply asking them to solve this challenge on their own.”\u003c/p>\n\u003cp>Before the COVID-19 pandemic, which shuttered schools and disrupted learning, \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">just over half\u003c/a> of students were considered proficient or exceeding progress standards in English language arts based on annual state testing, while about 39.7% of students met or exceeded progress standards in math. Those numbers dropped after school closures and distance learning, to about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">47% and 33.4%\u003c/a> during the 2021-22 school year, respectively.\u003c/p>\n\u003cp>Over the last few years, student test rates have started to rebound slightly, but still lag behind pre-pandemic levels.\u003c/p>\n\u003cp>Experts are also concerned about long-term, and in some cases, \u003ca href=\"https://www.ppic.org/blog/recent-test-results-show-widening-gap-between-high-and-low-scoring-k-12-students/\">widening gaps\u003c/a> between the state’s highest and lowest performing students.\u003c/p>\n\u003cp>English language arts proficiency among Black students was \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">32.75%\u003c/a> last year, compared to \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">48.82% \u003c/a>overall. In Math, scores lagged about 17.24 percentage points behind overall scores, with 20.06% of students at or exceeding grade level standards.\u003c/p>\n\u003cp>Among Latino students, English and math figures were \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=78&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">38.8% and 25.74%\u003c/a>, respectively, while Asian students, who performed the highest, recorded \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=76&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">74.36% and 70%\u003c/a> proficiency.\u003c/p>\n\u003cfigure id=\"attachment_12067251\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12067251\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Socioeconomically disadvantaged students also had about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=3&lstSubGroup=31&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10% lower proficiency rates \u003c/a>in both subjects. Foster youth had a \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=17&lstSubGroup=240&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">larger gap\u003c/a>: just 22.46% were at or above grade level in English language arts, while 13.17% met or exceeded math standards. Slightly more than \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10%\u003c/a> of English language learning students met or exceeded English and math expectations.\u003c/p>\n\u003cp>Flint said more affluent urban and suburban school districts also see higher achievement levels than rural areas.\u003c/p>\n\u003cp>The campaign to improve state oversight, Flint said, is about lifting overall student performance.\u003c/p>\n\u003cp>“The only way you’re going to do that really anywhere, but especially in a state with California’s demographics, is by targeting the achievement gap,” Flint told KQED. “We’re taking a broad perspective on this about how we can provide universally high education that reaches across all barriers and boundaries to support students … It’s about every student group that we can identify that’s struggling and uplifting them.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As more than half of \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>’s public school students continue to fall short of grade-level standards in both math and English language arts, local legislators and education officials are proposing new legislation aimed at closing what they say is a state “accountability gap” contributing to lagging achievement outcomes.\u003c/p>\n\u003cp>The California School Board Association, which plans to campaign in Sacramento on Tuesday for a four-bill package, said the state currently lacks a coherent plan to increase student success.\u003c/p>\n\u003cp>“While school districts and county offices of education are held solely responsible for closing achievement gaps, the state controls major policy and funding decisions, and its systems remain fragmented and inconsistent,” CSBA said in a statement. “Local leaders are expected to deliver positive student outcomes, but the state is not held accountable for whether its own policies, budgets and agencies are aligned to or effective in supporting local success.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fewer than 40% of California’s public school students are proficient in math, and less than half meet English language arts standards, according to state data, which compiles annual test scores from students in grades three through eight, as well as juniors in high school. Among low-income students, foster youth and Black and Latino students, proficiency drops as low as 20%.\u003c/p>\n\u003cp>Troy Flint, a spokesperson for CSBA, said that to close those gaps, there needs to be greater state coordination.\u003c/p>\n\u003cp>“If I asked you today, what is the state plan for closing achievement gaps, you would be hard pressed to find that,” he told KQED. “The state of California has many programs and initiatives which are designed to address student achievement in some way, but they don’t have a cohesive, aligned plan that coordinates budgets, programs, implementation and support so that all agencies are rowing in the same direction.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While California has comprehensive reports of individual schools and school districts’ performance, Flint said there isn’t similar oversight of the state’s efforts to improve student outcomes.\u003c/p>\n\u003cp>The bills would create a number of accountability measures, including an annual dashboard recording the progress of state efforts aimed at closing achievement gaps and a commission that identifies and assesses where school districts and other local educational agencies are seeing gaps in state support.\u003c/p>\n\u003cp>They would also require the State Board of Education and Department of Education to commission a plan of goals and benchmarks for the state to support local districts, and make changes to the \u003ca href=\"https://www.cde.ca.gov/ds/sp/cl/\">system\u003c/a> used to track attendance and other student data quarterly.\u003c/p>\n\u003cp>“California has invested billions in education, yet families still see achievement gaps that have not meaningfully improved in decades. We have a lot of programs, but not always a clear way to see whether the state’s investments are truly helping students,” said Stockton-area Assemblymember Rhodesia Ransom, who authored the \u003ca href=\"https://legiscan.com/CA/text/AB2514/id/3381923\">bill\u003c/a> to create the achievement gap dashboard.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In a statement, she said AB 2514 would bring about “transparency and alignment, so the state is working alongside our school districts, not simply asking them to solve this challenge on their own.”\u003c/p>\n\u003cp>Before the COVID-19 pandemic, which shuttered schools and disrupted learning, \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">just over half\u003c/a> of students were considered proficient or exceeding progress standards in English language arts based on annual state testing, while about 39.7% of students met or exceeded progress standards in math. Those numbers dropped after school closures and distance learning, to about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">47% and 33.4%\u003c/a> during the 2021-22 school year, respectively.