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"slug": "income-limits-for-subsidized-preschool-in-california-are-going-up-a-look-at-one-familys-struggle-to-access-early-education",
"title": "Income Limits for Subsidized Preschool in California Are Going Up. Will It Be Enough to Help Families?",
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"headTitle": "Income Limits for Subsidized Preschool in California Are Going Up. Will It Be Enough to Help Families? | KQED",
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"content": "\u003cp>Shirley Jean is an adaptive P.E. teacher whose job requires driving from school to school in the sprawling city of San Bernardino to work with students with disabilities.\u003c/p>\n\u003cp>She gets a $187 monthly mileage stipend to cover the cost of gas. It’s a drop in the bucket with skyrocketing gas prices, but the stipend became a burden when she enrolled her three-year-old twins in preschool.\u003c/p>\n\u003cp>The stipend lifted her monthly paycheck $71 above the income limit to qualify for state-subsidized preschool, which kept her from enrolling both boys in the same school. Desperate for a solution, she underwent elective surgery so she could take a medical leave, and lower her monthly pay just once, which would be enough to make the cut for the preschool program.\u003c/p>\n\u003cp>She thinks the low-income requirement doesn’t take into account inflation in today’s economy, and is keeping working parents from pursuing jobs with better pay.\u003c/p>\n\u003cp>“How do you acquire generational wealth when you’re set to only make a certain income?” Jean said. “Why are we promoting poverty? Why are we saying like, ‘No, don’t keep going, limit yourself for your kids to go to school or limit yourself so that you can qualify for this program.’”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her situation underscores the kinds of barriers lower-middle-class families must overcome to get access to early education. California \u003ca href=\"https://nieer.org/wp-content/uploads/2022/04/YB2021_Full_Report.pdf\">trails behind other states\u003c/a> in offering subsidized preschool, \u003ca href=\"https://calbudgetcenter.org/resources/millions-of-children-are-eligible-for-subsidized-child-care/\">serving just a fraction\u003c/a> of the three- and four-year-olds eligible for a program meant to lift their early learning and narrow education disparities.\u003c/p>\n\u003cp>Jean discovered the complexities of eligibility in the spring when one of her sons, Chase, was admitted to a state-funded preschool classroom run by the San Bernardino City Unified School District. The California State Preschool Program gives priority to disadvantaged children, including kids who are poor, homeless, in foster care or have special needs.\u003c/p>\n\u003cp>Chase got in because he was diagnosed with a mild form of autism that requires special education. Meanwhile, Chase’s fraternal twin, Chandler, was disqualified because Jean’s salary didn’t meet the state’s definition of low income. Instead, he went to a private daycare.\u003c/p>\n\u003cfigure id=\"attachment_11921326\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921326\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57526_Twins-qut.jpg\" alt=\"Two children are playing in a yard\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Three-year-old twins Chase (L) and Chandler (R) Jean play together at Leaps & Bounds Pediatric Therapy, a ranch where the boys ride horses as a form of physical therapy and visit with farm animals. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The 35-year-old mother thought the policy put her boys on an uneven playing field.\u003c/p>\n\u003cp>“The district is helping one child make progress in terms of education while hurting my other child, and it’s based on my income,” she said.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Shirley Jean, San Bernardino resident\"]‘The district is helping one child make progress in terms of education while hurting my other child, and it’s based on my income.’[/pullquote]\u003c/p>\n\u003cp>The school district isn’t the gatekeeper, however. Each year, state legislators set the income ceilings used to determine a family’s eligibility when they negotiate the year’s budget. To make the cut, a family’s monthly income must be at or below 85% of the state median income. Currently, the threshold for a family of four tops out at $7,441 per month, or $89,297 per year.\u003c/p>\n\u003cp>The ceiling is about to be higher thanks to a surge in state revenues that’s allowing lawmakers to make historic investments in early education. The latest budget raised income eligibility for families at 100% of the state median income and also sets aside $18 million to begin planning the framework for universal preschool.\u003c/p>\n\u003cp>The idea \u003ca href=\"https://edsource.org/2022/child-care-access-is-key-to-pandemic-recovery-for-californias-children-and-working-families/674791\">is championed by state Sen. Connie Leyva, D-Chino\u003c/a>, who wants children to attend preschool — regardless of their families’ income — either in a public school or at a licensed, community-based child care setting of their choice.\u003c/p>\n\u003cp>“For us to be able to eliminate the income eligibility would be huge for so many families,” Leyva told KQED. “Some people are spending 30% of their income on child care, and then you add to that very expensive housing, and you have families that decide, well, maybe one parent should stay home and usually that is the mom.”\u003c/p>\n\u003cfigure id=\"attachment_11921330\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921330\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57523_Daycare-qut.jpg\" alt=\"A man holding a child's hand head toward a building.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris Jean walks his three-year-old son Chase to Oak Tree Learning Center in San Bernardino on May 17, 2022. Chase used to spend three hours each morning at a state-funded preschool before going to join his twin brother Chandler at this private daycare the rest of the afternoon. Their parents were paying more for daycare than their monthly mortgage. The twins are now enrolled in a preschool program funded by the San Bernardino City Unified School District. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calbudgetcenter.org/app/uploads/2019/01/Fact-Sheet_Millions-of-Children-Are-Eligible-for-Subsidized-Child-Care-but-Only-a-Fraction-Received-Services-in-2017_01.28.2019.pdf\">An analysis by the California Budget & Policy Center\u003c/a> found that, in 2017, just one in nine children eligible for subsidy were enrolled in a child care or developmental program — largely because of lack of funding. The state doesn’t have a concrete number because funding for a centralized waitlist for families waiting to obtain subsidized care was cut in 2011.\u003c/p>\n\u003cp>Jean earns $7,325 a month — just enough to be eligible. But her mileage stipend pushed her salary above the line. She became her family’s sole income earner after her husband, Chris, was laid off from his job at an assisted-living facility during the pandemic. He’s trying to start a physical therapy business, but said the demands of driving the boys to their separate schools and appointments keeps him from pursuing full-time work.\u003c/p>\n\u003cp>One morning in May, I tagged along as the family prepared for the day. Chase and Chandler ate breakfast and were dressed and ready to go by 8 a.m. They grabbed their favorite toy trucks and dinosaurs before hopping into the family’s SUV. During the 10-minute ride to Chase’s preschool, he played quietly while his chatty brother commanded attention.\u003c/p>\n\u003cp>Chase spends three hours at the state program located at an elementary school that faces the San Bernardino Mountains, then goes to the private daycare five minutes away. After arriving, he takes a nap and spends the rest of the afternoon there before getting picked up around 3 p.m.\u003c/p>\n\u003cfigure id=\"attachment_11921325\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921325\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57522_Chris-qut.jpg\" alt=\"A man is putting a child into a car seat.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris Jean helps Chase unbuckle from his car seat as the father prepares to drop his three-year-old son off at Oak Tree Learning Center in San Bernardino on May 17, 2022. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chris Jean says the boys’ separate schedules created an inconvenience for the family. He said they get anxious during the transitions from home to school. Twice per week, he also picks them up from daycare and drives to Leaps & Bounds Pediatric Therapy, a ranch 40 minutes away in the city of Norco. The boys get to ride a horse as a form of physical therapy and visit farm animals.\u003c/p>\n\u003cp>The Jeans say the $1,650 monthly bill for daycare is more than their mortgage, but say it has provided the boys a safe place to play and socialize after a year of staying at home to avoid the coronavirus.\u003c/p>\n\u003cp>They said Chase was making noticeable progress in a preschool classroom of 12 that mixes children with disabilities with non-disabled children, allowing them to learn alongside each other. I observed the students working in small groups to draw the life stages of a spider before moving to a rug to sing “Itsy Bitsy Spider” and practice their phonics.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Shirley Jean, San Bernardino resident\"]‘I’ve seen Chase grow in areas academically. When he comes home, he’s always sharing something new with us. I see the growth, where I never really receive that information from the daycare.’[/pullquote]\u003c/p>\n\u003cp>The Jeans said they don’t know what their sons are learning at daycare, because parents are restricted inside the facility due to COVID-19 safety protocols.\u003c/p>\n\u003cp>“I’ve seen Chase grow in areas academically. When he comes home, he’s always sharing something new with us,” Jean said. “I see the growth, where I never really receive that information from the daycare.”\u003c/p>\n\u003cp>The Jeans believe the income ceiling is squeezing Black families like theirs who are living paycheck to paycheck.\u003c/p>\n\u003cp>“It’s like, should you go to work and try to work more hours to try to help support your family or just, you know, maintain the bare minimum?” Chris Jean wondered.\u003c/p>\n\u003cp>The couple met while students at Cal State San Bernardino. Chris grew up in West Adams and his wife is from Compton, both historically working-class Black neighborhoods in South Los Angeles. After finishing college, they decided to settle in the Inland Empire because the region has\u003ca href=\"https://indicators.sbcounty.gov/income/median-household-income-and-cost-of-living/\"> the lowest cost of living in Southern California\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11921328\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921328\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57525_Jeans-qut.jpg\" alt=\"A man and woman with their child sitting.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris and Shirley Jean wait with their three-year-old son Chase for his physical therapy session at Leaps & Bounds Pediatric Therapy in Norco, on May 17, 2022. Chase was admitted to a California State Preschool program because he was diagnosed with a mild form of autism that requires special education. But his twin brother Chandler was disqualified because their mother’s salary is $71 above the income limit to qualify for state-subsidized preschool. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Shirley was enrolled in Head Start when she was three years old and said the program helped her get ready for school. Academic achievement matters to her, so much so that she went on to earn a doctorate in health and human performances.\u003c/p>\n\u003cp>Braces could have corrected her dental issue, but she chose surgery — and lowering her income by taking a medical leave — to get her son into the program. The budget deal signed by Gov. Gavin Newsom last month would have solved Jean’s problem without having to undergo elective surgery.\u003c/p>\n\u003cp>The situation was so maddening, she went before the school board on May 3 pleading for better access to the program.\u003c/p>\n\u003cp>“If you decide to get a decent job, such as becoming a teacher, then your children will suffer and not be able to attend school, at least preschool,” she said during the meeting. “I am an educator teaching students with disabilities, but I can not even provide a free and affordable education for my own child.”\u003c/p>\n\u003cfigure id=\"attachment_11921574\" class=\"wp-caption alignright\" style=\"max-width: 485px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Chase-and-Chandler.jpg\" alt=\"Two little boys holding hands.\" width=\"485\" height=\"285\" class=\"size-full wp-image-11921574\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Chase-and-Chandler.jpg 485w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Chase-and-Chandler-160x94.jpg 160w\" sizes=\"(max-width: 485px) 100vw, 485px\">\u003cfigcaption class=\"wp-caption-text\">Chase and Chandler Jean on their first day in preschool on Aug. 1, 2022. They are now enrolled in the same preschool classroom funded by the San Bernardino City Unified School District. \u003ccite>(Courtesy of Shirley Jean)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was ready to submit Chandler’s application for the state-funded preschool classroom in June, Jean learned the district decided to fund its own preschool classroom. There will be room for both of her sons in school, which started Monday.\u003c/p>\n\u003cp>Things worked out for the Jean’s, but numerous families are facing similar dilemmas and many more who qualify for state-subsidized child care are \u003ca href=\"https://www.kqed.org/news/11745428/one-womans-endless-wait-for-state-subsidized-child-care\">waiting for an open spot\u003c/a>.\u003c/p>\n\u003cp>Latashia Kelly, the director of child development programs for San Bernardino’s school district, said close to 20 applicants were in the same situation as the Jeans last school year.\u003c/p>\n\u003cp>“Having this program for low-income (earners) is amazing,” Kelly said. “However, we’re still leaving out a majority of our population.”\u003c/p>\n\u003cp>The director of the boys’ daycare said she has seen families give up rather than jump through hoops to obtain subsidized care.\u003c/p>\n\u003cp>“You have parents that don’t work and get assistance, and they’re going to get all the funding and all the help in the world,” said Melissa Davis of Oak Tree Learning Center.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“But then you get people that are in the middle like us, where we’re trying to get this assistance for our kids, but the door gets hung on our face all the time because we make this much money. But we’re barely living too.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Shirley Jean is an adaptive P.E. teacher whose job requires driving from school to school in the sprawling city of San Bernardino to work with students with disabilities.\u003c/p>\n\u003cp>She gets a $187 monthly mileage stipend to cover the cost of gas. It’s a drop in the bucket with skyrocketing gas prices, but the stipend became a burden when she enrolled her three-year-old twins in preschool.\u003c/p>\n\u003cp>The stipend lifted her monthly paycheck $71 above the income limit to qualify for state-subsidized preschool, which kept her from enrolling both boys in the same school. Desperate for a solution, she underwent elective surgery so she could take a medical leave, and lower her monthly pay just once, which would be enough to make the cut for the preschool program.\u003c/p>\n\u003cp>She thinks the low-income requirement doesn’t take into account inflation in today’s economy, and is keeping working parents from pursuing jobs with better pay.\u003c/p>\n\u003cp>“How do you acquire generational wealth when you’re set to only make a certain income?” Jean said. “Why are we promoting poverty? Why are we saying like, ‘No, don’t keep going, limit yourself for your kids to go to school or limit yourself so that you can qualify for this program.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her situation underscores the kinds of barriers lower-middle-class families must overcome to get access to early education. California \u003ca href=\"https://nieer.org/wp-content/uploads/2022/04/YB2021_Full_Report.pdf\">trails behind other states\u003c/a> in offering subsidized preschool, \u003ca href=\"https://calbudgetcenter.org/resources/millions-of-children-are-eligible-for-subsidized-child-care/\">serving just a fraction\u003c/a> of the three- and four-year-olds eligible for a program meant to lift their early learning and narrow education disparities.\u003c/p>\n\u003cp>Jean discovered the complexities of eligibility in the spring when one of her sons, Chase, was admitted to a state-funded preschool classroom run by the San Bernardino City Unified School District. The California State Preschool Program gives priority to disadvantaged children, including kids who are poor, homeless, in foster care or have special needs.\u003c/p>\n\u003cp>Chase got in because he was diagnosed with a mild form of autism that requires special education. Meanwhile, Chase’s fraternal twin, Chandler, was disqualified because Jean’s salary didn’t meet the state’s definition of low income. Instead, he went to a private daycare.\u003c/p>\n\u003cfigure id=\"attachment_11921326\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921326\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57526_Twins-qut.jpg\" alt=\"Two children are playing in a yard\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57526_Twins-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Three-year-old twins Chase (L) and Chandler (R) Jean play together at Leaps & Bounds Pediatric Therapy, a ranch where the boys ride horses as a form of physical therapy and visit with farm animals. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The 35-year-old mother thought the policy put her boys on an uneven playing field.\u003c/p>\n\u003cp>“The district is helping one child make progress in terms of education while hurting my other child, and it’s based on my income,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘The district is helping one child make progress in terms of education while hurting my other child, and it’s based on my income.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school district isn’t the gatekeeper, however. Each year, state legislators set the income ceilings used to determine a family’s eligibility when they negotiate the year’s budget. To make the cut, a family’s monthly income must be at or below 85% of the state median income. Currently, the threshold for a family of four tops out at $7,441 per month, or $89,297 per year.\u003c/p>\n\u003cp>The ceiling is about to be higher thanks to a surge in state revenues that’s allowing lawmakers to make historic investments in early education. The latest budget raised income eligibility for families at 100% of the state median income and also sets aside $18 million to begin planning the framework for universal preschool.\u003c/p>\n\u003cp>The idea \u003ca href=\"https://edsource.org/2022/child-care-access-is-key-to-pandemic-recovery-for-californias-children-and-working-families/674791\">is championed by state Sen. Connie Leyva, D-Chino\u003c/a>, who wants children to attend preschool — regardless of their families’ income — either in a public school or at a licensed, community-based child care setting of their choice.\u003c/p>\n\u003cp>“For us to be able to eliminate the income eligibility would be huge for so many families,” Leyva told KQED. “Some people are spending 30% of their income on child care, and then you add to that very expensive housing, and you have families that decide, well, maybe one parent should stay home and usually that is the mom.”\u003c/p>\n\u003cfigure id=\"attachment_11921330\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921330\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57523_Daycare-qut.jpg\" alt=\"A man holding a child's hand head toward a building.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57523_Daycare-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris Jean walks his three-year-old son Chase to Oak Tree Learning Center in San Bernardino on May 17, 2022. Chase used to spend three hours each morning at a state-funded preschool before going to join his twin brother Chandler at this private daycare the rest of the afternoon. Their parents were paying more for daycare than their monthly mortgage. The twins are now enrolled in a preschool program funded by the San Bernardino City Unified School District. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calbudgetcenter.org/app/uploads/2019/01/Fact-Sheet_Millions-of-Children-Are-Eligible-for-Subsidized-Child-Care-but-Only-a-Fraction-Received-Services-in-2017_01.28.2019.pdf\">An analysis by the California Budget & Policy Center\u003c/a> found that, in 2017, just one in nine children eligible for subsidy were enrolled in a child care or developmental program — largely because of lack of funding. The state doesn’t have a concrete number because funding for a centralized waitlist for families waiting to obtain subsidized care was cut in 2011.\u003c/p>\n\u003cp>Jean earns $7,325 a month — just enough to be eligible. But her mileage stipend pushed her salary above the line. She became her family’s sole income earner after her husband, Chris, was laid off from his job at an assisted-living facility during the pandemic. He’s trying to start a physical therapy business, but said the demands of driving the boys to their separate schools and appointments keeps him from pursuing full-time work.\u003c/p>\n\u003cp>One morning in May, I tagged along as the family prepared for the day. Chase and Chandler ate breakfast and were dressed and ready to go by 8 a.m. They grabbed their favorite toy trucks and dinosaurs before hopping into the family’s SUV. During the 10-minute ride to Chase’s preschool, he played quietly while his chatty brother commanded attention.\u003c/p>\n\u003cp>Chase spends three hours at the state program located at an elementary school that faces the San Bernardino Mountains, then goes to the private daycare five minutes away. After arriving, he takes a nap and spends the rest of the afternoon there before getting picked up around 3 p.m.\u003c/p>\n\u003cfigure id=\"attachment_11921325\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921325\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57522_Chris-qut.jpg\" alt=\"A man is putting a child into a car seat.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57522_Chris-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris Jean helps Chase unbuckle from his car seat as the father prepares to drop his three-year-old son off at Oak Tree Learning Center in San Bernardino on May 17, 2022. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chris Jean says the boys’ separate schedules created an inconvenience for the family. He said they get anxious during the transitions from home to school. Twice per week, he also picks them up from daycare and drives to Leaps & Bounds Pediatric Therapy, a ranch 40 minutes away in the city of Norco. The boys get to ride a horse as a form of physical therapy and visit farm animals.\u003c/p>\n\u003cp>The Jeans say the $1,650 monthly bill for daycare is more than their mortgage, but say it has provided the boys a safe place to play and socialize after a year of staying at home to avoid the coronavirus.\u003c/p>\n\u003cp>They said Chase was making noticeable progress in a preschool classroom of 12 that mixes children with disabilities with non-disabled children, allowing them to learn alongside each other. I observed the students working in small groups to draw the life stages of a spider before moving to a rug to sing “Itsy Bitsy Spider” and practice their phonics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘I’ve seen Chase grow in areas academically. When he comes home, he’s always sharing something new with us. I see the growth, where I never really receive that information from the daycare.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Jeans said they don’t know what their sons are learning at daycare, because parents are restricted inside the facility due to COVID-19 safety protocols.\u003c/p>\n\u003cp>“I’ve seen Chase grow in areas academically. When he comes home, he’s always sharing something new with us,” Jean said. “I see the growth, where I never really receive that information from the daycare.”\u003c/p>\n\u003cp>The Jeans believe the income ceiling is squeezing Black families like theirs who are living paycheck to paycheck.\u003c/p>\n\u003cp>“It’s like, should you go to work and try to work more hours to try to help support your family or just, you know, maintain the bare minimum?” Chris Jean wondered.\u003c/p>\n\u003cp>The couple met while students at Cal State San Bernardino. Chris grew up in West Adams and his wife is from Compton, both historically working-class Black neighborhoods in South Los Angeles. After finishing college, they decided to settle in the Inland Empire because the region has\u003ca href=\"https://indicators.sbcounty.gov/income/median-household-income-and-cost-of-living/\"> the lowest cost of living in Southern California\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11921328\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11921328\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57525_Jeans-qut.jpg\" alt=\"A man and woman with their child sitting.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57525_Jeans-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chris and Shirley Jean wait with their three-year-old son Chase for his physical therapy session at Leaps & Bounds Pediatric Therapy in Norco, on May 17, 2022. Chase was admitted to a California State Preschool program because he was diagnosed with a mild form of autism that requires special education. But his twin brother Chandler was disqualified because their mother’s salary is $71 above the income limit to qualify for state-subsidized preschool. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Shirley was enrolled in Head Start when she was three years old and said the program helped her get ready for school. Academic achievement matters to her, so much so that she went on to earn a doctorate in health and human performances.\u003c/p>\n\u003cp>Braces could have corrected her dental issue, but she chose surgery — and lowering her income by taking a medical leave — to get her son into the program. The budget deal signed by Gov. Gavin Newsom last month would have solved Jean’s problem without having to undergo elective surgery.\u003c/p>\n\u003cp>The situation was so maddening, she went before the school board on May 3 pleading for better access to the program.\u003c/p>\n\u003cp>“If you decide to get a decent job, such as becoming a teacher, then your children will suffer and not be able to attend school, at least preschool,” she said during the meeting. “I am an educator teaching students with disabilities, but I can not even provide a free and affordable education for my own child.”\u003c/p>\n\u003cfigure id=\"attachment_11921574\" class=\"wp-caption alignright\" style=\"max-width: 485px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Chase-and-Chandler.jpg\" alt=\"Two little boys holding hands.\" width=\"485\" height=\"285\" class=\"size-full wp-image-11921574\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Chase-and-Chandler.jpg 485w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Chase-and-Chandler-160x94.jpg 160w\" sizes=\"(max-width: 485px) 100vw, 485px\">\u003cfigcaption class=\"wp-caption-text\">Chase and Chandler Jean on their first day in preschool on Aug. 1, 2022. They are now enrolled in the same preschool classroom funded by the San Bernardino City Unified School District. \u003ccite>(Courtesy of Shirley Jean)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was ready to submit Chandler’s application for the state-funded preschool classroom in June, Jean learned the district decided to fund its own preschool classroom. There will be room for both of her sons in school, which started Monday.\u003c/p>\n\u003cp>Things worked out for the Jean’s, but numerous families are facing similar dilemmas and many more who qualify for state-subsidized child care are \u003ca href=\"https://www.kqed.org/news/11745428/one-womans-endless-wait-for-state-subsidized-child-care\">waiting for an open spot\u003c/a>.\u003c/p>\n\u003cp>Latashia Kelly, the director of child development programs for San Bernardino’s school district, said close to 20 applicants were in the same situation as the Jeans last school year.\u003c/p>\n\u003cp>“Having this program for low-income (earners) is amazing,” Kelly said. “However, we’re still leaving out a majority of our population.”\u003c/p>\n\u003cp>The director of the boys’ daycare said she has seen families give up rather than jump through hoops to obtain subsidized care.\u003c/p>\n\u003cp>“You have parents that don’t work and get assistance, and they’re going to get all the funding and all the help in the world,” said Melissa Davis of Oak Tree Learning Center.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But then you get people that are in the middle like us, where we’re trying to get this assistance for our kids, but the door gets hung on our face all the time because we make this much money. But we’re barely living too.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Batch of CSU Records Shows Professors Disciplined for Sexual Harassment",
"title": "New Batch of CSU Records Shows Professors Disciplined for Sexual Harassment",
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"content": "\u003cp>Fifty-four faculty members, coaches and other non-management employees at 12 California State University campuses were found to have committed violations of sexual misconduct and discrimination policies in cases resolved between 2017 and 2021, some resulting in firings and resignations, new information released by the university system shows.\u003c/p>\n\u003cp>The violations included unwanted sexual advances, including requests for sex, unwanted touching and kissing, and discrimination based on gender and race, according to the records. The case summaries were released in the wake of recent controversies over how the 23-campus system, the nation’s largest four-year public university, has handled sexual harassment complaints and disciplined employees.\u003c/p>\n\u003cp>The records reveal cases involving 54 employees, six of whom committed two or more offenses. They include 38 people with academic job titles, such as professor or assistant professor, and almost all of them involve complaints by students. Cases from another five CSU campuses will be released later this month. The remaining six campuses had no records of such misconduct, a university official said.\u003c/p>\n\u003cp>[pullquote size='small' citation='Nancy Hogshead-Makar Champion Women: Advocacy for Girls and Women in Sports']'I’m just so impressed with this current generation that is speaking out. I just turned 60 in April. In my lifetime, the difference between women stepping out to speak on peer and professional sexual harassment is just night and day.'[/pullquote]EdSource originally filed a public records request for all case files in May, but agreed to receive the summary information after university officials said it could take up to a year to review and redact information identifying victims in the voluminous files.\u003c/p>\n\u003cp>In at least one case, a professor found to have committed violations of the university’s policies prohibiting sexual and gender harassment and sexual misconduct, resigned from one CSU campus only to later land a teaching job at another. Another professor resigned after \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124703-sf-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco State University\u003c/a> decided to fire him after it found he had “an intimate relationship with two students during a time when he had significant academic authority over both.” That person now teaches at a university in South Carolina.\u003c/p>\n\u003cblockquote>\u003cp>The remaining CSU campuses that released summary information on sexual harassment cases are listed here with links to the cases:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124695-cpp-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Cal Poly Pomona\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124698-fullerton-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Cal State Fullerton\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124699-la-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Cal State Los Angeles\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124700-sac-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Sacramento State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124697-fresno-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Fresno State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124701-san-marcos-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">CSU San Marcos\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124702-sd-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">San Diego State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124704-ssu-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Stanislaus State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124705-stanislaus-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Sonoma State\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Note: CSU Channel Islands, CSU Dominguez Hills, CSU Northridge, CSU San Bernardino, and San Jose State are expected to release records later this month. CSU Bakersfield, Cal Poly Humboldt, CSU Long Beach, CSU Maritime, CSU Monterey Bay, and Cal Poly San Luis Obispo claim to have no records of cases in which employees were disciplined for sexual misconduct or discrimination between 2017 and this year.\u003c/p>\u003c/blockquote>\n\u003cp>For 30 of the employees, the misconduct investigations led to the end of their CSU careers at the campus where the misconduct occurred. Many resigned during the investigations, while others were fired, not reappointed to teaching positions or entered retirement.\u003c/p>\n\u003cp>Other cases resulted in suspensions for weeks and sometimes semesters, letters of reprimand and counseling for the offending employee, the summaries show. The investigations themselves can take years.\u003c/p>\n\u003cp>At CSU system headquarters, a spokesman for the Chancellor’s Office defended the review and disciplinary process. “While the circumstances of each instance outlined in the summaries can vary significantly, after a finding of misconduct or policy violation was substantiated, the respective campuses worked to resolve the issues by taking appropriate action and following necessary procedures,” the spokesman, Michael Uhlenkamp, wrote in a statement Monday.\u003c/p>\n\u003cp>The new documents did not include any possible court decisions after the CSU actions if the employee filed an appeal. “Faculty and staff are represented by unions and have various additional rights to their employment, including the right to appeal any discipline for review and decision by an outside agency,” Uhlenkamp added.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID='news_11907261,news_11908220,news_11920106']\u003c/span>The summaries were released nearly six months after Chancellor \u003ca href=\"https://edsource.org/2022/castro-to-receive-400000-salary-for-one-year-following-resignation-as-csu-chancellor/668438\">Joseph I. Castro resigned\u003c/a> in the wake of a revelation that Castro failed to aggressively discipline an underling and personal friend, Frank Lamas, when Castro was president of Fresno State in 2020. Castro agreed to pay Lamas $20,000 in Fresno State funds and write him a letter of recommendation for other jobs in exchange for Lamas resigning after an investigation found he sexually harassed an employee.\u003c/p>\n\u003cp>Students protested and faculty called for Castro’s removal when the deal became public. CSU trustees ordered an independent investigation of sexual harassment across the massive system.\u003c/p>\n\u003cp>Earlier this year, CSU released similar summaries of management employees who committed sexual misconduct, including viewing pornography on university computers and managers who sexually harassed people on their staffs.\u003c/p>\n\u003cp>The newly released summaries of non-management cases show students were often victims.\u003c/p>\n\u003cp>A professor at \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124694-chico-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">Chico State \u003c/a>resigned before he could be disciplined while facing charges of gender harassment of a student and having what was called a “prohibited consensual relationship” with a student, according to the summaries. The professor, Michael Regan, was then hired to teach in the kinesiology and sociology departments at \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124696-eb-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">Cal State East Bay\u003c/a> in Hayward where he remains.\u003c/p>\n\u003cp>A spokesperson for Cal State East Bay said the school was “looking into” Regan’s hiring. At Chico State, a spokesman told EdSource by email it could not be immediately determined if the East Bay school requested any information on Regan’s tenure at Chico.\u003c/p>\n\u003cp>In an email, Regan told EdSource, “I was open about pursuing a consensual relationship and decided to resign at the conclusion of the semester and not to return for my final visiting semester due to policy on conflict of interest on relationships.”\u003c/p>\n\u003cp>In another case, a \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124703-sf-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco State\u003c/a> business professor, Oscar Stewart, “engaged in consensual sexual relationships with students when he had significant academic authority over both,” according to summary information that was drawn from a misconduct investigation into his actions.\u003c/p>\n\u003cp>“The sustained allegations were not based on formal complaint against (Stewart) but the university investigated after learning of the allegations,” the summary states. It does not say how the university learned of the allegations.\u003c/p>\n\u003cp>The university officials decided to fire Stewart, but then allowed him to resign, the records show. He is now a professor at the College of Charleston in South Carolina.\u003c/p>\n\u003cp>In an email on Monday, Stewart said that the university released “false information” about him. “I resigned so as not to deal with a university that never supported me throughout the process of retaliation by a group of conservative students who coordinated to retaliate against my anti-racist pedagogy.” A spokesperson for San Francisco State didn’t respond to an email sent late Monday.\u003c/p>\n\u003cp>[ad fullwidth]An expert in college sexual harassment cases said it is clear that professors should know better than to pursue relationships with their students.\u003c/p>\n\u003cp>“Just having a relationship is a violation of the school’s duty of care and a violation of the truth, and the authority a professor has over a student,” said Nancy Hogshead-Makar, an attorney and advocate for Champion Women: Advocacy for Girls and Women in Sports.\u003c/p>\n\u003cp>One out of every four women in college have been sexually harassed or assaulted, she said, adding that the CSU complaints show that the victims are willing to speak up.\u003c/p>\n\u003cp>Hogshead-Makar said it can be difficult to prepare young people, especially women, for what to do when they encounter these incidents. Unfortunately, these incidents can really impact their lives, she said, adding that some choose to change their majors or their professions as a result.\u003c/p>\n\u003cp>“I’m just so impressed with this current generation that is speaking out,” she said. “I just turned 60 in April. In my lifetime, the difference between women stepping out to speak on peer and professional sexual harassment is just night and day.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/new-batch-of-csu-records-show-professors-disciplined-for-sexual-harassment/676217\">\u003ci data-stringify-type=\"italic\">This story was originally published in EdSource.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fifty-four faculty members, coaches and other non-management employees at 12 California State University campuses were found to have committed violations of sexual misconduct and discrimination policies in cases resolved between 2017 and 2021, some resulting in firings and resignations, new information released by the university system shows.\u003c/p>\n\u003cp>The violations included unwanted sexual advances, including requests for sex, unwanted touching and kissing, and discrimination based on gender and race, according to the records. The case summaries were released in the wake of recent controversies over how the 23-campus system, the nation’s largest four-year public university, has handled sexual harassment complaints and disciplined employees.\u003c/p>\n\u003cp>The records reveal cases involving 54 employees, six of whom committed two or more offenses. They include 38 people with academic job titles, such as professor or assistant professor, and almost all of them involve complaints by students. Cases from another five CSU campuses will be released later this month. The remaining six campuses had no records of such misconduct, a university official said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'I’m just so impressed with this current generation that is speaking out. I just turned 60 in April. In my lifetime, the difference between women stepping out to speak on peer and professional sexual harassment is just night and day.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>EdSource originally filed a public records request for all case files in May, but agreed to receive the summary information after university officials said it could take up to a year to review and redact information identifying victims in the voluminous files.\u003c/p>\n\u003cp>In at least one case, a professor found to have committed violations of the university’s policies prohibiting sexual and gender harassment and sexual misconduct, resigned from one CSU campus only to later land a teaching job at another. Another professor resigned after \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124703-sf-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco State University\u003c/a> decided to fire him after it found he had “an intimate relationship with two students during a time when he had significant academic authority over both.” That person now teaches at a university in South Carolina.\u003c/p>\n\u003cblockquote>\u003cp>The remaining CSU campuses that released summary information on sexual harassment cases are listed here with links to the cases:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124695-cpp-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Cal Poly Pomona\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124698-fullerton-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Cal State Fullerton\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124699-la-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Cal State Los Angeles\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124700-sac-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Sacramento State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124697-fresno-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Fresno State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124701-san-marcos-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">CSU San Marcos\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124702-sd-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">San Diego State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124704-ssu-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Stanislaus State\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.documentcloud.org/documents/22124705-stanislaus-summary-report-for-edsource-non-mgmt?responsive=1&title=1\">Sonoma State\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Note: CSU Channel Islands, CSU Dominguez Hills, CSU Northridge, CSU San Bernardino, and San Jose State are expected to release records later this month. CSU Bakersfield, Cal Poly Humboldt, CSU Long Beach, CSU Maritime, CSU Monterey Bay, and Cal Poly San Luis Obispo claim to have no records of cases in which employees were disciplined for sexual misconduct or discrimination between 2017 and this year.\u003c/p>\u003c/blockquote>\n\u003cp>For 30 of the employees, the misconduct investigations led to the end of their CSU careers at the campus where the misconduct occurred. Many resigned during the investigations, while others were fired, not reappointed to teaching positions or entered retirement.\u003c/p>\n\u003cp>Other cases resulted in suspensions for weeks and sometimes semesters, letters of reprimand and counseling for the offending employee, the summaries show. The investigations themselves can take years.\u003c/p>\n\u003cp>At CSU system headquarters, a spokesman for the Chancellor’s Office defended the review and disciplinary process. “While the circumstances of each instance outlined in the summaries can vary significantly, after a finding of misconduct or policy violation was substantiated, the respective campuses worked to resolve the issues by taking appropriate action and following necessary procedures,” the spokesman, Michael Uhlenkamp, wrote in a statement Monday.\u003c/p>\n\u003cp>The new documents did not include any possible court decisions after the CSU actions if the employee filed an appeal. “Faculty and staff are represented by unions and have various additional rights to their employment, including the right to appeal any discipline for review and decision by an outside agency,” Uhlenkamp added.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>The summaries were released nearly six months after Chancellor \u003ca href=\"https://edsource.org/2022/castro-to-receive-400000-salary-for-one-year-following-resignation-as-csu-chancellor/668438\">Joseph I. Castro resigned\u003c/a> in the wake of a revelation that Castro failed to aggressively discipline an underling and personal friend, Frank Lamas, when Castro was president of Fresno State in 2020. Castro agreed to pay Lamas $20,000 in Fresno State funds and write him a letter of recommendation for other jobs in exchange for Lamas resigning after an investigation found he sexually harassed an employee.\u003c/p>\n\u003cp>Students protested and faculty called for Castro’s removal when the deal became public. CSU trustees ordered an independent investigation of sexual harassment across the massive system.\u003c/p>\n\u003cp>Earlier this year, CSU released similar summaries of management employees who committed sexual misconduct, including viewing pornography on university computers and managers who sexually harassed people on their staffs.\u003c/p>\n\u003cp>The newly released summaries of non-management cases show students were often victims.\u003c/p>\n\u003cp>A professor at \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124694-chico-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">Chico State \u003c/a>resigned before he could be disciplined while facing charges of gender harassment of a student and having what was called a “prohibited consensual relationship” with a student, according to the summaries. The professor, Michael Regan, was then hired to teach in the kinesiology and sociology departments at \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124696-eb-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">Cal State East Bay\u003c/a> in Hayward where he remains.\u003c/p>\n\u003cp>A spokesperson for Cal State East Bay said the school was “looking into” Regan’s hiring. At Chico State, a spokesman told EdSource by email it could not be immediately determined if the East Bay school requested any information on Regan’s tenure at Chico.\u003c/p>\n\u003cp>In an email, Regan told EdSource, “I was open about pursuing a consensual relationship and decided to resign at the conclusion of the semester and not to return for my final visiting semester due to policy on conflict of interest on relationships.”\u003c/p>\n\u003cp>In another case, a \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/22124703-sf-summary-report-for-edsource-non-mgmt?responsive=1&title=1\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco State\u003c/a> business professor, Oscar Stewart, “engaged in consensual sexual relationships with students when he had significant academic authority over both,” according to summary information that was drawn from a misconduct investigation into his actions.\u003c/p>\n\u003cp>“The sustained allegations were not based on formal complaint against (Stewart) but the university investigated after learning of the allegations,” the summary states. It does not say how the university learned of the allegations.\u003c/p>\n\u003cp>The university officials decided to fire Stewart, but then allowed him to resign, the records show. He is now a professor at the College of Charleston in South Carolina.\u003c/p>\n\u003cp>In an email on Monday, Stewart said that the university released “false information” about him. “I resigned so as not to deal with a university that never supported me throughout the process of retaliation by a group of conservative students who coordinated to retaliate against my anti-racist pedagogy.” A spokesperson for San Francisco State didn’t respond to an email sent late Monday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>An expert in college sexual harassment cases said it is clear that professors should know better than to pursue relationships with their students.\u003c/p>\n\u003cp>“Just having a relationship is a violation of the school’s duty of care and a violation of the truth, and the authority a professor has over a student,” said Nancy Hogshead-Makar, an attorney and advocate for Champion Women: Advocacy for Girls and Women in Sports.\u003c/p>\n\u003cp>One out of every four women in college have been sexually harassed or assaulted, she said, adding that the CSU complaints show that the victims are willing to speak up.\u003c/p>\n\u003cp>Hogshead-Makar said it can be difficult to prepare young people, especially women, for what to do when they encounter these incidents. Unfortunately, these incidents can really impact their lives, she said, adding that some choose to change their majors or their professions as a result.\u003c/p>\n\u003cp>“I’m just so impressed with this current generation that is speaking out,” she said. “I just turned 60 in April. In my lifetime, the difference between women stepping out to speak on peer and professional sexual harassment is just night and day.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/new-batch-of-csu-records-show-professors-disciplined-for-sexual-harassment/676217\">\u003ci data-stringify-type=\"italic\">This story was originally published in EdSource.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Elementary School Students Are Recovering Faster From COVID Learning Loss, Research Shows",