\u003c/p>\n\u003cp>Over the last few years, student test rates have started to rebound slightly, but still lag behind pre-pandemic levels.\u003c/p>\n\u003cp>Experts are also concerned about long-term, and in some cases, \u003ca href=\"https://www.ppic.org/blog/recent-test-results-show-widening-gap-between-high-and-low-scoring-k-12-students/\">widening gaps\u003c/a> between the state’s highest and lowest performing students.\u003c/p>\n\u003cp>English language arts proficiency among Black students was \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">32.75%\u003c/a> last year, compared to \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">48.82% \u003c/a>overall. In Math, scores lagged about 17.24 percentage points behind overall scores, with 20.06% of students at or exceeding grade level standards.\u003c/p>\n\u003cp>Among Latino students, English and math figures were \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=78&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">38.8% and 25.74%\u003c/a>, respectively, while Asian students, who performed the highest, recorded \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=76&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">74.36% and 70%\u003c/a> proficiency.\u003c/p>\n\u003cfigure id=\"attachment_12067251\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12067251\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Socioeconomically disadvantaged students also had about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=3&lstSubGroup=31&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10% lower proficiency rates \u003c/a>in both subjects. Foster youth had a \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=17&lstSubGroup=240&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">larger gap\u003c/a>: just 22.46% were at or above grade level in English language arts, while 13.17% met or exceeded math standards. Slightly more than \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10%\u003c/a> of English language learning students met or exceeded English and math expectations.\u003c/p>\n\u003cp>Flint said more affluent urban and suburban school districts also see higher achievement levels than rural areas.\u003c/p>\n\u003cp>The campaign to improve state oversight, Flint said, is about lifting overall student performance.\u003c/p>\n\u003cp>“The only way you’re going to do that really anywhere, but especially in a state with California’s demographics, is by targeting the achievement gap,” Flint told KQED. “We’re taking a broad perspective on this about how we can provide universally high education that reaches across all barriers and boundaries to support students … It’s about every student group that we can identify that’s struggling and uplifting them.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "san-francisco-kids-with-special-needs-get-delayed-and-unequal-access-to-services",
"title": "San Francisco Kids With Special Needs Get Delayed and Unequal Access to Services",
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"headTitle": "San Francisco Kids With Special Needs Get Delayed and Unequal Access to Services | KQED",
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"content": "\u003cp>Babies and toddlers with special needs are not getting the therapies they’re entitled to receive in \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> in a timely way, if at all, according to a survey released Monday of more than 400 early child educators and providers.\u003c/p>\n\u003cp>The \u003ca href=\"https://felton.org/wp-content/uploads/2026/03/WHITE-PAPER_EII-Equity-Taskforce_11-2025.pdf\">report, from a task force made up of early childhood education advocates\u003c/a>, found the agencies responsible for delivering them are disconnected from one another. These challenges make it \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">especially hard for immigrant and low-income families\u003c/a> to access services aimed at supporting children’s language, physical and social-emotional development.\u003c/p>\n\u003cp>The report calls for building a system that better coordinates services — something the San Francisco Department of Early Childhood is looking into.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of programs are fragmented, and it’s up to us to start putting those pieces together,” said Ingrid Mezquita, director of the department.\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/crs-product/R43631\">Federal law guarantees\u003c/a> services like speech therapy, occupational therapy and physical therapy for children under the age of 3 who may have a disability. Experts say getting these services during the early years, when children’s brains are the most adaptable, can head off the need for special education services when they’re older. Any delay can have long-term consequences for their development.\u003c/p>\n\u003cfigure id=\"attachment_12076657\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12076657 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg\" alt=\"\" width=\"2000\" height=\"1126\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1536x865.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1200x675.jpg 1200w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babies and toddlers with special needs in San Francisco are not receiving therapies they’re entitled to in a timely way — if at all — according to a new survey of more than 400 early childhood educators and providers. \u003ccite>(Andrew Stelzer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And yet we see time and time again, particularly for children in certain zip codes, children of certain races, children who speak certain languages, that they are waiting long periods of time or never being connected to the services,” said Heidi Lamar, program director for Compass Family Services’ Children Center, and coleader of the task force.\u003c/p>\n\u003cp>Usually, caregivers or pediatricians who observe a developmental concern refer families to the Golden Gate Regional Center, a nonprofit responsible for getting children assessed, determining their eligibility and arranging early intervention services. The services are funded by a blend of state and federal grants.\u003c/p>\n\u003cp>If a child needs therapies after turning 3, their families must go to the San Francisco Unified School District to request continuing services.[aside postID=news_11979071 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg']But early childhood educators and providers reported in the survey that limited coordination and communications between these systems and underfunding of the services often result in delayed and unequal access to the therapies.\u003c/p>\n\u003cp>The report noted that Black and Latinx students, and children with special needs, scored the lowest in SFUSD’s kindergarten readiness evaluations.\u003c/p>\n\u003cp>Karla Ramos said her daughter, who has Down syndrome, lost access to therapies after turning three last Fall and had to wait months to restart them through the school district.\u003c/p>\n\u003cp>“Imagine a child who’s already struggling — she’s still in diapers, and she just learned to walk in October — still maneuvering and learning a lot of things,” Ramos said. “I felt that it’s a great disservice for children with needs.”\u003c/p>\n\u003cp>Some child care programs have taken it upon themselves to hire in-house early intervention specialists, but have a hard time recruiting and retaining them.\u003c/p>\n\u003cp>Mezquita said the city is also looking into “building the capacity” at early learning programs to provide the services to children.