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"content": "\u003cp>Elementary school students are regaining the ground they lost during the pandemic at a faster pace than older students, recent research shows, but K-12 students are still years away from a full recovery.\u003c/p>\n\u003cp data-reader-unique-id=\"6\">\u003cspan data-reader-unique-id=\"7\">Comparing the most recent nationwide Measures of Academic Progress, or MAP, assessment data\u003cspan class=\"apple-converted-space\"> from \u003ca href=\"https://www.nwea.org/research/publication/student-achievement-in-2021-22-cause-for-hope-and-continued-urgency/\">8.3 million students in grades 3-8 in reading and math\u003c/a>, researchers from the Northwest Evaluation Association (NWEA) testing group found that elementary school students had the most learning recovery last school year of any student group. Meanwhile, students in middle school either made slower progress recovering from learning loss or remained stagnant, NWEA researcher Karyn Lewis said in an interview with EdSource.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Karyn Lewis, researcher, Northwest Evaluation Association\"]‘Kids may be coming to the classroom at the same age, but they are not all stepping into the classroom with the same levels of preparation and readiness to take on grade-level content.’[/pullquote]\u003c/p>\n\u003cp data-reader-unique-id=\"11\">\u003cspan data-reader-unique-id=\"12\">Lewis sees the data as a sign of hope for that group of younger students, whom researchers initially anticipated would have the toughest time recovering from the pandemic’s disruption to schools. \u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"13\">\u003cspan data-reader-unique-id=\"14\">Schools and districts apparently kept that in mind when planning their learning recovery strategies.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"15\">\u003cspan data-reader-unique-id=\"16\">“It was the group we were most worried about, and rightly so because our research and that of our colleagues have shown that that was the group that was hardest hit,” Lewis said. “I think this is probably due, in part, to that message getting out, and schools and districts taking a triage approach, focusing energy on our youngest learners.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"17\">\u003cspan data-reader-unique-id=\"18\">NWEA now anticipates that elementary school students, on average, will fully recover from pandemic learning loss in three or more years. Older students are expected to recover in five or more years.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"19\">\u003cspan data-reader-unique-id=\"20\">When the pandemic was raging in the fall of 2020, \u003ca href=\"https://edsource.org/2021/how-going-remote-led-to-dramatic-drops-in-public-school-students/659005\">hundreds of thousands of families across the country\u003cspan class=\"apple-converted-space\"> \u003c/span>opted not to enroll\u003c/a>\u003cspan class=\"apple-converted-space\"> their children in public school, with the biggest groups being kindergartners, and students in grades one through three. Researchers, at the time, were concerned that those students would struggle most to adapt when returning to school.\u003c/span>\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"24\">California K-12 schools lost 271,000 students since COVID struck in spring 2020. Enrollment as of Census Day, always the first Wednesday of October, was 5.89 million students for the 2021-22 school year; five years ago, it was 6.23 million.\u003c/p>\n\u003cp data-reader-unique-id=\"25\">Learning loss also was a top concern of policymakers, which is why billions in\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://edsource.org/2022/analysis-of-covid-funding-reveals-california-districts-have-spent-little-so-far-to-address-learning-loss/675557\" data-reader-unique-id=\"26\">federal American Rescue Plan funds\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>have been earmarked specifically for schools to address the issue.\u003c/p>\n\u003cp data-reader-unique-id=\"27\">\u003cspan data-reader-unique-id=\"28\">Lewis found that the range of abilities among students in the same grade had widened in the 2021-22 school year. Lewis attributed that to the pandemic’s uneven impact on students and said the spread was more dramatic among elementary school students.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"29\">\u003cspan data-reader-unique-id=\"30\">“Kids may be coming to the classroom at the same age, but they are not all stepping into the classroom with the same levels of preparation and readiness to take on grade-level content,” Lewis said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"31\">\u003cspan data-reader-unique-id=\"32\">That range of abilities will make teachers’ jobs “exponentially harder” than before, Lewis said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"33\">Students across all grades had bigger gains in math than reading, according to the study. Prior research indicated that the pandemic has had larger negative impacts on math achievement compared with reading achievement.[aside postID=\"mindshift_59517,mindshift_59578\" label=\"Related Posts\"]\u003cspan data-reader-unique-id=\"35\">Identifying the most effective methods and strategies used to get students back on track remains the “million-dollar question everyone is wondering right now,” Lewis said. NWEA, a not-for-profit organization that provides schools assessment options, research and professional development offerings,\u003cspan class=\"apple-converted-space\"> \u003c/span>along with\u003cspan class=\"apple-converted-space\"> its partners, is researching what worked and what didn’t, but it’s “still too early to say,” she said.\u003c/span>\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"37\">\u003cspan data-reader-unique-id=\"38\">A similar analysis by NWEA at the end of the 2020-21 school year painted a starker picture of the state of learning loss: Data indicated that across all grades, the amount of unfinished learning was growing, meaning students ended the year even further behind.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"39\">\u003cspan data-reader-unique-id=\"40\">“At that point, it wasn’t even thinking about recovery, it was about stopping the bleeding,” Lewis said. “The good news is, at the beginning of this school year, it does appear the bleeding has stopped, but it’s going to be a long road before being fully healed.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"41\">\u003cspan data-reader-unique-id=\"42\">The progress that students made last year was shared across income levels and ethnic groups, Lewis said. But the achievement disparities affecting Latino, Black and Native American or Native Alaskan students have only widened since the pandemic began, according to the NWEA’s research. The research also found that students experienced lower academic gains than in a “typical year” prior to the pandemic, with students in high-poverty schools remaining disproportionately affected.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"43\">\u003cspan data-reader-unique-id=\"44\">The improvements that students made last year should be celebrated, Lewis said, but students — especially older students — still have a long road ahead to get back on track. Academic recovery among middle school students either remained stagnant or fell further back last year. For some students, full recovery would not be attainable before the end of high school, according to the NWEA’s research.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"45\">\u003cspan data-reader-unique-id=\"46\">Lewis was discouraged that the NWEA’s estimated timeline of full recovery extends further than the deadlines for federal recovery funds. The\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://edsource.org/2022/analysis-of-covid-funding-reveals-california-districts-have-spent-little-so-far-to-address-learning-loss/675557\">$15 billion\u003cspan class=\"apple-converted-space\"> \u003c/span>for schools and districts\u003c/a> authorized by Congress in 2021 under the American Rescue Plan has a use-it-or-lose-it deadline of January 2025.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"50\">\u003cspan data-reader-unique-id=\"51\">“This was such a challenging year. Schools are still taking an all-hands-on-deck approach to getting the supports and interventions in place, and there’s still a long way to go,” Lewis said. “So I’m worried that if we strip away those federal dollars while schools are still trying to get kids caught up, it will delay the process even further.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"50\">\u003cem>\u003ca href=\"https://edsource.org/2022/elementary-students-are-recovering-faster-from-covid-learning-loss-research-shows/675811\">This story was originally published in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Elementary school students are regaining the ground they lost during the pandemic at a faster pace than older students, recent research shows, but K-12 students are still years away from a full recovery.\u003c/p>\n\u003cp data-reader-unique-id=\"6\">\u003cspan data-reader-unique-id=\"7\">Comparing the most recent nationwide Measures of Academic Progress, or MAP, assessment data\u003cspan class=\"apple-converted-space\"> from \u003ca href=\"https://www.nwea.org/research/publication/student-achievement-in-2021-22-cause-for-hope-and-continued-urgency/\">8.3 million students in grades 3-8 in reading and math\u003c/a>, researchers from the Northwest Evaluation Association (NWEA) testing group found that elementary school students had the most learning recovery last school year of any student group. Meanwhile, students in middle school either made slower progress recovering from learning loss or remained stagnant, NWEA researcher Karyn Lewis said in an interview with EdSource.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Kids may be coming to the classroom at the same age, but they are not all stepping into the classroom with the same levels of preparation and readiness to take on grade-level content.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp data-reader-unique-id=\"11\">\u003cspan data-reader-unique-id=\"12\">Lewis sees the data as a sign of hope for that group of younger students, whom researchers initially anticipated would have the toughest time recovering from the pandemic’s disruption to schools. \u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"13\">\u003cspan data-reader-unique-id=\"14\">Schools and districts apparently kept that in mind when planning their learning recovery strategies.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"15\">\u003cspan data-reader-unique-id=\"16\">“It was the group we were most worried about, and rightly so because our research and that of our colleagues have shown that that was the group that was hardest hit,” Lewis said. “I think this is probably due, in part, to that message getting out, and schools and districts taking a triage approach, focusing energy on our youngest learners.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"17\">\u003cspan data-reader-unique-id=\"18\">NWEA now anticipates that elementary school students, on average, will fully recover from pandemic learning loss in three or more years. Older students are expected to recover in five or more years.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"19\">\u003cspan data-reader-unique-id=\"20\">When the pandemic was raging in the fall of 2020, \u003ca href=\"https://edsource.org/2021/how-going-remote-led-to-dramatic-drops-in-public-school-students/659005\">hundreds of thousands of families across the country\u003cspan class=\"apple-converted-space\"> \u003c/span>opted not to enroll\u003c/a>\u003cspan class=\"apple-converted-space\"> their children in public school, with the biggest groups being kindergartners, and students in grades one through three. Researchers, at the time, were concerned that those students would struggle most to adapt when returning to school.\u003c/span>\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"24\">California K-12 schools lost 271,000 students since COVID struck in spring 2020. Enrollment as of Census Day, always the first Wednesday of October, was 5.89 million students for the 2021-22 school year; five years ago, it was 6.23 million.\u003c/p>\n\u003cp data-reader-unique-id=\"25\">Learning loss also was a top concern of policymakers, which is why billions in\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://edsource.org/2022/analysis-of-covid-funding-reveals-california-districts-have-spent-little-so-far-to-address-learning-loss/675557\" data-reader-unique-id=\"26\">federal American Rescue Plan funds\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>have been earmarked specifically for schools to address the issue.\u003c/p>\n\u003cp data-reader-unique-id=\"27\">\u003cspan data-reader-unique-id=\"28\">Lewis found that the range of abilities among students in the same grade had widened in the 2021-22 school year. Lewis attributed that to the pandemic’s uneven impact on students and said the spread was more dramatic among elementary school students.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"29\">\u003cspan data-reader-unique-id=\"30\">“Kids may be coming to the classroom at the same age, but they are not all stepping into the classroom with the same levels of preparation and readiness to take on grade-level content,” Lewis said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"31\">\u003cspan data-reader-unique-id=\"32\">That range of abilities will make teachers’ jobs “exponentially harder” than before, Lewis said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"33\">Students across all grades had bigger gains in math than reading, according to the study. Prior research indicated that the pandemic has had larger negative impacts on math achievement compared with reading achievement.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan data-reader-unique-id=\"35\">Identifying the most effective methods and strategies used to get students back on track remains the “million-dollar question everyone is wondering right now,” Lewis said. NWEA, a not-for-profit organization that provides schools assessment options, research and professional development offerings,\u003cspan class=\"apple-converted-space\"> \u003c/span>along with\u003cspan class=\"apple-converted-space\"> its partners, is researching what worked and what didn’t, but it’s “still too early to say,” she said.\u003c/span>\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"37\">\u003cspan data-reader-unique-id=\"38\">A similar analysis by NWEA at the end of the 2020-21 school year painted a starker picture of the state of learning loss: Data indicated that across all grades, the amount of unfinished learning was growing, meaning students ended the year even further behind.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"39\">\u003cspan data-reader-unique-id=\"40\">“At that point, it wasn’t even thinking about recovery, it was about stopping the bleeding,” Lewis said. “The good news is, at the beginning of this school year, it does appear the bleeding has stopped, but it’s going to be a long road before being fully healed.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"41\">\u003cspan data-reader-unique-id=\"42\">The progress that students made last year was shared across income levels and ethnic groups, Lewis said. But the achievement disparities affecting Latino, Black and Native American or Native Alaskan students have only widened since the pandemic began, according to the NWEA’s research. The research also found that students experienced lower academic gains than in a “typical year” prior to the pandemic, with students in high-poverty schools remaining disproportionately affected.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"43\">\u003cspan data-reader-unique-id=\"44\">The improvements that students made last year should be celebrated, Lewis said, but students — especially older students — still have a long road ahead to get back on track. Academic recovery among middle school students either remained stagnant or fell further back last year. For some students, full recovery would not be attainable before the end of high school, according to the NWEA’s research.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"45\">\u003cspan data-reader-unique-id=\"46\">Lewis was discouraged that the NWEA’s estimated timeline of full recovery extends further than the deadlines for federal recovery funds. The\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://edsource.org/2022/analysis-of-covid-funding-reveals-california-districts-have-spent-little-so-far-to-address-learning-loss/675557\">$15 billion\u003cspan class=\"apple-converted-space\"> \u003c/span>for schools and districts\u003c/a> authorized by Congress in 2021 under the American Rescue Plan has a use-it-or-lose-it deadline of January 2025.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"50\">\u003cspan data-reader-unique-id=\"51\">“This was such a challenging year. Schools are still taking an all-hands-on-deck approach to getting the supports and interventions in place, and there’s still a long way to go,” Lewis said. “So I’m worried that if we strip away those federal dollars while schools are still trying to get kids caught up, it will delay the process even further.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"50\">\u003cem>\u003ca href=\"https://edsource.org/2022/elementary-students-are-recovering-faster-from-covid-learning-loss-research-shows/675811\">This story was originally published in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cb>Doing the Work with W. Kamau Bell and Kate Schatz\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">We’ve talked about racism again and again, particularly during the past few years. And yet, how many of us deeply understand both the root causes of racism and the reasons systemic racism persists today? And how many of us know what to do to change the power dynamics built into the fabric of our country and create more equitable systems and relationships? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well, the co-authors of the new book “DO THE WORK! An Antiracist Activity Book” have some suggestions in their irreverent and thought-provoking book, which includes hands-on activities like the “Check Your Privilege” checklist and a Nina Simone coloring page.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-author \u003c/span>\u003cb>Kate Schatz\u003c/b>\u003cspan style=\"font-weight: 400\"> is the New York Times-bestselling author of the “Rad Women” book series, who describes herself as an educator, public speaker and left-handed vegetarian Bay Area-born-and-bred queer feminist activist mama. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-author \u003c/span>\u003cb>W. Kamau Bell\u003c/b>\u003cspan style=\"font-weight: 400\"> also hails from the Bay Area, and is a comedian, political commentator and TV host, whose CNN series United Shades of America just launched its seventh season. He’s also the director of the Showtime docuseries “We Need To Talk About Cosby.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Something Beautiful: Presidio Tunnel Tops Park\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">How do you create a new park in an already densely populated city? How about on top of the cars! Well, San Francisco has a new feather in its cap: 14 acres of national park created on top of the roofs of tunnels where traffic passes through on its way to the Golden Gate Bridge — that’s this week’s look at Something Beautiful.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>A decade after award-winning “Business Insider” reporter Matt Drange graduated from Rosemead High, he found himself using the skills he first learned in journalism class to ask hard questions of his own high school newspaper advisor. Drange’s recent article, “\u003ca href=\"https://www.businessinsider.com/rosemead-high-eric-burgess-sexual-misconduct-investigation\">He Was My High School Journalism Teacher. Then I Investigated His Relationship With Teenage Girls\u003c/a>” has been lauded by child abuse experts, who’ve called it one of the most accurate portraits of how child grooming looks and feels to survivors.\u003c/p>\n\u003cp>Eric Burgess was a dynamic teacher at the high school in the San Gabriel Valley, and well-liked by many students, including Drange. But it was an open secret, he says, that Burgess had fathered a child with a former student. After interviewing more than 40 current and former teachers and students and reviewing hundreds of emails, disciplinary records and internal documents, Drange found that Burgess repeatedly groomed female students for sex and engaged in inappropriate behavior over two decades.\u003c/p>\n\u003cp>When Drange took a hard look back at Rosemead High and its campus culture in the wake of the #MeToo movement, he recalled how boundaries between teachers and students were nearly nonexistent, with many students and staff content to look the other way when adults engaged in troubling behavior. Drange spoke with The California Report Magazine host Sasha Khokha about how a nagging feeling of guilt occupied the back of his mind, as he grappled with whether he’d been a part of a community that allowed a sexual predator to go unchecked.\u003c/p>\n\u003cfigure id=\"attachment_11920118\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11920118\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The front entrance of Rosemead High School, in the San Gabriel Valley. \u003ccite>(Matt Drange)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Drange found that despite numerous red flags, school and district officials repeatedly missed opportunities to put a stop to Burgess’ behavior. Time and again, he says, these adults failed to investigate disturbing stories and reports of sexual abuse that arose throughout the teacher’s career. Even when Drange began digging, school officials \u003ca href=\"https://www.businessinsider.com/eric-burgess-rosemead-high-sexual-misconduct-district-failures-2022-5\">obstructed his reporting\u003c/a> and denied him access to public records.\u003c/p>\n\u003cp>https://twitter.com/mattdrange/status/1527703923645001728\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After Drange’s story came out, it sparked student walkouts and\u003ca href=\"https://www.businessinsider.com/rosemead-high-in-turmoil-after-eric-burgess-exposed-for-sexual-abuse-2022-6\"> calls for changes\u003c/a> to the way district officials hold teachers accountable for grooming behavior. Even though his reporting focused on one teacher at one Southern California high school, it provoked visceral reactions from readers across the country, as well as other Rosemead High alums.\u003c/p>\n\u003cp>https://twitter.com/mattdrange/status/1528037060069584901\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A decade after award-winning “Business Insider” reporter Matt Drange graduated from Rosemead High, he found himself using the skills he first learned in journalism class to ask hard questions of his own high school newspaper advisor. Drange’s recent article, “\u003ca href=\"https://www.businessinsider.com/rosemead-high-eric-burgess-sexual-misconduct-investigation\">He Was My High School Journalism Teacher. Then I Investigated His Relationship With Teenage Girls\u003c/a>” has been lauded by child abuse experts, who’ve called it one of the most accurate portraits of how child grooming looks and feels to survivors.\u003c/p>\n\u003cp>Eric Burgess was a dynamic teacher at the high school in the San Gabriel Valley, and well-liked by many students, including Drange. But it was an open secret, he says, that Burgess had fathered a child with a former student. After interviewing more than 40 current and former teachers and students and reviewing hundreds of emails, disciplinary records and internal documents, Drange found that Burgess repeatedly groomed female students for sex and engaged in inappropriate behavior over two decades.\u003c/p>\n\u003cp>When Drange took a hard look back at Rosemead High and its campus culture in the wake of the #MeToo movement, he recalled how boundaries between teachers and students were nearly nonexistent, with many students and staff content to look the other way when adults engaged in troubling behavior. Drange spoke with The California Report Magazine host Sasha Khokha about how a nagging feeling of guilt occupied the back of his mind, as he grappled with whether he’d been a part of a community that allowed a sexual predator to go unchecked.\u003c/p>\n\u003cfigure id=\"attachment_11920118\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11920118\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/Main_campus_entrance-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The front entrance of Rosemead High School, in the San Gabriel Valley. \u003ccite>(Matt Drange)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Drange found that despite numerous red flags, school and district officials repeatedly missed opportunities to put a stop to Burgess’ behavior. Time and again, he says, these adults failed to investigate disturbing stories and reports of sexual abuse that arose throughout the teacher’s career. Even when Drange began digging, school officials \u003ca href=\"https://www.businessinsider.com/eric-burgess-rosemead-high-sexual-misconduct-district-failures-2022-5\">obstructed his reporting\u003c/a> and denied him access to public records.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After Drange’s story came out, it sparked student walkouts and\u003ca href=\"https://www.businessinsider.com/rosemead-high-in-turmoil-after-eric-burgess-exposed-for-sexual-abuse-2022-6\"> calls for changes\u003c/a> to the way district officials hold teachers accountable for grooming behavior. Even though his reporting focused on one teacher at one Southern California high school, it provoked visceral reactions from readers across the country, as well as other Rosemead High alums.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cp>New California education data helps tell an old story: Schools with higher rates of low-income students have more underqualified teachers.\u003c/p>\n\u003cp>A CalMatters analysis of teacher credentialing data released this month by the California Department of Education found this correlation statewide as well as within districts.\u003c/p>\n\u003cp>The state’s data from the 2020-21 school year details the percentage of classes by school and district that were taught by fully credentialed teachers, intern teachers or teachers without proper subject credentials. The data also shows the percentage of classes taught by “experienced” teachers – those with more than two years of experience.\u003c/p>\n\u003cp>The CalMatters analysis crossed the state’s data with student demographic information for the state’s 10 largest school districts – which collectively serve about a sixth of California’s public school students. It compared the 10 schools with the highest percentages of students qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced price meals\u003c/a> to the 10 schools with the lowest percentages of those students at each of the districts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Statewide, 83% of classes were taught by fully credentialed teachers in the 2020-21 school year. But at eight of the 10 largest school districts, classes at schools with the highest percentages of low-income students were more likely to be taught by a teacher without full credentials than at schools with the lowest percentages. Los Angeles Unified had the largest disparity among non-charter schools – the rate of fully credentialed teachers was 22% higher at schools serving more affluent families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/10603814/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>The 2020-21 school year was the first full school year under the pandemic, which brought a \u003ca href=\"https://calmatters.org/education/k-12-education/2022/03/california-teacher-shortage/\">pre-existing shortage\u003c/a> of fully credentialed teachers to a \u003ca href=\"https://calmatters.org/education/2022/01/covid-school-closings/\">breaking point\u003c/a>. Educators and experts interviewed by CalMatters said early retirements surged and other teachers left the profession, sometimes in the middle of the school year. School administrators said they rushed to get vacancies filled, often hiring teachers without full credentials. Substitute teachers were also in short supply, \u003ca href=\"https://calmatters.org/education/2022/05/substitute-teacher-shortage-california/\">especially for schools\u003c/a> with high rates of low-income students.\u003c/p>\n\u003cp>Marcus Funches, who oversees human resources at San Bernardino City Unified, said the district has battled a teacher shortage for years. To fill vacancies, the district hired teachers who lacked a full credential as long as they demonstrated a commitment to staying in the district. Earning a full or “clear” credential typically requires a bachelor’s degree, completion of a credentialing program at a university and working as a student teacher. There can be additional testing or coursework requirements, \u003ca href=\"https://www.ctc.ca.gov/credentials/teach\">depending on the grade\u003c/a> you want to teach.\u003c/p>\n\u003cp>“If those teachers are interns, but they have a passion for our students, those are the educators we’re looking for because they’re apt to stay,” he said. “They’re not going to leave when the going gets tough.”\u003c/p>\n\u003cp>But Kai Matthews, a project director at UCLA’s Center for the Transformation of Schools, said low-income students – defined as those qualifying for free or reduced price meals — have always had less access to better-prepared teachers, mostly because their schools were underfunded. And schools serving more affluent families are able to fundraise to pay teacher salaries, allowing them to reduce class sizes.\u003c/p>\n\u003cp>The socioeconomic disparity among schools is often coupled with racial disparities, Matthews said. A preliminary study she’s conducting shows that barriers to the teaching profession result in fewer qualified and experienced teachers of color, while students of color are more likely to be in classrooms taught by underqualified teachers.\u003c/p>\n\u003cp>“What does it mean if we keep sending less-prepared teachers to less-resourced schools?” Matthews said. “There’s no additional pay, just additional heartache and struggle for teachers.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"”800″\" height=\"”900″\" sandbox=\"”allow-scripts\" layout=\"”responsive”\" frameborder=\"”0″\" resizable=\"””\" src=\"%E2%80%9Dhttps://calmatters-teacher-credentials.netlify.app/%E2%80%9D\" class=\"”i-amphtml-layout-responsive\" i-amphtml-layout slot=\"i-amphtml-svc\" scrolling=\"yes\">\u003c/iframe>\u003c/p>\n\u003cp>At Los Angeles Unified, the largest district in the state, the 10 schools with the greatest share of low-income students reported 76.3% of classes were taught by fully credentialed teachers. At the 10 schools with the smallest percentages of low-income students, 98% were taught by fully credentialed teachers. Los Angeles Unified spokesperson Shannon Haber said the district is working to address these disparities for the upcoming school year.\u003c/p>\n\u003cp>The disparities at the state’s largest school districts are the product of historical underfunding of public education as well as a system of teacher preparation that presents barriers to aspiring educators who come from low-income backgrounds, Matthews said. The credentialing process includes being a student teacher, which means working without pay to fulfill the teaching hours required. Additionally, the relatively low teacher salaries compared to those of other college-educated professionals can deter prospective teachers.\u003c/p>\n\u003cp>The state data, released for the first time, isn’t a perfect snapshot of teacher qualifications or experience. Statewide, credentialing data was missing for the teachers who teach about 7% of public school classes.\u003c/p>\n\u003cp>“From my understanding, there could have been a transition from one teacher to another or a mid-year resignation,” said Funches, the human resources director at San Bernardino City Unified. “It’s just a matter of not having all the information.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Kai Matthews, project director at UCLA’s Center for the Transformation of Schools\"]‘What does it mean if we keep sending less-prepared teachers to less-resourced schools?’[/pullquote]Officials at San Juan Unified in Sacramento County contested the data published by the state. According to the data, 75% of classes in schools with the highest rates of low-income students were taught by teachers with more than two years of experience. At schools with lowest rates of low-income students, 92% of classes were taught by experienced teachers.\u003c/p>\n\u003cp>However, San Juan Unified spokesperson Raj Rai said the district’s own data shows some of the schools actually have higher percentages of experienced teachers. Rai said the district would work with the state to address the discrepancy.\u003c/p>\n\u003cp>In at least one case, the percentage of classes taught by inexperienced teachers doesn’t match the percentage of inexperienced teachers at a district. At Long Beach Unified, the state’s data shows that 80% of the classes at the district’s 10 highest-poverty schools are taught by teachers with more than two years of experience. However, the \u003ca href=\"https://www.lbschools.net/Asset/Files/State-and-Federal-Programs/LCAP-Federal-Addendum-Revision-Feb-2022.pdf#page=20\">district’s own report\u003c/a> shows about 94% of teachers at those schools have more than two years of experience.\u003c/p>\n\u003cp>Despite problems with the data for some districts, experts like Matthews say this data collection will help policymakers allocate funding more equitably.\u003c/p>\n\u003cp>“I think we need to get serious about resources,” she said. “How much longer are we going to ask these schools that serve a majority of students of color to make do?”\u003c/p>\n\u003ch2 id=\"h-an-old-story\">An old story\u003c/h2>\n\u003cp>California’s low-income students have long been less likely to have fully qualified teachers. A \u003ca href=\"https://www.wested.org/wp-content/uploads/2016/11/139958902632022.stp1999full-3.pdf\">1999 study\u003c/a> conducted by The Center for the Future of Teaching and Learning found that “More than 1 in every 10 classrooms in the state are staffed by teachers who have not met the state’s minimum requirements.” The study also found that a student in a school with a large percentage of low-income students was six times as likely to have a teacher without the proper credentials. Twenty-two years later, about 17% of classes in public schools are taught by teachers with less than full credentials, according to the state data from the 2020-21 school year.\u003c/p>\n\u003cp>Many experts arrive at the same explanation for the disparities: an historically uneven distribution of funding. For years, schools serving more low-income families received less money because the property taxes in their communities generated less revenue.\u003c/p>\n\u003cp>Today, California distributes money more equitably to public school districts. Under the state’s Local Control Funding Formula, schools with more English learners, foster children and students qualifying for free or reduced-price meals generate more money for their districts.\u003c/p>\n\u003cp>But experts say this aspirationally equitable method of funding is often offset by other costs at schools serving low-income communities. Schools in these neighborhoods are more likely to be older and require more repairs, said Saroja Warner, director for talent development and diversity at the research nonprofit WestEd. These communities also may be food deserts and tend to have fewer public libraries.\u003c/p>\n\u003cp>“It’s sort of this perfect storm in high-poverty communities,” Warner said. “Teachers are another thing they don’t have access to.”\u003c/p>\n\u003cp>[aside postID=news_11895538 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/11/Oak_Tech_008-1200x750-1-1020x638.jpeg']Kristin Bijur, who oversees human resources at San Francisco Unified, said private fundraising in her district allows schools in affluent communities to fund their own teacher salaries. Those schools can hire more teachers and reduce class sizes. Schools in low-income neighborhoods, on the other hand, struggle to hire and retain qualified and experienced teachers despite getting additional state funding and federal Title I money for low-income students.\u003c/p>\n\u003cp>“The amount of private fundraising in San Francisco is a huge problem,” Bijur said. “That erases the strategy of Title I, which is an attempt to reckon with systemic racism.”\u003c/p>\n\u003cp>Additionally, class sizes are set without considering that students in low-income communities, who tend to struggle more with food and housing insecurities as well as other traumas outside their classrooms, might need more individualized attention.\u003c/p>\n\u003cp>“Right now we’re applying the same staffing ratio to all the schools,” Bijur said. “We haven’t yet changed the conditions of teaching in high-poverty schools, which in the Bay Area tend to be schools with high numbers of Black and brown students.”\u003c/p>\n\u003ch2 id=\"h-students-and-teachers-of-color-lose\">Students and teachers of color lose\u003c/h2>\n\u003cp>Matthews, the UCLA expert, said a preliminary study conducted by her team shows that teachers without full credentials are more likely to be people of color. They are often stuck in the credentialing pipeline because they can’t afford to take an unpaid year to work as a teacher-in-training.\u003c/p>\n\u003cp>“Getting a teaching credential is expensive,” Matthews said. “Not only are students of color receiving less, but the teachers who are getting less than stellar credentials are teachers of color.”\u003c/p>\n\u003cp>In rural districts, Matthews said, the lack of nearby colleges and universities to recruit from results in a labor shortage for schools. And while some districts have the marketing budgets to hold teacher hiring fairs, others are stuck in these “pipeline deserts.”\u003c/p>\n\u003cp>“These are counties where there isn’t a teacher preparation program in a 50-mile radius,” she said. “You don’t even have the pipeline that’s being generated there. It’s almost impossible to get teachers to go to these areas that aren’t their hometowns.”\u003c/p>\n\u003cp>According to the CalMatters analysis, rural and smaller school districts had a disproportionate percentage of teachers with substandard credentials and less experience. While 83% of classes statewide were taught by fully credentialed teachers, that was the case for only 77% of classes at California’s smallest districts. And 90% of classes statewide were taught by teachers with more than two years of experience compared to 82% at small, rural districts.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Saroja Warner, director for talent development and diversity at the research nonprofit WestEd\"]‘It’s sort of this perfect storm in high-poverty communities. Teachers are another thing they don’t have access to.’[/pullquote]Linda Darling-Hammond, the president of California’s State Board of Education and CEO of the education research center the Learning Policy Institute, said research shows that a fully credentialed teacher is the biggest factor contributing to student success. But keeping qualified and experienced teachers at the schools that need them most, she said, means creating working conditions that entice educators. Compensation is the most obvious way to keep teachers, she said.\u003c/p>\n\u003cp>“First, I would make sure teacher salaries were comparable to other professions that have college degrees,” Darling-Hammond said. “Teachers are on average paid 85% of what their college-educated peers make.”\u003c/p>\n\u003cp>Teachers union leaders said beyond compensation, districts need to reduce class sizes and make sure principals and administrators are supporting teachers to retain quality educators.\u003c/p>\n\u003cp>“What is the promise once they get here?” said Cecily Myart-Cruz, president of United Teachers Los Angeles, Los Angeles Unified’s teachers union. “Are we willing to lower class sizes? Are we willing to give them the professional development they need?”\u003c/p>\n\u003cp>But Myart-Cruz said she does not want raises or bonuses for just the teachers who work at schools with high rates of low-income students. She wants an overall increase in teacher pay and smaller class sizes across the district.\u003c/p>\n\u003cp>Ashley Alcalá, the president of the San Bernardino City Unified School District’s teachers union, also said she wants to see pay raises across the district. In San Bernardino, nearly all of the schools have a majority of students who are low-income.\u003c/p>\n\u003cp>“When the majority of schools are high-poverty, it doesn’t really make a difference where you’re teaching,” she said. “We’re going to be competing with surrounding districts if we don’t raise the salaries for everyone.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']Alcalá said the state data only tells half the story. She said while more experienced teachers tend to be more effective educators, she said newly credentialed teachers might also bring more enthusiasm and a willingness to try new methods.\u003c/p>\n\u003cp>“It’s frustrating,” Alcalá said. “If you have the right working conditions then people will stay. If you have an administrator who supports their employees and a school that has a culture that has a positive working environment, then people will choose to stay.”\u003c/p>\n\u003cp>Myart-Cruz and Alcalá say you can’t just target high-poverty schools with more money. They say the state needs to fix the entire education system.\u003c/p>\n\u003cp>“When you do surveys, it’s not the money that keeps teachers at a school,” Alcalá said. “It’s the culture, and it’s the administrators that teachers are drawn to.”\u003c/p>\n\u003cp>The state in recent years has funneled billions of dollars into addressing the teacher shortage. The most recent effort has been the Golden State Teacher Grant Program, which gives college students $20,000 in grants if they commit to teaching for four years at a school where at least 55% of students are English learners, foster children or students who qualify for free or reduced-price meals.\u003c/p>\n\u003cp>Darling-Hammond said she’s hopeful about the grant, saying four years is enough time for teachers to get invested and stay in their school communities as long as they receive the compensation and training they need from their school and district leaders.\u003c/p>\n\u003cp>Teachers union leaders agree with experts that compensation and smaller class sizes help attract and retain fully credentialed teachers. But building a healthy and stimulating environment for both students and teachers will make a school a more enjoyable place to work and to learn. This means hiring more mental health counselors as well as more art and drama teachers.\u003c/p>\n\u003cp>“The whole system is broken in its design,” Myart-Cruz said. “I want to see a holistic solution.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>New California education data helps tell an old story: Schools with higher rates of low-income students have more underqualified teachers.\u003c/p>\n\u003cp>A CalMatters analysis of teacher credentialing data released this month by the California Department of Education found this correlation statewide as well as within districts.\u003c/p>\n\u003cp>The state’s data from the 2020-21 school year details the percentage of classes by school and district that were taught by fully credentialed teachers, intern teachers or teachers without proper subject credentials. The data also shows the percentage of classes taught by “experienced” teachers – those with more than two years of experience.\u003c/p>\n\u003cp>The CalMatters analysis crossed the state’s data with student demographic information for the state’s 10 largest school districts – which collectively serve about a sixth of California’s public school students. It compared the 10 schools with the highest percentages of students qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced price meals\u003c/a> to the 10 schools with the lowest percentages of those students at each of the districts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Statewide, 83% of classes were taught by fully credentialed teachers in the 2020-21 school year. But at eight of the 10 largest school districts, classes at schools with the highest percentages of low-income students were more likely to be taught by a teacher without full credentials than at schools with the lowest percentages. Los Angeles Unified had the largest disparity among non-charter schools – the rate of fully credentialed teachers was 22% higher at schools serving more affluent families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/10603814/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>The 2020-21 school year was the first full school year under the pandemic, which brought a \u003ca href=\"https://calmatters.org/education/k-12-education/2022/03/california-teacher-shortage/\">pre-existing shortage\u003c/a> of fully credentialed teachers to a \u003ca href=\"https://calmatters.org/education/2022/01/covid-school-closings/\">breaking point\u003c/a>. Educators and experts interviewed by CalMatters said early retirements surged and other teachers left the profession, sometimes in the middle of the school year. School administrators said they rushed to get vacancies filled, often hiring teachers without full credentials. Substitute teachers were also in short supply, \u003ca href=\"https://calmatters.org/education/2022/05/substitute-teacher-shortage-california/\">especially for schools\u003c/a> with high rates of low-income students.\u003c/p>\n\u003cp>Marcus Funches, who oversees human resources at San Bernardino City Unified, said the district has battled a teacher shortage for years. To fill vacancies, the district hired teachers who lacked a full credential as long as they demonstrated a commitment to staying in the district. Earning a full or “clear” credential typically requires a bachelor’s degree, completion of a credentialing program at a university and working as a student teacher. There can be additional testing or coursework requirements, \u003ca href=\"https://www.ctc.ca.gov/credentials/teach\">depending on the grade\u003c/a> you want to teach.\u003c/p>\n\u003cp>“If those teachers are interns, but they have a passion for our students, those are the educators we’re looking for because they’re apt to stay,” he said. “They’re not going to leave when the going gets tough.”\u003c/p>\n\u003cp>But Kai Matthews, a project director at UCLA’s Center for the Transformation of Schools, said low-income students – defined as those qualifying for free or reduced price meals — have always had less access to better-prepared teachers, mostly because their schools were underfunded. And schools serving more affluent families are able to fundraise to pay teacher salaries, allowing them to reduce class sizes.\u003c/p>\n\u003cp>The socioeconomic disparity among schools is often coupled with racial disparities, Matthews said. A preliminary study she’s conducting shows that barriers to the teaching profession result in fewer qualified and experienced teachers of color, while students of color are more likely to be in classrooms taught by underqualified teachers.\u003c/p>\n\u003cp>“What does it mean if we keep sending less-prepared teachers to less-resourced schools?” Matthews said. “There’s no additional pay, just additional heartache and struggle for teachers.