\u003c/p>\n\u003cfigure id=\"attachment_12076655\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076655\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to child care by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Besides calling for better coordination between child care providers, the school district, regional centers and health care providers, the task force also urged the city to fund the “true cost” of supporting children with disabilities, including smaller class sizes staffed with specialists.\u003c/p>\n\u003cp>Lamar said most of the people involved in caring for or providing early intervention services want to make improvements.\u003c/p>\n\u003cp>“There’s interest, there’s motivation, there is care,” she said. “There are also some feelings of being daunted by the huge workload it’s going to take to really make sure that no child is falling through the cracks.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot of programs are fragmented, and it’s up to us to start putting those pieces together,” said Ingrid Mezquita, director of the department.\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/crs-product/R43631\">Federal law guarantees\u003c/a> services like speech therapy, occupational therapy and physical therapy for children under the age of 3 who may have a disability. Experts say getting these services during the early years, when children’s brains are the most adaptable, can head off the need for special education services when they’re older. Any delay can have long-term consequences for their development.\u003c/p>\n\u003cfigure id=\"attachment_12076657\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12076657 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg\" alt=\"\" width=\"2000\" height=\"1126\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1536x865.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1200x675.jpg 1200w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babies and toddlers with special needs in San Francisco are not receiving therapies they’re entitled to in a timely way — if at all — according to a new survey of more than 400 early childhood educators and providers. \u003ccite>(Andrew Stelzer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And yet we see time and time again, particularly for children in certain zip codes, children of certain races, children who speak certain languages, that they are waiting long periods of time or never being connected to the services,” said Heidi Lamar, program director for Compass Family Services’ Children Center, and coleader of the task force.\u003c/p>\n\u003cp>Usually, caregivers or pediatricians who observe a developmental concern refer families to the Golden Gate Regional Center, a nonprofit responsible for getting children assessed, determining their eligibility and arranging early intervention services. The services are funded by a blend of state and federal grants.\u003c/p>\n\u003cp>If a child needs therapies after turning 3, their families must go to the San Francisco Unified School District to request continuing services.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But early childhood educators and providers reported in the survey that limited coordination and communications between these systems and underfunding of the services often result in delayed and unequal access to the therapies.\u003c/p>\n\u003cp>The report noted that Black and Latinx students, and children with special needs, scored the lowest in SFUSD’s kindergarten readiness evaluations.\u003c/p>\n\u003cp>Karla Ramos said her daughter, who has Down syndrome, lost access to therapies after turning three last Fall and had to wait months to restart them through the school district.\u003c/p>\n\u003cp>“Imagine a child who’s already struggling — she’s still in diapers, and she just learned to walk in October — still maneuvering and learning a lot of things,” Ramos said. “I felt that it’s a great disservice for children with needs.”\u003c/p>\n\u003cp>Some child care programs have taken it upon themselves to hire in-house early intervention specialists, but have a hard time recruiting and retaining them.\u003c/p>\n\u003cp>Mezquita said the city is also looking into “building the capacity” at early learning programs to provide the services to children.\u003c/p>\n\u003cfigure id=\"attachment_12076655\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076655\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to child care by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Besides calling for better coordination between child care providers, the school district, regional centers and health care providers, the task force also urged the city to fund the “true cost” of supporting children with disabilities, including smaller class sizes staffed with specialists.\u003c/p>\n\u003cp>Lamar said most of the people involved in caring for or providing early intervention services want to make improvements.\u003c/p>\n\u003cp>“There’s interest, there’s motivation, there is care,” she said. “There are also some feelings of being daunted by the huge workload it’s going to take to really make sure that no child is falling through the cracks.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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},
"closealltabs": {
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"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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"source": "Commonwealth Club of California"
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"order": 9
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"meta": {
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"source": "WNYC"
},
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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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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"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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"hyphenacion": {
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"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. ",
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"order": 15
},
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"jerrybrown": {
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"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",
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"order": 18
},
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},
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"id": "latino-usa",
"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"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"
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},
"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": {
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"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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"meta": {
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"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",
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"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",
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
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},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"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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},
"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",
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"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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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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