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"”800″\" height=\"”900″\" sandbox=\"”allow-scripts\" layout=\"”responsive”\" frameborder=\"”0″\" resizable=\"””\" src=\"%E2%80%9Dhttps://calmatters-teacher-credentials.netlify.app/%E2%80%9D\" class=\"”i-amphtml-layout-responsive\" i-amphtml-layout slot=\"i-amphtml-svc\" scrolling=\"yes\">\u003c/iframe>\u003c/p>\n\u003cp>At Los Angeles Unified, the largest district in the state, the 10 schools with the greatest share of low-income students reported 76.3% of classes were taught by fully credentialed teachers. At the 10 schools with the smallest percentages of low-income students, 98% were taught by fully credentialed teachers. Los Angeles Unified spokesperson Shannon Haber said the district is working to address these disparities for the upcoming school year.\u003c/p>\n\u003cp>The disparities at the state’s largest school districts are the product of historical underfunding of public education as well as a system of teacher preparation that presents barriers to aspiring educators who come from low-income backgrounds, Matthews said. The credentialing process includes being a student teacher, which means working without pay to fulfill the teaching hours required. Additionally, the relatively low teacher salaries compared to those of other college-educated professionals can deter prospective teachers.\u003c/p>\n\u003cp>The state data, released for the first time, isn’t a perfect snapshot of teacher qualifications or experience. Statewide, credentialing data was missing for the teachers who teach about 7% of public school classes.\u003c/p>\n\u003cp>“From my understanding, there could have been a transition from one teacher to another or a mid-year resignation,” said Funches, the human resources director at San Bernardino City Unified. “It’s just a matter of not having all the information.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Officials at San Juan Unified in Sacramento County contested the data published by the state. According to the data, 75% of classes in schools with the highest rates of low-income students were taught by teachers with more than two years of experience. At schools with lowest rates of low-income students, 92% of classes were taught by experienced teachers.\u003c/p>\n\u003cp>However, San Juan Unified spokesperson Raj Rai said the district’s own data shows some of the schools actually have higher percentages of experienced teachers. Rai said the district would work with the state to address the discrepancy.\u003c/p>\n\u003cp>In at least one case, the percentage of classes taught by inexperienced teachers doesn’t match the percentage of inexperienced teachers at a district. At Long Beach Unified, the state’s data shows that 80% of the classes at the district’s 10 highest-poverty schools are taught by teachers with more than two years of experience. However, the \u003ca href=\"https://www.lbschools.net/Asset/Files/State-and-Federal-Programs/LCAP-Federal-Addendum-Revision-Feb-2022.pdf#page=20\">district’s own report\u003c/a> shows about 94% of teachers at those schools have more than two years of experience.\u003c/p>\n\u003cp>Despite problems with the data for some districts, experts like Matthews say this data collection will help policymakers allocate funding more equitably.\u003c/p>\n\u003cp>“I think we need to get serious about resources,” she said. “How much longer are we going to ask these schools that serve a majority of students of color to make do?”\u003c/p>\n\u003ch2 id=\"h-an-old-story\">An old story\u003c/h2>\n\u003cp>California’s low-income students have long been less likely to have fully qualified teachers. A \u003ca href=\"https://www.wested.org/wp-content/uploads/2016/11/139958902632022.stp1999full-3.pdf\">1999 study\u003c/a> conducted by The Center for the Future of Teaching and Learning found that “More than 1 in every 10 classrooms in the state are staffed by teachers who have not met the state’s minimum requirements.” The study also found that a student in a school with a large percentage of low-income students was six times as likely to have a teacher without the proper credentials. Twenty-two years later, about 17% of classes in public schools are taught by teachers with less than full credentials, according to the state data from the 2020-21 school year.\u003c/p>\n\u003cp>Many experts arrive at the same explanation for the disparities: an historically uneven distribution of funding. For years, schools serving more low-income families received less money because the property taxes in their communities generated less revenue.\u003c/p>\n\u003cp>Today, California distributes money more equitably to public school districts. Under the state’s Local Control Funding Formula, schools with more English learners, foster children and students qualifying for free or reduced-price meals generate more money for their districts.\u003c/p>\n\u003cp>But experts say this aspirationally equitable method of funding is often offset by other costs at schools serving low-income communities. Schools in these neighborhoods are more likely to be older and require more repairs, said Saroja Warner, director for talent development and diversity at the research nonprofit WestEd. These communities also may be food deserts and tend to have fewer public libraries.\u003c/p>\n\u003cp>“It’s sort of this perfect storm in high-poverty communities,” Warner said. “Teachers are another thing they don’t have access to.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Kristin Bijur, who oversees human resources at San Francisco Unified, said private fundraising in her district allows schools in affluent communities to fund their own teacher salaries. Those schools can hire more teachers and reduce class sizes. Schools in low-income neighborhoods, on the other hand, struggle to hire and retain qualified and experienced teachers despite getting additional state funding and federal Title I money for low-income students.\u003c/p>\n\u003cp>“The amount of private fundraising in San Francisco is a huge problem,” Bijur said. “That erases the strategy of Title I, which is an attempt to reckon with systemic racism.”\u003c/p>\n\u003cp>Additionally, class sizes are set without considering that students in low-income communities, who tend to struggle more with food and housing insecurities as well as other traumas outside their classrooms, might need more individualized attention.\u003c/p>\n\u003cp>“Right now we’re applying the same staffing ratio to all the schools,” Bijur said. “We haven’t yet changed the conditions of teaching in high-poverty schools, which in the Bay Area tend to be schools with high numbers of Black and brown students.”\u003c/p>\n\u003ch2 id=\"h-students-and-teachers-of-color-lose\">Students and teachers of color lose\u003c/h2>\n\u003cp>Matthews, the UCLA expert, said a preliminary study conducted by her team shows that teachers without full credentials are more likely to be people of color. They are often stuck in the credentialing pipeline because they can’t afford to take an unpaid year to work as a teacher-in-training.\u003c/p>\n\u003cp>“Getting a teaching credential is expensive,” Matthews said. “Not only are students of color receiving less, but the teachers who are getting less than stellar credentials are teachers of color.”\u003c/p>\n\u003cp>In rural districts, Matthews said, the lack of nearby colleges and universities to recruit from results in a labor shortage for schools. And while some districts have the marketing budgets to hold teacher hiring fairs, others are stuck in these “pipeline deserts.”\u003c/p>\n\u003cp>“These are counties where there isn’t a teacher preparation program in a 50-mile radius,” she said. “You don’t even have the pipeline that’s being generated there. It’s almost impossible to get teachers to go to these areas that aren’t their hometowns.”\u003c/p>\n\u003cp>According to the CalMatters analysis, rural and smaller school districts had a disproportionate percentage of teachers with substandard credentials and less experience. While 83% of classes statewide were taught by fully credentialed teachers, that was the case for only 77% of classes at California’s smallest districts. And 90% of classes statewide were taught by teachers with more than two years of experience compared to 82% at small, rural districts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Linda Darling-Hammond, the president of California’s State Board of Education and CEO of the education research center the Learning Policy Institute, said research shows that a fully credentialed teacher is the biggest factor contributing to student success. But keeping qualified and experienced teachers at the schools that need them most, she said, means creating working conditions that entice educators. Compensation is the most obvious way to keep teachers, she said.\u003c/p>\n\u003cp>“First, I would make sure teacher salaries were comparable to other professions that have college degrees,” Darling-Hammond said. “Teachers are on average paid 85% of what their college-educated peers make.”\u003c/p>\n\u003cp>Teachers union leaders said beyond compensation, districts need to reduce class sizes and make sure principals and administrators are supporting teachers to retain quality educators.\u003c/p>\n\u003cp>“What is the promise once they get here?” said Cecily Myart-Cruz, president of United Teachers Los Angeles, Los Angeles Unified’s teachers union. “Are we willing to lower class sizes? Are we willing to give them the professional development they need?”\u003c/p>\n\u003cp>But Myart-Cruz said she does not want raises or bonuses for just the teachers who work at schools with high rates of low-income students. She wants an overall increase in teacher pay and smaller class sizes across the district.\u003c/p>\n\u003cp>Ashley Alcalá, the president of the San Bernardino City Unified School District’s teachers union, also said she wants to see pay raises across the district. In San Bernardino, nearly all of the schools have a majority of students who are low-income.\u003c/p>\n\u003cp>“When the majority of schools are high-poverty, it doesn’t really make a difference where you’re teaching,” she said. “We’re going to be competing with surrounding districts if we don’t raise the salaries for everyone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Alcalá said the state data only tells half the story. She said while more experienced teachers tend to be more effective educators, she said newly credentialed teachers might also bring more enthusiasm and a willingness to try new methods.\u003c/p>\n\u003cp>“It’s frustrating,” Alcalá said. “If you have the right working conditions then people will stay. If you have an administrator who supports their employees and a school that has a culture that has a positive working environment, then people will choose to stay.”\u003c/p>\n\u003cp>Myart-Cruz and Alcalá say you can’t just target high-poverty schools with more money. They say the state needs to fix the entire education system.\u003c/p>\n\u003cp>“When you do surveys, it’s not the money that keeps teachers at a school,” Alcalá said. “It’s the culture, and it’s the administrators that teachers are drawn to.”\u003c/p>\n\u003cp>The state in recent years has funneled billions of dollars into addressing the teacher shortage. The most recent effort has been the Golden State Teacher Grant Program, which gives college students $20,000 in grants if they commit to teaching for four years at a school where at least 55% of students are English learners, foster children or students who qualify for free or reduced-price meals.\u003c/p>\n\u003cp>Darling-Hammond said she’s hopeful about the grant, saying four years is enough time for teachers to get invested and stay in their school communities as long as they receive the compensation and training they need from their school and district leaders.\u003c/p>\n\u003cp>Teachers union leaders agree with experts that compensation and smaller class sizes help attract and retain fully credentialed teachers. But building a healthy and stimulating environment for both students and teachers will make a school a more enjoyable place to work and to learn. This means hiring more mental health counselors as well as more art and drama teachers.\u003c/p>\n\u003cp>“The whole system is broken in its design,” Myart-Cruz said. “I want to see a holistic solution.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "'They All Deserve Options': California Opens Pathway for Students With Major Cognitive Disabilities to Earn High School Diploma",
"title": "'They All Deserve Options': California Opens Pathway for Students With Major Cognitive Disabilities to Earn High School Diploma",
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"content": "\u003cp>Megan Glynn’s son, Liam, started playing piano at age 4. With perfect pitch, he sails through Mozart and Vivaldi, can play anything he hears on the radio and shines when performing with the school orchestra.\u003c/p>\n\u003cp>But because he has a significant developmental disability, he cannot earn a high school diploma, and therefore his dream of becoming a classroom music aide is just that — a dream.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Megan Glynn, mother to Liam\"]'He doesn’t have the options that other students have, and that’s upsetting for all of us.'[/pullquote]\u003c/p>\n\u003cp>“He’s not being prepared for college and career, like other students are,” said Glynn, who lives in San Diego. “Just about every job is off-limits to him, except maybe being a Walmart greeter. He doesn’t have the options that other students have, and that’s upsetting for all of us.”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/altpathwayslegreport.asp\">under a new program funded in the state budget\u003c/a>, students like Liam, who have significant cognitive disabilities, would be able to earn high school diplomas based on the state’s alternative achievement standards and coursework tailored to their abilities. Potentially 80,000 students — 10% of the overall number of students enrolled in special education in California — would benefit from the new pathway.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Advocates for students with disabilities hailed the idea, saying it’s long overdue. A high school diploma for students who’ve worked hard and met their academic goals opens doors to further schooling, more meaningful careers and other options for a fulfilling life.\u003c/p>\n\u003cp>“Creating a path for every learner to earn a high school diploma helps eliminate unnecessary barriers to employment and community inclusion, which is what we want for every young person,” said Kristin Wright, executive director of equity, prevention and intervention for the Sacramento County Office of Education and former head of special education for California. “To me, it’s another important step in acknowledging and honoring neurodiversity and creating greater equity in our system.”[pullquote size='medium' align='left' citation=\"Kristin Wright, executive director of equity, prevention and intervention, Sacramento County Office of Education\"]'Creating a path for every learner to earn a high school diploma helps eliminate unnecessary barriers to employment and community inclusion, which is what we want for every young person.'[/pullquote]Currently, most students with significant cognitive disabilities earn a “certificate of completion” from high school, not a diploma, because \u003ca href=\"https://www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp\">they can’t meet the state graduation requirements\u003c/a>. Some of those requirements are attainable for students of all abilities, such as physical education and art, but few students with intellectual disabilities can overcome algebra and biology.\u003c/p>\n\u003cp>Compounding the challenges, some school districts have diploma requirements that surpass those of the state. \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/subject-requirement-a-g.html\">They mandate that all students complete the A-G coursework required to attend a public university in California\u003c/a>, which includes two years of a foreign language and three years of college-preparatory math — all but impossible for some students with cognitive disabilities.\u003c/p>\n\u003cp>The new pathway would take advantage of a provision under the federal Every Student Succeeds Act that allows students with significant cognitive disabilities to earn a diploma if they meet California’s alternative achievement standards, with support through their individualized education program, the educational road map created by teachers, therapists, parents and others involved in a student’s schooling.[aside postID=\"news_11919130,news_11918866,news_11918252\" label=\"More Education Stories\"]Advocates have been fighting for this for at least a decade. Several other states offer similar options for students with cognitive disabilities, and California already offers alternative diploma pathways for certain groups of students, such as those whose education is disrupted due to being homeless, in foster care or being a migrant.\u003c/p>\n\u003cp>In 2020, the state budget set aside money for a work group to study the issue and come up with recommendations. \u003ca>The workgroup’s report\u003c/a>, published last fall, addresses the details, including transcripts and whether students can continue working toward their diploma after they turn 18 (they can).\u003c/p>\n\u003cp>The 2022 budget, passed in June, included $1 million in federal funds from the Individuals with Disabilities Education Act to bring the work group’s recommendations to reality. The new pathway could be implemented as soon as next year. Although it’s not required, the state is encouraging all districts to adopt it.\u003c/p>\n\u003cp>Sue Sawyer, president of the California Transition Alliance, a nonprofit that helps people with disabilities after they finish school, has been working on the issue since 2013. The primary reason for the new pathway, she said, is new research and understanding of what people with cognitive disabilities are capable of.\u003c/p>\n\u003cp>“Our expectations have changed. We now expect people to go to work,” Sawyer said. “It’s real simple: If you leave school without a diploma, it shuts doors. If you have a diploma, you have options. I’m excited about the future because even though we still have work to do, I think we’re on the right path.”\u003c/p>\n\u003cp>Joyce Clark, co-director of the Exceptional Family Resource Center in San Diego, said a pathway to a diploma won’t solve everything for students with disabilities, but it’s a crucial step toward further education, rewarding careers and higher incomes, which could lead to greater independence.[pullquote size='medium' align='left' citation=\"Joyce Clark, co-director, Exceptional Family Resource Center\"]'Is a diploma just a piece of paper? Yes. But it's also connected to achievement. It's connected to access, to equity, to opportunity, to quality of life.'[/pullquote]Her son Luke, who’s 33, would have benefited from a diploma, she said. Luke was exuberant when he graduated from high school with his class, but all he could bring home was a certificate of completion. He now works part-time at a grocery store, but she believes he’s capable of much more.\u003c/p>\n\u003cp>“Is a diploma just a piece of paper? Yes. But it’s also connected to achievement,” Clark said. “It’s connected to access, to equity, to opportunity, to quality of life.”\u003c/p>\n\u003cp>For Glynn’s son, Liam, who’s starting high school this fall, the diploma pathway could help him take more meaningful classes, such as music, and fewer special ed classes focused on “life skills,” such as cooking and cleaning. She’d like to see him eventually enroll in a community college and continue to study music, his passion, while preparing for a career that builds on his talents.\u003c/p>\n\u003cp>Glynn is hopeful, even if her son’s district adopts the new pathway too late for Liam to benefit.\u003c/p>\n\u003cp>“Right now, he’s being set up to be dependent for life. Instead of learning academics, he’s learning to fold pillowcases,” Glynn said. “But even if it’s too late for him, I care what happens to the next students. They all deserve options and opportunities.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/new-pathway-to-a-diploma-opens-doors-for-students-with-disabilities/675637?amp=1\">\u003cem>This story was originally published by EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Megan Glynn’s son, Liam, started playing piano at age 4. With perfect pitch, he sails through Mozart and Vivaldi, can play anything he hears on the radio and shines when performing with the school orchestra.\u003c/p>\n\u003cp>But because he has a significant developmental disability, he cannot earn a high school diploma, and therefore his dream of becoming a classroom music aide is just that — a dream.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“He’s not being prepared for college and career, like other students are,” said Glynn, who lives in San Diego. “Just about every job is off-limits to him, except maybe being a Walmart greeter. He doesn’t have the options that other students have, and that’s upsetting for all of us.”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/altpathwayslegreport.asp\">under a new program funded in the state budget\u003c/a>, students like Liam, who have significant cognitive disabilities, would be able to earn high school diplomas based on the state’s alternative achievement standards and coursework tailored to their abilities. Potentially 80,000 students — 10% of the overall number of students enrolled in special education in California — would benefit from the new pathway.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Advocates for students with disabilities hailed the idea, saying it’s long overdue. A high school diploma for students who’ve worked hard and met their academic goals opens doors to further schooling, more meaningful careers and other options for a fulfilling life.\u003c/p>\n\u003cp>“Creating a path for every learner to earn a high school diploma helps eliminate unnecessary barriers to employment and community inclusion, which is what we want for every young person,” said Kristin Wright, executive director of equity, prevention and intervention for the Sacramento County Office of Education and former head of special education for California. “To me, it’s another important step in acknowledging and honoring neurodiversity and creating greater equity in our system.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Currently, most students with significant cognitive disabilities earn a “certificate of completion” from high school, not a diploma, because \u003ca href=\"https://www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp\">they can’t meet the state graduation requirements\u003c/a>. Some of those requirements are attainable for students of all abilities, such as physical education and art, but few students with intellectual disabilities can overcome algebra and biology.\u003c/p>\n\u003cp>Compounding the challenges, some school districts have diploma requirements that surpass those of the state. \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/subject-requirement-a-g.html\">They mandate that all students complete the A-G coursework required to attend a public university in California\u003c/a>, which includes two years of a foreign language and three years of college-preparatory math — all but impossible for some students with cognitive disabilities.\u003c/p>\n\u003cp>The new pathway would take advantage of a provision under the federal Every Student Succeeds Act that allows students with significant cognitive disabilities to earn a diploma if they meet California’s alternative achievement standards, with support through their individualized education program, the educational road map created by teachers, therapists, parents and others involved in a student’s schooling.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Advocates have been fighting for this for at least a decade. Several other states offer similar options for students with cognitive disabilities, and California already offers alternative diploma pathways for certain groups of students, such as those whose education is disrupted due to being homeless, in foster care or being a migrant.\u003c/p>\n\u003cp>In 2020, the state budget set aside money for a work group to study the issue and come up with recommendations. \u003ca>The workgroup’s report\u003c/a>, published last fall, addresses the details, including transcripts and whether students can continue working toward their diploma after they turn 18 (they can).\u003c/p>\n\u003cp>The 2022 budget, passed in June, included $1 million in federal funds from the Individuals with Disabilities Education Act to bring the work group’s recommendations to reality. The new pathway could be implemented as soon as next year. Although it’s not required, the state is encouraging all districts to adopt it.\u003c/p>\n\u003cp>Sue Sawyer, president of the California Transition Alliance, a nonprofit that helps people with disabilities after they finish school, has been working on the issue since 2013. The primary reason for the new pathway, she said, is new research and understanding of what people with cognitive disabilities are capable of.\u003c/p>\n\u003cp>“Our expectations have changed. We now expect people to go to work,” Sawyer said. “It’s real simple: If you leave school without a diploma, it shuts doors. If you have a diploma, you have options. I’m excited about the future because even though we still have work to do, I think we’re on the right path.”\u003c/p>\n\u003cp>Joyce Clark, co-director of the Exceptional Family Resource Center in San Diego, said a pathway to a diploma won’t solve everything for students with disabilities, but it’s a crucial step toward further education, rewarding careers and higher incomes, which could lead to greater independence.\u003c/p>\u003c/div>",
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"content": "'Is a diploma just a piece of paper? Yes. But it's also connected to achievement. It's connected to access, to equity, to opportunity, to quality of life.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Her son Luke, who’s 33, would have benefited from a diploma, she said. Luke was exuberant when he graduated from high school with his class, but all he could bring home was a certificate of completion. He now works part-time at a grocery store, but she believes he’s capable of much more.\u003c/p>\n\u003cp>“Is a diploma just a piece of paper? Yes. But it’s also connected to achievement,” Clark said. “It’s connected to access, to equity, to opportunity, to quality of life.”\u003c/p>\n\u003cp>For Glynn’s son, Liam, who’s starting high school this fall, the diploma pathway could help him take more meaningful classes, such as music, and fewer special ed classes focused on “life skills,” such as cooking and cleaning. She’d like to see him eventually enroll in a community college and continue to study music, his passion, while preparing for a career that builds on his talents.\u003c/p>\n\u003cp>Glynn is hopeful, even if her son’s district adopts the new pathway too late for Liam to benefit.\u003c/p>\n\u003cp>“Right now, he’s being set up to be dependent for life. Instead of learning academics, he’s learning to fold pillowcases,” Glynn said. “But even if it’s too late for him, I care what happens to the next students. They all deserve options and opportunities.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Residents at Oakland’s largest encampment of unhoused people got a reprieve Tuesday after a federal judge granted a temporary restraining order, blocking a state agency from evicting them.\u003c/p>\n\u003cp>Caltrans had planned on Wednesday to remove many of the estimated 200 people who live at the sprawling Wood Street encampment, which stretches from north of 34th Street to 18th Street underneath the I-880 freeway, between Wood Street and the BNSF and Union Pacific railroad tracks in West Oakland.\u003c/p>\n\u003cp>The land is partially owned by Caltrans while the city of Oakland, BNSF and private owners control other parcels that residents currently occupy.[pullquote size=\"medium\" align=\"right\" citation=\"Sasha Huckaby, Wood Street encampment resident\"]‘Here, I help out with legal stuff, or with food stamps or help someone get Narcan. So many different things. It’s like I have a reason to continue.’[/pullquote]\u003c/p>\n\u003cp>In his order, District Judge William Orrick cited the tight timeline that Wood Street residents were given as grounds to issue the order without delay.\u003c/p>\n\u003cp>“Because of the abrupt timeline on which notice appears to have been given to the plaintiffs and the imminence of the closure, this temporary restraining order (TRO) will issue without notice,” he wrote.\u003c/p>\n\u003cp>Caltrans crews have been working since May 2021 to clean up parts of its land, according to Caltrans spokesperson Janis Mara. But \u003ca href=\"https://www.kron4.com/news/bay-area/caltrans-to-shut-down-sprawling-oakland-encampment-where-fire-started-monday/\">the agency announced July 15\u003c/a> that it would begin closing the rest of the encampment on July 20, with work expected to last until the first week of August.\u003c/p>\n\u003cp>Many people living at Wood Street said on Tuesday that there wasn’t adequate time to remove their belongings from the area, and that they planned to fight the eviction, restraining order or no.\u003c/p>\n\u003cfigure id=\"attachment_11919957\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11919957\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg\" alt=\"A woman works in a garden in an encampment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sasha Huckaby, 28, pulls weeds from a garden at the Wood Street encampment in West Oakland on Tuesday, July 19, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re planning on staying here,” said Sasha Huckaby, 28, who lives within the Wood Street encampment at one of the structures built by residents and a local nonprofit, \u003ca class=\"c-link\" href=\"https://www.mercurynews.com/2021/04/30/homeless-oaklanders-bring-hot-showers-medical-care-and-a-pizza-oven-to-their-encampment/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.mercurynews.com/2021/04/30/homeless-oaklanders-bring-hot-showers-medical-care-and-a-pizza-oven-to-their-encampment/\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">Cob on Wood\u003c/a>. The small cabins were built in late 2020 and early 2021 out of a mixture of earth, sand, straw and recycled materials. “We’re planning on refusing to go.”\u003c/p>\n\u003cp>Huckaby moved into Wood Street in 2016, when life at the encampment was a lot more chaotic, she said. But, as she began to build friendships with her neighbors, she found a larger purpose for her life.\u003c/p>\n\u003cp>“It made me get some sort of responsibility, compared to just being out there, just randomly doing what I want to do,” she said. “Here, I help out with legal stuff, or with food stamps or help someone get Narcan. So many different things. It’s like I have a reason to continue.”[aside postID=\"news_11906661,news_11894774\" label=\"Related Posts\"]She has no idea where she will go if Caltrans is successful in evicting her. It was a sentiment shared by many of the residents living at Wood Street. Caltrans officials said the agency has been coordinating with the city of Oakland and Alameda County to provide residents access to shelter beds, but many residents said they have never received offers for alternative shelter.\u003c/p>\n\u003cp>“They didn’t offer us anything at all,” said Jessica Huffman, 42.\u003c/p>\n\u003cp>Huffman lives on BNSF land near an unused railroad trestle. She lost the vehicle where she had been living for the past three years in a \u003ca href=\"https://oaklandside.org/2022/07/11/west-oakland-fire-spews-smoke-over-the-east-bay-wood-street/\" target=\"_blank\" rel=\"noopener noreferrer\">fire that broke out on July 11\u003c/a>.\u003c/p>\n\u003cp>Caltrans officials cited the fire as a reason to accelerate its plans to remove the residents and their belongings.\u003c/p>\n\u003cp>“The department is taking this action to address the increasingly serious safety risks to life, property and infrastructure at the encampment,” Caltrans officials said in the July 15 statement, “including from the fire [on July 11] that prompted the closure of the MacArthur Maze.”\u003c/p>\n\u003cfigure id=\"attachment_11919960\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11919960\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg\" alt=\"A sign says, 'Housing is a Human Right' at an encampment under a highway overpass.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Cob on Wood garden at the Wood Street encampment in West Oakland on Tuesday, July 19, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Tuesday, Caltrans crews were out, removing cars and other debris and placing notices on RVs, trailers, shipping containers and other structures, warning of imminent removal.\u003c/p>\n\u003cp>Tenant organizer Delphine Brody, who has been working with Wood Street residents for the past 18 months, said the timing was difficult for many residents — not only because of the abrupt notice given, but also because of surging COVID infections among camp residents and organizers.\u003c/p>\n\u003cp>“For Caltrans and the [California Highway Patrol] to choose this time is unthinkable,” Brody said. “We’re seeing what looks like the beginning of a surge now with the BA.5 subvariant, which seems to be affecting residents here as well. … We have residents who are falling ill with symptoms of COVID.”\u003c/p>\n\u003cp>Many of the residents said they had no idea where to go, but that it would likely be to disperse to other encampments on public land.\u003c/p>\n\u003cp>“They have to play whack-a-mole,” said Wood Street resident Theo Cedar Jones, 59. “They squeeze us out of one area, we squeeze into another.”\u003c/p>\n\u003cfigure id=\"attachment_11919959\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11919959\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg\" alt=\"A person stands in a container looking at pieces of metal.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramona Choyce, 44, sorts metal to sell at the Wood Street encampment in West Oakland on Tuesday, July 19, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The city of \u003ca href=\"https://www.gov.ca.gov/2022/02/24/governor-newsom-awards-50-million-to-local-communities-to-tackle-encampments/\">Oakland received $4.7 million\u003c/a> from the state’s Encampment Resolution Funding Program, specifically to clear its portion of the Wood Street encampment, said Karen Boyd, a spokesperson for the city. It’s already begun its cleanup of the land it owns at West Grand and 26th Street in preparation for a housing development for up to 100 formerly unhoused people.\u003c/p>\n\u003cp>“To move that project, the city must clear this street while continuing conversations with this community on the design of the program,” Boyd said in a statement.\u003c/p>\n\u003cp>But Wood Street resident Matthew Schatzinger, 45, isn’t optimistic he’ll be able to live in whatever new housing is being built.\u003c/p>\n\u003cp>“The consideration is not for the people that are here now,” Schatzinger said. “It’s for people in the future who might want housing. … And we are not those people. We’re being displaced for a solution that’s not for us.”[pullquote size=\"medium\" align=\"left\" citation=\"Matthew Schatzinger, Wood Street encampment resident\"]‘We’re being displaced for a solution that’s not for us.’[/pullquote]Outreach teams had reached out to at least a dozen people on Oakland’s portion of the site. Six accepted offers of shelter, Boyd said.\u003c/p>\n\u003cp>A hearing on the temporary restraining order is scheduled for Friday, July 22, at 10 a.m. The judge will decide whether to keep the order in place or allow Caltrans to move forward with its plans to remove residents from the site.\u003c/p>\n\u003cp>The order allows Caltrans to remove debris, as long as it’s not related to the planned closure of the encampment. Caltrans spokesperson Mara said crews will continue work there but the encampment closure will not move forward, for now.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Residents at Oakland’s largest encampment of unhoused people got a reprieve Tuesday after a federal judge granted a temporary restraining order, blocking a state agency from evicting them.\u003c/p>\n\u003cp>Caltrans had planned on Wednesday to remove many of the estimated 200 people who live at the sprawling Wood Street encampment, which stretches from north of 34th Street to 18th Street underneath the I-880 freeway, between Wood Street and the BNSF and Union Pacific railroad tracks in West Oakland.\u003c/p>\n\u003cp>The land is partially owned by Caltrans while the city of Oakland, BNSF and private owners control other parcels that residents currently occupy.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his order, District Judge William Orrick cited the tight timeline that Wood Street residents were given as grounds to issue the order without delay.\u003c/p>\n\u003cp>“Because of the abrupt timeline on which notice appears to have been given to the plaintiffs and the imminence of the closure, this temporary restraining order (TRO) will issue without notice,” he wrote.\u003c/p>\n\u003cp>Caltrans crews have been working since May 2021 to clean up parts of its land, according to Caltrans spokesperson Janis Mara. But \u003ca href=\"https://www.kron4.com/news/bay-area/caltrans-to-shut-down-sprawling-oakland-encampment-where-fire-started-monday/\">the agency announced July 15\u003c/a> that it would begin closing the rest of the encampment on July 20, with work expected to last until the first week of August.\u003c/p>\n\u003cp>Many people living at Wood Street said on Tuesday that there wasn’t adequate time to remove their belongings from the area, and that they planned to fight the eviction, restraining order or no.\u003c/p>\n\u003cfigure id=\"attachment_11919957\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11919957\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg\" alt=\"A woman works in a garden in an encampment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57334_015_KQED_WoodStreetEncampment_07192022-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sasha Huckaby, 28, pulls weeds from a garden at the Wood Street encampment in West Oakland on Tuesday, July 19, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re planning on staying here,” said Sasha Huckaby, 28, who lives within the Wood Street encampment at one of the structures built by residents and a local nonprofit, \u003ca class=\"c-link\" href=\"https://www.mercurynews.com/2021/04/30/homeless-oaklanders-bring-hot-showers-medical-care-and-a-pizza-oven-to-their-encampment/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.mercurynews.com/2021/04/30/homeless-oaklanders-bring-hot-showers-medical-care-and-a-pizza-oven-to-their-encampment/\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">Cob on Wood\u003c/a>. The small cabins were built in late 2020 and early 2021 out of a mixture of earth, sand, straw and recycled materials. “We’re planning on refusing to go.”\u003c/p>\n\u003cp>Huckaby moved into Wood Street in 2016, when life at the encampment was a lot more chaotic, she said. But, as she began to build friendships with her neighbors, she found a larger purpose for her life.\u003c/p>\n\u003cp>“It made me get some sort of responsibility, compared to just being out there, just randomly doing what I want to do,” she said. “Here, I help out with legal stuff, or with food stamps or help someone get Narcan. So many different things. It’s like I have a reason to continue.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>She has no idea where she will go if Caltrans is successful in evicting her. It was a sentiment shared by many of the residents living at Wood Street. Caltrans officials said the agency has been coordinating with the city of Oakland and Alameda County to provide residents access to shelter beds, but many residents said they have never received offers for alternative shelter.\u003c/p>\n\u003cp>“They didn’t offer us anything at all,” said Jessica Huffman, 42.\u003c/p>\n\u003cp>Huffman lives on BNSF land near an unused railroad trestle. She lost the vehicle where she had been living for the past three years in a \u003ca href=\"https://oaklandside.org/2022/07/11/west-oakland-fire-spews-smoke-over-the-east-bay-wood-street/\" target=\"_blank\" rel=\"noopener noreferrer\">fire that broke out on July 11\u003c/a>.\u003c/p>\n\u003cp>Caltrans officials cited the fire as a reason to accelerate its plans to remove the residents and their belongings.\u003c/p>\n\u003cp>“The department is taking this action to address the increasingly serious safety risks to life, property and infrastructure at the encampment,” Caltrans officials said in the July 15 statement, “including from the fire [on July 11] that prompted the closure of the MacArthur Maze.”\u003c/p>\n\u003cfigure id=\"attachment_11919960\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11919960\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg\" alt=\"A sign says, 'Housing is a Human Right' at an encampment under a highway overpass.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57341_027_KQED_WoodStreetEncampment_07192022-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Cob on Wood garden at the Wood Street encampment in West Oakland on Tuesday, July 19, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Tuesday, Caltrans crews were out, removing cars and other debris and placing notices on RVs, trailers, shipping containers and other structures, warning of imminent removal.\u003c/p>\n\u003cp>Tenant organizer Delphine Brody, who has been working with Wood Street residents for the past 18 months, said the timing was difficult for many residents — not only because of the abrupt notice given, but also because of surging COVID infections among camp residents and organizers.\u003c/p>\n\u003cp>“For Caltrans and the [California Highway Patrol] to choose this time is unthinkable,” Brody said. “We’re seeing what looks like the beginning of a surge now with the BA.5 subvariant, which seems to be affecting residents here as well. … We have residents who are falling ill with symptoms of COVID.”\u003c/p>\n\u003cp>Many of the residents said they had no idea where to go, but that it would likely be to disperse to other encampments on public land.\u003c/p>\n\u003cp>“They have to play whack-a-mole,” said Wood Street resident Theo Cedar Jones, 59. “They squeeze us out of one area, we squeeze into another.”\u003c/p>\n\u003cfigure id=\"attachment_11919959\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11919959\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg\" alt=\"A person stands in a container looking at pieces of metal.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/RS57337_023_KQED_WoodStreetEncampment_07192022-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramona Choyce, 44, sorts metal to sell at the Wood Street encampment in West Oakland on Tuesday, July 19, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The city of \u003ca href=\"https://www.gov.ca.gov/2022/02/24/governor-newsom-awards-50-million-to-local-communities-to-tackle-encampments/\">Oakland received $4.7 million\u003c/a> from the state’s Encampment Resolution Funding Program, specifically to clear its portion of the Wood Street encampment, said Karen Boyd, a spokesperson for the city. It’s already begun its cleanup of the land it owns at West Grand and 26th Street in preparation for a housing development for up to 100 formerly unhoused people.\u003c/p>\n\u003cp>“To move that project, the city must clear this street while continuing conversations with this community on the design of the program,” Boyd said in a statement.\u003c/p>\n\u003cp>But Wood Street resident Matthew Schatzinger, 45, isn’t optimistic he’ll be able to live in whatever new housing is being built.\u003c/p>\n\u003cp>“The consideration is not for the people that are here now,” Schatzinger said. “It’s for people in the future who might want housing. … And we are not those people. We’re being displaced for a solution that’s not for us.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Outreach teams had reached out to at least a dozen people on Oakland’s portion of the site. Six accepted offers of shelter, Boyd said.\u003c/p>\n\u003cp>A hearing on the temporary restraining order is scheduled for Friday, July 22, at 10 a.m. The judge will decide whether to keep the order in place or allow Caltrans to move forward with its plans to remove residents from the site.\u003c/p>\n\u003cp>The order allows Caltrans to remove debris, as long as it’s not related to the planned closure of the encampment. Caltrans spokesperson Mara said crews will continue work there but the encampment closure will not move forward, for now.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Elizabeth Madole, 8, is a regular at UCSF Benioff Children’s Hospital San Francisco. At least once a month, she and her family trek from Redding so she can get transfusions to treat a rare neuromuscular disorder.\u003c/p>\n\u003cp>It can be a painful, difficult time. But amid the IV tubes and machines, there is one bright spot: Miss Erika.\u003c/p>\n\u003cp>“We read ‘Narwhal and Jelly’ books. We do art. I like doing math, too,” Elizabeth said. “She’s just a fun teacher. … What I like best is that she loves me.”\u003c/p>\n\u003cp>Miss Erika — also known as Erika Shue — teaches in one of California’s most unusual public schools: the \u003ca href=\"https://www.ucsfbenioffchildrens.org/services/school-program\">Marie Wattis School\u003c/a>, a TK-12 school that exists within the walls of UCSF.\u003c/p>\n\u003cp>With an enrollment of about 80 students, the Wattis School serves children from throughout California and beyond who are grappling with serious health conditions such as cancer, spina bifida or cystic fibrosis — but who also want a “normal” school experience. Students learn geometry and history, do poetry slams and celebrate graduations, and even have a prom.\u003c/p>\n\u003cp>In a world where almost nothing resembles a normal childhood, the Wattis School provides structure, a connection to peers both in and out of the hospital and, perhaps most important, hope.\u003c/p>\n\u003cp>“The message that students get is, school is important, we think you’re going to get better, your life will go on and you \u003cem>will\u003c/em> need to learn algebra,” said Julie Pollman, the school’s head teacher and one of its founders. “In that way, school becomes part of the healing process.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many large children’s hospitals offer education services, but UCSF’s, founded in 1992, was among the first and has served as a model for other in-patient facilities. It’s unique in that it’s part of San Francisco Unified. Of the school’s 11 teachers, four work for the district and seven are funded by private donors.\u003c/p>\n\u003cp>As medical technology improves and more children are surviving conditions that once might have been fatal, more children’s hospitals are offering or expanding education services — an effort to make children’s transitions back to regular school as seamless as possible.\u003c/p>\n\u003cp>But there’s a broad range of what hospitals offer. Some children’s hospitals, like UCSF, are affiliated with school districts. They have classrooms, 1-to-1 bedside instruction, visits from science museums, room for siblings and close contact with the children’s regular teachers. Others have more informal arrangements, such as tutors who help with homework assigned by the regular school. And some, especially those that are underfunded or in remote locations, offer little or no education for their patients.\u003c/p>\n\u003cfigure id=\"attachment_11918887\" class=\"wp-caption alignright\" style=\"max-width: 476px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918887\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/IMG_4393-3.jpg\" alt=\"Student shows artwork published in UCSF magazine.\" width=\"476\" height=\"491\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/IMG_4393-3.jpg 476w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/IMG_4393-3-160x165.jpg 160w\" sizes=\"(max-width: 476px) 100vw, 476px\">\u003cfigcaption class=\"wp-caption-text\">Elizabeth Madole, 8, shows her artwork that was published in a UCSF magazine. \u003ccite>(Courtesy of Stephanie Madole)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://www.healassociation.org/\">Hospital Educator and Academic Liaison (HEAL) Association\u003c/a>, a nonprofit organization representing hospital-based teachers, is advocating for more hospitals to invest in school services for children, and for credential programs to train teachers in the special art of educating children with serious health conditions.\u003c/p>\n\u003cp>And it is an art. Only about 35% of the children at UCSF have individualized education plans or 504s, meaning that they’re enrolled in special education, but they might tire easily, or become frustrated or depressed, or just have off days. A good teacher knows when to push the child and when to put the textbook down for a while.\u003c/p>\n\u003cp>Teachers at the Wattis School study children’s medical charts and talk to doctors and families, making an effort to understand what specific challenges a child might be facing on a particular day.\u003c/p>\n\u003cp>“Our teachers are part surrogate parent, chaplain, confidant. They know how to be good listeners, how to read body language and take the long view,” Pollman said. “You never know what kind of day your student is having, what news they just received. It might be time to celebrate, or it might be time to exert some sensitivity and put the algebra away for now.”\u003c/p>\n\u003cp>In some cases, schoolwork and time with teachers might actually help children recover, said Jodi Krause, a board member of the association and brain injury educational coordinator at Children’s Hospital Colorado. With brain injuries, for example, academic challenges and 1-on-1 time with teachers can play a role in rehabilitation. And the social benefits of school can improve a child’s mental health overall, leading to easier hospital stays.\u003c/p>\n\u003cp>“A kid’s job is to be in school,” Krause said. “And we haven’t done our job if we haven’t prepared them for how they’re going to be spending their time after they’re discharged.”\u003c/p>\n\u003cp>[aside label='Related Stories' tag='education']Schools within hospitals have another benefit: They reduce absenteeism. Students who are learning even when they can’t physically attend their regular school have higher attendance rates overall and do better academically in the long run, Krause said.\u003c/p>\n\u003cp>At UCSF, students can be enrolled for just a few days for one-time procedures or, if they have chronic conditions, for years. Some even graduate from the Wattis School and go on to college. They come from throughout California and overseas, drawn to the hospital’s cutting-edge trials and research.\u003c/p>\n\u003cp>Elizabeth, who’ll start third grade this fall, has been a regular visitor to UCSF for years. Diagnosed with a neuromuscular disease called generalized myasthenia gravis as well as an autoimmune inflammatory disorder, Elizabeth visits UCSF at least once a month for infusions of antibodies and other treatments.\u003c/p>\n\u003cp>Her mother, Stephanie Madole, said that Elizabeth loves her teacher so much she actually looks forward to the long drive from Redding and the days hooked to IV drips.\u003c/p>\n\u003cp>“The school is phenomenal,” Madole said. “It allows her not just to continue her education, but it gives her a sense that the hospital is a home away from home. The teachers care so deeply about the kids. … I don’t have the words to describe the positive impact it’s had on Elizabeth.”\u003c/p>\n\u003cp>Thanks to the attention she gets from Shue, Elizabeth is even a little ahead of her peers at her regular school. For children who are in and out of hospitals, that’s not usually the case. Shue allows Elizabeth’s younger sister, Charlotte, as well as Gracie, one of Elizabeth’s friends from home, to join in the lessons virtually.\u003c/p>\n\u003cp>“The gratitude we feel is immense,” Madole said. “Elizabeth truly feels loved.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Elizabeth Madole, 8, is a regular at UCSF Benioff Children’s Hospital San Francisco. At least once a month, she and her family trek from Redding so she can get transfusions to treat a rare neuromuscular disorder.\u003c/p>\n\u003cp>It can be a painful, difficult time. But amid the IV tubes and machines, there is one bright spot: Miss Erika.\u003c/p>\n\u003cp>“We read ‘Narwhal and Jelly’ books. We do art. I like doing math, too,” Elizabeth said. “She’s just a fun teacher. … What I like best is that she loves me.”\u003c/p>\n\u003cp>Miss Erika — also known as Erika Shue — teaches in one of California’s most unusual public schools: the \u003ca href=\"https://www.ucsfbenioffchildrens.org/services/school-program\">Marie Wattis School\u003c/a>, a TK-12 school that exists within the walls of UCSF.\u003c/p>\n\u003cp>With an enrollment of about 80 students, the Wattis School serves children from throughout California and beyond who are grappling with serious health conditions such as cancer, spina bifida or cystic fibrosis — but who also want a “normal” school experience. Students learn geometry and history, do poetry slams and celebrate graduations, and even have a prom.\u003c/p>\n\u003cp>In a world where almost nothing resembles a normal childhood, the Wattis School provides structure, a connection to peers both in and out of the hospital and, perhaps most important, hope.\u003c/p>\n\u003cp>“The message that students get is, school is important, we think you’re going to get better, your life will go on and you \u003cem>will\u003c/em> need to learn algebra,” said Julie Pollman, the school’s head teacher and one of its founders. “In that way, school becomes part of the healing process.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many large children’s hospitals offer education services, but UCSF’s, founded in 1992, was among the first and has served as a model for other in-patient facilities. It’s unique in that it’s part of San Francisco Unified. Of the school’s 11 teachers, four work for the district and seven are funded by private donors.\u003c/p>\n\u003cp>As medical technology improves and more children are surviving conditions that once might have been fatal, more children’s hospitals are offering or expanding education services — an effort to make children’s transitions back to regular school as seamless as possible.\u003c/p>\n\u003cp>But there’s a broad range of what hospitals offer. Some children’s hospitals, like UCSF, are affiliated with school districts. They have classrooms, 1-to-1 bedside instruction, visits from science museums, room for siblings and close contact with the children’s regular teachers. Others have more informal arrangements, such as tutors who help with homework assigned by the regular school. And some, especially those that are underfunded or in remote locations, offer little or no education for their patients.\u003c/p>\n\u003cfigure id=\"attachment_11918887\" class=\"wp-caption alignright\" style=\"max-width: 476px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918887\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/IMG_4393-3.jpg\" alt=\"Student shows artwork published in UCSF magazine.\" width=\"476\" height=\"491\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/IMG_4393-3.jpg 476w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/07/IMG_4393-3-160x165.jpg 160w\" sizes=\"(max-width: 476px) 100vw, 476px\">\u003cfigcaption class=\"wp-caption-text\">Elizabeth Madole, 8, shows her artwork that was published in a UCSF magazine. \u003ccite>(Courtesy of Stephanie Madole)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://www.healassociation.org/\">Hospital Educator and Academic Liaison (HEAL) Association\u003c/a>, a nonprofit organization representing hospital-based teachers, is advocating for more hospitals to invest in school services for children, and for credential programs to train teachers in the special art of educating children with serious health conditions.\u003c/p>\n\u003cp>And it is an art. Only about 35% of the children at UCSF have individualized education plans or 504s, meaning that they’re enrolled in special education, but they might tire easily, or become frustrated or depressed, or just have off days. A good teacher knows when to push the child and when to put the textbook down for a while.\u003c/p>\n\u003cp>Teachers at the Wattis School study children’s medical charts and talk to doctors and families, making an effort to understand what specific challenges a child might be facing on a particular day.\u003c/p>\n\u003cp>“Our teachers are part surrogate parent, chaplain, confidant. They know how to be good listeners, how to read body language and take the long view,” Pollman said. “You never know what kind of day your student is having, what news they just received. It might be time to celebrate, or it might be time to exert some sensitivity and put the algebra away for now.”\u003c/p>\n\u003cp>In some cases, schoolwork and time with teachers might actually help children recover, said Jodi Krause, a board member of the association and brain injury educational coordinator at Children’s Hospital Colorado. With brain injuries, for example, academic challenges and 1-on-1 time with teachers can play a role in rehabilitation. And the social benefits of school can improve a child’s mental health overall, leading to easier hospital stays.\u003c/p>\n\u003cp>“A kid’s job is to be in school,” Krause said. “And we haven’t done our job if we haven’t prepared them for how they’re going to be spending their time after they’re discharged.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schools within hospitals have another benefit: They reduce absenteeism. Students who are learning even when they can’t physically attend their regular school have higher attendance rates overall and do better academically in the long run, Krause said.\u003c/p>\n\u003cp>At UCSF, students can be enrolled for just a few days for one-time procedures or, if they have chronic conditions, for years. Some even graduate from the Wattis School and go on to college. They come from throughout California and overseas, drawn to the hospital’s cutting-edge trials and research.\u003c/p>\n\u003cp>Elizabeth, who’ll start third grade this fall, has been a regular visitor to UCSF for years. Diagnosed with a neuromuscular disease called generalized myasthenia gravis as well as an autoimmune inflammatory disorder, Elizabeth visits UCSF at least once a month for infusions of antibodies and other treatments.\u003c/p>\n\u003cp>Her mother, Stephanie Madole, said that Elizabeth loves her teacher so much she actually looks forward to the long drive from Redding and the days hooked to IV drips.\u003c/p>\n\u003cp>“The school is phenomenal,” Madole said. “It allows her not just to continue her education, but it gives her a sense that the hospital is a home away from home. The teachers care so deeply about the kids. … I don’t have the words to describe the positive impact it’s had on Elizabeth.”\u003c/p>\n\u003cp>Thanks to the attention she gets from Shue, Elizabeth is even a little ahead of her peers at her regular school. For children who are in and out of hospitals, that’s not usually the case. Shue allows Elizabeth’s younger sister, Charlotte, as well as Gracie, one of Elizabeth’s friends from home, to join in the lessons virtually.\u003c/p>\n\u003cp>“The gratitude we feel is immense,” Madole said. “Elizabeth truly feels loved.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>[dropcap]I[/dropcap]nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.[pullquote size='medium' align='left' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on.’[/pullquote]“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.[aside label=\"More Education Stories\" tag=\"education\"]The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”[pullquote size='medium' align='right' citation=\"Stefon Dent, achievement coordinator, Oakland Natives Give Back\"]‘Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school.’[/pullquote]Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”[pullquote size='medium' align='right' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘This program has actually helped me with getting to work on time. I get to clients on time.’[/pullquote]At the end of the year, when Owens learned one of her teachers had flunked her, she immediately signed up for adult school to take the class again.\u003c/p>\n\u003cp>“It took me a while, but I built myself up. I listen to gospel music and I listen to old school music, ‘Good Morning Beautiful.’ And then that type of music gives me some motivation into myself: ‘OK, Nya, you got this. You’re pretty. You’re beautiful.’ I tell myself that every day, every morning, every time I wake up, every time I go to sleep and wake back up.”\u003c/p>\n\u003cp>Owens didn’t graduate with her class at McClymonds in May. But she redid the course online and graduated with an adult school class this month.\u003c/p>\n\u003cp>She says the accountability lessons from her internship at McClymonds are grounding her for her next steps.\u003c/p>\n\u003cp>“This program has actually helped me with getting to work on time,” she says. “I get to clients on time. I used to be at least 10 to 15 minutes behind. Now, I leave early. If you’re not going to be on time, you’re just not going to be knowing what’s going on.”\u003c/p>\n\u003cp>Owens’ graduation, albeit slightly delayed, meant that all 10 of the McClymonds seniors who were part of the Oakland Natives Give Back pilot project got their diplomas.\u003c/p>\n\u003cp>The organization is hoping to expand to seven other Oakland high schools this fall to reach as many as 100 students in the coming academic year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">I\u003c/span>\u003c/p>\u003cp>nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.\u003c/p>\u003c/div>",
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"content": "‘COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At the end of the year, when Owens learned one of her teachers had flunked her, she immediately signed up for adult school to take the class again.\u003c/p>\n\u003cp>“It took me a while, but I built myself up. I listen to gospel music and I listen to old school music, ‘Good Morning Beautiful.’ And then that type of music gives me some motivation into myself: ‘OK, Nya, you got this. You’re pretty. You’re beautiful.’ I tell myself that every day, every morning, every time I wake up, every time I go to sleep and wake back up.”\u003c/p>\n\u003cp>Owens didn’t graduate with her class at McClymonds in May. But she redid the course online and graduated with an adult school class this month.\u003c/p>\n\u003cp>She says the accountability lessons from her internship at McClymonds are grounding her for her next steps.\u003c/p>\n\u003cp>“This program has actually helped me with getting to work on time,” she says. “I get to clients on time. I used to be at least 10 to 15 minutes behind. Now, I leave early. If you’re not going to be on time, you’re just not going to be knowing what’s going on.”\u003c/p>\n\u003cp>Owens’ graduation, albeit slightly delayed, meant that all 10 of the McClymonds seniors who were part of the Oakland Natives Give Back pilot project got their diplomas.\u003c/p>\n\u003cp>The organization is hoping to expand to seven other Oakland high schools this fall to reach as many as 100 students in the coming academic year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "California Launched a $3 Billion Community Schools Grant Program, Some Say More Funds Needed to Meet Demand",
"title": "California Launched a $3 Billion Community Schools Grant Program, Some Say More Funds Needed to Meet Demand",
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"content": "\u003cp>For a Helms Middle School boy and his father, moving from a homeless shelter to their own apartment in the East Bay city of San Pablo turned the boy’s life around. It’s a transformation that wouldn’t have happened without the school’s community school staff, who saw a problem and came up with a way to fix it.\u003c/p>\n\u003cp>In this case, staff was able to tap into fundraising money to help this family come up with rent money. And while it’s not a situation they face every day, solving a student’s problem through local partnerships is what being a community school is all about.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Joyce Synnott, community schools director, Helms Middle School\"]'Kids really don't just come to school to learn, they come to school to grow, and they can't learn if their basic needs aren't met.'[/pullquote]\u003c/p>\n\u003cp>“I could see how happy he was, we were so connected with him,” said Principal Jessica Petrilli. “Every day I was amazed at how well he was doing.”\u003c/p>\n\u003cp>In addition to housing assistance, community schools like Helms typically provide health screenings, family support, counseling and other services to families while acting as community hubs. The concept has been steadily growing in California for decades, and now that the state has launched a $3 billion community schools grant program through 2028, hundreds more schools in lower-income areas will begin the transition. Existing community schools also will be able to either expand their services, or keep them going if their district makes budget cuts.\u003c/p>\n\u003cp>“Kids really don’t just come to school to learn, they come to school to grow, and they can’t learn if their basic needs aren’t met,” said Joyce Synnott, community schools director for Helms. “School is a place of contact for families, they drop off and pick up their kids, so it’s an access point and a hub for the community.”\u003c/p>\n\u003cp>The State Board of Education last month approved the first round of planning and implementation grants through the California Community Schools Partnership program, totaling $635 million for 265 school districts, county offices of education and charter schools.\u003c/p>\n\u003cp>Of the 265, 192 will receive $200,000 two-year planning grants in the first round. The other 73 districts, with at least some existing community schools, will receive implementation grants covering 444 schools.\u003c/p>\n\u003cp>Though the program is only in its first year and has yet to use up all of its seed money, Gov. Gavin Newsom and state education leaders are saying funding is needed in order to meet the demand.\u003c/p>\n\u003cp>The state budgeted $400 million for the first round of implementation grants, and received requests totaling about $749 million, according to a State Board of Education report for its May 18 meeting. Additionally, many schools that would have been eligible for planning grants this round didn’t apply.\u003c/p>\n\u003cp>Newsom pitched adding another $1.5 billion to the program in his revised 2022-23 budget proposal, but the Legislature seeks to cut it along with some of Newsom’s other proposals in order to add $4.5 billion to the Local Control Funding Formula.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Linda Darling-Hammond, president, California State Board of Education\"]'We're quite confident that this money will be needed, and will be needed soon. We need to have it allocated at a moment that allows us to spend it over the coming year, and year after, as the additional implementation grants come online and new planning grants get issued.'[/pullquote]Newsom and the Legislature have until June 15 to pass the budget.\u003c/p>\n\u003cp>“We’re quite confident that this money will be needed, and will be needed soon,” State Board of Education President Linda Darling-Hammond said at a news conference earlier in the month. “We need to have it allocated at a moment that allows us to spend it over the coming year, and year after, as the additional implementation grants come online and new planning grants get issued.”\u003c/p>\n\u003cp>While education experts say the idea of community schools first emerged in the early 1900s, the concept as it is known today began to gain traction in the 1990s with New York City’s Beacon programs. The programs, which remain active today, bring activities and services to public school buildings in New York City, ranging from after-school programs for children to life skills classes for adults. The programs were developed as a community-driven effort to reduce crime, which was at an all-time high in the '80s and early '90s.\u003c/p>\n\u003cp>San Francisco was the first California city to start a Beacon program of its own in 1996. Oakland Unified started its community schools program in 2011 with the intent of becoming the first district in the nation in which every school is a community school.\u003c/p>\n\u003cp>Oakland Unified will receive $66 million to expand and supplement its community school network to 53 of the district’s 81 schools.\u003c/p>\n\u003cp>Los Angeles Unified launched an initiative in 2019 to convert 30 schools into community schools, with full-time coordinators and health services as part of its agreement with the teachers union to end a strike.\u003c/p>\n\u003cp>West Contra Costa Unified, which serves Richmond, El Cerrito, San Pablo and surrounding cities, started adopting the community schools model in 2007, and ramped up efforts around 2015. Now the district has 22 community schools of its 52 schools. It was awarded around $30 million through the Community Schools Partnership Program to continue its services.[aside label=\"More Education Stories\" tag=\"education\"]The city of San Pablo, where several West Contra Costa schools are located, launched its own initiative in 2011 to turn its six schools into community schools. City officials in 2013 chose to build a new community center directly adjacent to the school.\u003c/p>\n\u003cp>In addition to the basic-needs services, the existing community schools in West Contra Costa Unified host programs, adult classes and tutoring in the evenings and on the weekends, said William McGee, the district’s director of the Office of African American Student Achievement.\u003c/p>\n\u003cp>For those in the process of becoming community schools, the top priority for the grant funds is to hire a school community coordinator. That person acts as the school’s liaison between organizations and state and county organizations.\u003c/p>\n\u003cp>Another rule of the grant is that schools must establish all four community school “pillars”: integrating services, including trauma-informed health services; expanding learning time; sharing decision-making among educators and administrators; and engaging families and the community.\u003c/p>\n\u003cp>The state board added additional commitments: a willingness to share power, the use of “restorative practices rather than punitive, exclusionary discipline,” and an appreciation of a community’s culture, heritage and strengths.\u003c/p>\n\u003cp>Helms has a partnership with nonprofit counseling service Bay Area Community Resources to station full-time therapists, social workers and mentors on the campus, which staff refer to as a “care team.” They do mediations and home visits, and will go out looking for truant students, Synnott said. The school also makes someone from the care team available daily in case a student is in crisis.\u003c/p>\n\u003cp>Helms, along with the other West Contra Costa community schools, collects referrals from teachers and school staff who believe a child is in need of services, which go to the care team to coordinate a solution. Students and their parents also can submit referrals for themselves, McGee said, but it's up to them whether they want to accept the services they are offered. If a child is referred to the care team because they are \"acting out,\" McGee said the goal is to avoid having to suspend the student.[pullquote size='medium' align='left' citation=\"Jessica Petrilli, principal, Helms Middle School\"]'A community school is the dream.'[/pullquote]They’ll also look for trends to see whether changes need to be made, Synnott said.\u003c/p>\n\u003cp>This year, the school had a high number of students who had anxiety returning to school, and who were grieving loved ones who recently died, she said, so the care team held support groups for students who shared experiences.\u003c/p>\n\u003cp>Since Helms had already been a community school for years prior to the pandemic, the school was well-equipped to serve families who fell on hard times, Synnott said.\u003c/p>\n\u003cp>The care team continued to meet and come up with plans for students who were struggling, and the school already had established partnerships with organizations and agencies. Families also trusted the teachers and school staff they already knew, and felt comfortable reaching out for services, she said.\u003c/p>\n\u003cp>“A community school is the dream,” Petrilli said. “Because to work at schools like Helms, like so many others that serve high-needs populations, you already have an attitude that I have to do whatever it takes.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For a Helms Middle School boy and his father, moving from a homeless shelter to their own apartment in the East Bay city of San Pablo turned the boy’s life around. It’s a transformation that wouldn’t have happened without the school’s community school staff, who saw a problem and came up with a way to fix it.\u003c/p>\n\u003cp>In this case, staff was able to tap into fundraising money to help this family come up with rent money. And while it’s not a situation they face every day, solving a student’s problem through local partnerships is what being a community school is all about.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I could see how happy he was, we were so connected with him,” said Principal Jessica Petrilli. “Every day I was amazed at how well he was doing.”\u003c/p>\n\u003cp>In addition to housing assistance, community schools like Helms typically provide health screenings, family support, counseling and other services to families while acting as community hubs. The concept has been steadily growing in California for decades, and now that the state has launched a $3 billion community schools grant program through 2028, hundreds more schools in lower-income areas will begin the transition. Existing community schools also will be able to either expand their services, or keep them going if their district makes budget cuts.\u003c/p>\n\u003cp>“Kids really don’t just come to school to learn, they come to school to grow, and they can’t learn if their basic needs aren’t met,” said Joyce Synnott, community schools director for Helms. “School is a place of contact for families, they drop off and pick up their kids, so it’s an access point and a hub for the community.”\u003c/p>\n\u003cp>The State Board of Education last month approved the first round of planning and implementation grants through the California Community Schools Partnership program, totaling $635 million for 265 school districts, county offices of education and charter schools.\u003c/p>\n\u003cp>Of the 265, 192 will receive $200,000 two-year planning grants in the first round. The other 73 districts, with at least some existing community schools, will receive implementation grants covering 444 schools.\u003c/p>\n\u003cp>Though the program is only in its first year and has yet to use up all of its seed money, Gov. Gavin Newsom and state education leaders are saying funding is needed in order to meet the demand.\u003c/p>\n\u003cp>The state budgeted $400 million for the first round of implementation grants, and received requests totaling about $749 million, according to a State Board of Education report for its May 18 meeting. Additionally, many schools that would have been eligible for planning grants this round didn’t apply.\u003c/p>\n\u003cp>Newsom pitched adding another $1.5 billion to the program in his revised 2022-23 budget proposal, but the Legislature seeks to cut it along with some of Newsom’s other proposals in order to add $4.5 billion to the Local Control Funding Formula.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'We're quite confident that this money will be needed, and will be needed soon. We need to have it allocated at a moment that allows us to spend it over the coming year, and year after, as the additional implementation grants come online and new planning grants get issued.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Newsom and the Legislature have until June 15 to pass the budget.\u003c/p>\n\u003cp>“We’re quite confident that this money will be needed, and will be needed soon,” State Board of Education President Linda Darling-Hammond said at a news conference earlier in the month. “We need to have it allocated at a moment that allows us to spend it over the coming year, and year after, as the additional implementation grants come online and new planning grants get issued.”\u003c/p>\n\u003cp>While education experts say the idea of community schools first emerged in the early 1900s, the concept as it is known today began to gain traction in the 1990s with New York City’s Beacon programs. The programs, which remain active today, bring activities and services to public school buildings in New York City, ranging from after-school programs for children to life skills classes for adults. The programs were developed as a community-driven effort to reduce crime, which was at an all-time high in the '80s and early '90s.\u003c/p>\n\u003cp>San Francisco was the first California city to start a Beacon program of its own in 1996. Oakland Unified started its community schools program in 2011 with the intent of becoming the first district in the nation in which every school is a community school.\u003c/p>\n\u003cp>Oakland Unified will receive $66 million to expand and supplement its community school network to 53 of the district’s 81 schools.\u003c/p>\n\u003cp>Los Angeles Unified launched an initiative in 2019 to convert 30 schools into community schools, with full-time coordinators and health services as part of its agreement with the teachers union to end a strike.\u003c/p>\n\u003cp>West Contra Costa Unified, which serves Richmond, El Cerrito, San Pablo and surrounding cities, started adopting the community schools model in 2007, and ramped up efforts around 2015. Now the district has 22 community schools of its 52 schools. It was awarded around $30 million through the Community Schools Partnership Program to continue its services.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The city of San Pablo, where several West Contra Costa schools are located, launched its own initiative in 2011 to turn its six schools into community schools. City officials in 2013 chose to build a new community center directly adjacent to the school.\u003c/p>\n\u003cp>In addition to the basic-needs services, the existing community schools in West Contra Costa Unified host programs, adult classes and tutoring in the evenings and on the weekends, said William McGee, the district’s director of the Office of African American Student Achievement.\u003c/p>\n\u003cp>For those in the process of becoming community schools, the top priority for the grant funds is to hire a school community coordinator. That person acts as the school’s liaison between organizations and state and county organizations.\u003c/p>\n\u003cp>Another rule of the grant is that schools must establish all four community school “pillars”: integrating services, including trauma-informed health services; expanding learning time; sharing decision-making among educators and administrators; and engaging families and the community.\u003c/p>\n\u003cp>The state board added additional commitments: a willingness to share power, the use of “restorative practices rather than punitive, exclusionary discipline,” and an appreciation of a community’s culture, heritage and strengths.\u003c/p>\n\u003cp>Helms has a partnership with nonprofit counseling service Bay Area Community Resources to station full-time therapists, social workers and mentors on the campus, which staff refer to as a “care team.” They do mediations and home visits, and will go out looking for truant students, Synnott said. The school also makes someone from the care team available daily in case a student is in crisis.\u003c/p>\n\u003cp>Helms, along with the other West Contra Costa community schools, collects referrals from teachers and school staff who believe a child is in need of services, which go to the care team to coordinate a solution. Students and their parents also can submit referrals for themselves, McGee said, but it's up to them whether they want to accept the services they are offered. If a child is referred to the care team because they are \"acting out,\" McGee said the goal is to avoid having to suspend the student.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>They’ll also look for trends to see whether changes need to be made, Synnott said.\u003c/p>\n\u003cp>This year, the school had a high number of students who had anxiety returning to school, and who were grieving loved ones who recently died, she said, so the care team held support groups for students who shared experiences.\u003c/p>\n\u003cp>Since Helms had already been a community school for years prior to the pandemic, the school was well-equipped to serve families who fell on hard times, Synnott said.\u003c/p>\n\u003cp>The care team continued to meet and come up with plans for students who were struggling, and the school already had established partnerships with organizations and agencies. Families also trusted the teachers and school staff they already knew, and felt comfortable reaching out for services, she said.\u003c/p>\n\u003cp>“A community school is the dream,” Petrilli said. “Because to work at schools like Helms, like so many others that serve high-needs populations, you already have an attitude that I have to do whatever it takes.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Oakland Activists Say They'll Continue to Occupy Elementary School Until District Reopens it",
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"content": "\u003cp>\u003cstrong>Update, 1 p.m. June 10: \u003c/strong>Activists and parents who have occupied an East Oakland elementary school for the last two weeks say they intend to stay there until the district agrees to either reopen the school or hand over control of the building to the community.\u003c/p>\n\u003cp>Parker Elementary School families and supporters took their fight to Wednesday’s school board meeting, making the case that the district’s move to shutter the school will hurt its students.\u003c/p>\n\u003cp>Azlinah Tambu, the parent of a Parker student, told board members that the district has reassigned Parker students to other schools that are located too far away from their homes.\u003c/p>\n\u003cp>“Most of our children walk to the school because they live all through these apartments, and now they’ll have to walk from 79th and MacArthur all the way to 98th and Plymouth,” she said. “These are gang-infested areas. There’s human trafficking going on out here. There’s shootings every day. Those are the real safety hazards that we’re talking here.”\u003c/p>\n\u003cp>Oakland Education Association President Keith Brown this week said his union is in full support of the occupation — despite complaints from some activists that union leadership could be doing more to show up and help at the site.\u003c/p>\n\u003cp>Parents, Brown said, are rightfully frustrated they’re not getting a clear response from the district.\u003c/p>\n\u003cp>“If [the district] would have made the decision to authentically engage with families such as the families of Parker, they would not be forced to take the action that they’re taking now,” he said.\u003c/p>\n\u003cp>Meanwhile, California’s Labor Commissioner’s Office is reviewing claims made by the union that the district violated an agreement promising to involve community members in its decisions to close schools. Those hearings resume Aug. 9.\u003c/p>\n\u003cp>\u003cstrong>Original post, May 28:\u003c/strong>\u003cbr>\nParker Elementary in East Oakland was officially closed by the district on May 25, at the end of the school year, but families and activists have been sleeping in the auditorium since Thursday in an effort to reclaim the building for their own with a plan to begin a community school.\u003c/p>\n\u003cp>The activists say they will stay until the school board agrees to reverse its closure decision and fully fund Parker Community School, or give the community control of the building.\u003c/p>\n\u003cp>“Parents are liberating the school and want to keep it open and turn it into a real community resource to make sure it stays in the hands of the community,” said Timothy Killings, a caseworker at Westlake Middle School. He said GED classes, chess club and farm-to-table classes would be offered, with a celebration event planned for this weekend. [pullquote size=\"medium\" align=\"right\" citation=\"Rochelle Jenkins, mother of two Parker Elementary students\"]‘The system is faulty … When we see a faulty system and it’s impacting our children and their education, we have to stand up and correct it.’[/pullquote]\u003c/p>\n\u003cp>The current school-reclaiming comes after \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\" target=\"_blank\" rel=\"noopener noreferrer\">multiple attempts\u003c/a> by those opposing school closures to get the district to reverse course, including repeated protests at school board meetings, a\u003ca href=\"https://oaklandside.org/2022/02/18/oakland-educators-poised-to-end-hunger-strike-over-school-closures/\" target=\"_blank\" rel=\"noopener noreferrer\"> hunger strike\u003c/a> led by two teachers, and a one-day district-wide \u003ca href=\"https://www.kqed.org/news/11912597/oakland-teachers-strike-in-1-day-action-over-districts-plan-to-close-schools\" target=\"_blank\" rel=\"noopener noreferrer\">teachers’ strike\u003c/a> last month.\u003c/p>\n\u003cp>“If you don’t want to keep the doors open, then us, the people of the community, we want to keep the doors open,” said Rochelle Jenkins, mother of two daughters, age 12 and 6, who just finished at Parker. “When we see a faulty system and it’s impacting our children and their education, we have to stand up and correct it.”\u003c/p>\n\u003cfigure id=\"attachment_11915400\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11915400 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/IMG_7887-800x600.jpg\" alt=\"A mother poses with her children outside of Parker Elementary school. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rochelle Jenkins (right); her son Jayvien Bolden, 15, a graduate of Parker; her daughter Zariah, 12; and another Parker student pose outside the school, May 26, 2022. \u003ccite>(Julia McEvoy/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two dozen women and children have slept inside the school the past few evenings, while others slept outside in tents to ensure the safety of those inside, Killings said.\u003c/p>\n\u003cp>“We have people inside and there’s also people watching the outside,” he said. “There’s going to be a lot of supportive people outside just making sure when the police come, everybody’s safe.”\u003c/p>\n\u003cp>On Thursday, the school district sent its chief governance officer, Josh R. Daniels, to hand-deliver a letter to those camping inside the school. It said they were there illegally and trespassing.\u003c/p>\n\u003cp>One of those sleeping inside the school is Misty Cross, co-founder of West Oakland activist group \u003ca href=\"https://moms4housing.org/\">Moms 4 Housing\u003c/a>. Cross refused to receive the letter; her fellow occupiers received it and opened it.\u003c/p>\n\u003cp>“What Josh just told us is that what the district is not going to do is send force in because now they know that women and children are on site. We hear him, but we’re not going to trust that,” she said.\u003c/p>\n\u003cp>In a statement, the district said it recognized some are upset about the closure of Parker but the vast majority of students and staff at Parker have accepted placement at other schools. It asked those sleeping and setting up classes inside the school to “choose a different means of protest — one that doesn’t disrupt the normal year end procedures of staff and the need to close out the year.”\u003c/p>\n\u003cp>Killings and others have pointed out the irony of the district closing community schools at a time when the \u003ca href=\"https://edsource.org/updates/state-board-of-education-approves-635-million-in-community-school-grants\" target=\"_blank\" rel=\"noopener noreferrer\">state is heavily investing in them\u003c/a>. In the state’s first round of grants to districts, last month, Oakland Unified received the largest grant in the funding cycle, with $66.7 million. Some of the schools on the district’s closure list for next year are district-designated community schools.\u003c/p>\n\u003cp>Killings said about 65 people are now involved in a rotation of shifts to occupy the school, as part of a broader liberation strategy.\u003c/p>\n\u003cp>“The community is waking up and the concern is pretty high around this issue,” Killings said.\u003c/p>\n\u003cfigure id=\"attachment_11915401\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11915401 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/IMG_7884-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Timothy Killings, an OUSD caseworker, says 65 people are now in a rotation of shifts to stay inside the school to keep it open. \u003ccite>(Julia McEvoy/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re definitely using all of our expertise,” said Cross, who \u003ca href=\"https://www.npr.org/2020/01/15/796540459/members-of-moms-4-housing-evicted-from-vacant-bay-area-home\" target=\"_blank\" rel=\"noopener noreferrer\">occupied a vacant home\u003c/a> in West Oakland along with a group of moms in 2020, drawing attention to the Bay Area housing shortage and homelessness crisis. “We have folks that have occupied with the Oscar Grant movement. This is going to be strategic and structured around what the community needs.”\u003c/p>\n\u003cp>“I think adults should fight for kids until they can fight for themselves,” Cross said. “We can’t keep trying to save a culture that was built to make us fail. We now have to create a new one, too, where it works with us.”\u003c/p>\n\u003cp>The plan beginning Monday is also an echo of the \u003ca href=\"https://www.kqed.org/news/tag/black-panther-party\" target=\"_blank\" rel=\"noopener noreferrer\">work done by Oakland’s Black Panther Party\u003c/a> in the 1960s to \u003ca href=\"https://revolution.berkeley.edu/projects/black-panthers-education-revolution/\" target=\"_blank\" rel=\"noopener noreferrer\">feed and educate Black children\u003c/a>, said Cross.\u003c/p>\n\u003cp>Cross stood in the school hallway while children roller-skated and played the piano behind her in the auditorium. Blue mattresses were set up on the floor with sheets and covers. Cross slept inside the school Thursday evening.\u003c/p>\n\u003cp>Outside Parker Elementary, Killings met with curious neighbors, explaining the idea behind the community school model they plan to deploy in the coming weeks.\u003c/p>\n\u003cp>Former Oakland City Councilmember Desley Brooks also drove by, asking what the group needed. “I support what’s going on. Even before I ran for City Council, I refurbished the library at this school,” explained Brooks. She promised to bring water and juice back to the school.\u003c/p>\n\u003cp>It is not the first time Oakland community members have occupied a school trying to keep it open. In 2011 when the district voted to close Lakeview Elementary School, activists \u003ca href=\"http://www.substancenews.net/articles.php?page=3377\" target=\"_blank\" rel=\"noopener noreferrer\">occupied the building for 17 days\u003c/a> before being evicted by police.[aside tag=\"education, moms-4-housing\" label=\"More Related Stories\"]Joel Velasquez was there then and sent his three children to the school set up by organizers, called the People’s School for Public Education, for those summer weeks. Velasquez is part of the Parker Liberation movement today. Then as now, the district argued that falling enrollment made it necessary to close schools and save money.\u003c/p>\n\u003cp>Another parent, Max Orozco from \u003ca href=\"https://oaklandside.org/2022/03/30/oakland-school-closures-la-escuelita-middle-school/\">La Escuelita Elementary\u003c/a> near Lake Merritt — one of three other schools to be closed or merged at the end of this school year — said schools have more money coming from the state from ever before so there is no reason to close schools. “All these children are going to be displaced, moved around, like literally poker chips, and that is what the district is doing,” Orozco said.\u003c/p>\n\u003cp>A recent Stanford University study showed that closing schools in predominantly Black neighborhoods \u003ca href=\"https://ed.stanford.edu/news/school-closures-intensify-gentrification-black-neighborhoods-nationwide-stanford-study-finds\" target=\"_blank\" rel=\"noopener noreferrer\">increases gentrification\u003c/a>, underscoring the importance of considering the overlap between school policies and housing policies in cities such as Oakland.\u003c/p>\n\u003cp>“In an era where school districts are writing statements and promising policy in ‘defense of Black lives,’ this study is a reminder that school closures, as an educational reform strategy, can materially contribute to the disintegration of Black communities,” co-author Danielle Marie Greene said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cfigure id=\"attachment_11915399\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11915399 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/OUSD-trespassing-letter-to-Parker-liberators-scaled-e1653742884908-800x1067.jpg\" alt=\"A hand holds a letter \" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/OUSD-trespassing-letter-to-Parker-liberators-scaled-e1653742884908-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/OUSD-trespassing-letter-to-Parker-liberators-scaled-e1653742884908-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/OUSD-trespassing-letter-to-Parker-liberators-scaled-e1653742884908-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/OUSD-trespassing-letter-to-Parker-liberators-scaled-e1653742884908-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/OUSD-trespassing-letter-to-Parker-liberators-scaled-e1653742884908-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/OUSD-trespassing-letter-to-Parker-liberators-scaled-e1653742884908.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A letter warning those camping inside Parker Elementary that they are trespassing, which the occupiers deny. The letter was hand-delivered on Thursday by OUSD Chief Governance Officer Josh R. Daniels. \u003ccite>(Julia McEvoy/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district has argued it needs to close small, under-enrolled schools like Parker as part of a larger plan to downsize in order to save money and \u003ca href=\"https://oaklandside.org/2022/01/13/heres-where-oakland-unified-could-make-50-million-in-budget-cuts/\" target=\"_blank\" rel=\"noopener noreferrer\">create a sustainable budget\u003c/a> into the future.\u003c/p>\n\u003cp>Cross says it is also about offering something more: “What we’re doing is showing the people that we have power. We’re going to show them that this school needs to stay open.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "A small group of parents and activists who have camped out at Parker Elementary School for the past two weeks are pledging to stay until the district reverses its decision to close the school, or hands over control of the building.",
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"title": "Oakland Activists Say They'll Continue to Occupy Elementary School Until District Reopens it | KQED",
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"headline": "Oakland Activists Say They'll Continue to Occupy Elementary School Until District Reopens it",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 1 p.m. June 10: \u003c/strong>Activists and parents who have occupied an East Oakland elementary school for the last two weeks say they intend to stay there until the district agrees to either reopen the school or hand over control of the building to the community.\u003c/p>\n\u003cp>Parker Elementary School families and supporters took their fight to Wednesday’s school board meeting, making the case that the district’s move to shutter the school will hurt its students.\u003c/p>\n\u003cp>Azlinah Tambu, the parent of a Parker student, told board members that the district has reassigned Parker students to other schools that are located too far away from their homes.\u003c/p>\n\u003cp>“Most of our children walk to the school because they live all through these apartments, and now they’ll have to walk from 79th and MacArthur all the way to 98th and Plymouth,” she said. “These are gang-infested areas. There’s human trafficking going on out here. There’s shootings every day. Those are the real safety hazards that we’re talking here.”\u003c/p>\n\u003cp>Oakland Education Association President Keith Brown this week said his union is in full support of the occupation — despite complaints from some activists that union leadership could be doing more to show up and help at the site.\u003c/p>\n\u003cp>Parents, Brown said, are rightfully frustrated they’re not getting a clear response from the district.\u003c/p>\n\u003cp>“If [the district] would have made the decision to authentically engage with families such as the families of Parker, they would not be forced to take the action that they’re taking now,” he said.\u003c/p>\n\u003cp>Meanwhile, California’s Labor Commissioner’s Office is reviewing claims made by the union that the district violated an agreement promising to involve community members in its decisions to close schools. Those hearings resume Aug. 9.\u003c/p>\n\u003cp>\u003cstrong>Original post, May 28:\u003c/strong>\u003cbr>\nParker Elementary in East Oakland was officially closed by the district on May 25, at the end of the school year, but families and activists have been sleeping in the auditorium since Thursday in an effort to reclaim the building for their own with a plan to begin a community school.\u003c/p>\n\u003cp>The activists say they will stay until the school board agrees to reverse its closure decision and fully fund Parker Community School, or give the community control of the building.\u003c/p>\n\u003cp>“Parents are liberating the school and want to keep it open and turn it into a real community resource to make sure it stays in the hands of the community,” said Timothy Killings, a caseworker at Westlake Middle School. He said GED classes, chess club and farm-to-table classes would be offered, with a celebration event planned for this weekend. \u003c/p>\u003c/div>",
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"content": "‘The system is faulty … When we see a faulty system and it’s impacting our children and their education, we have to stand up and correct it.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The current school-reclaiming comes after \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\" target=\"_blank\" rel=\"noopener noreferrer\">multiple attempts\u003c/a> by those opposing school closures to get the district to reverse course, including repeated protests at school board meetings, a\u003ca href=\"https://oaklandside.org/2022/02/18/oakland-educators-poised-to-end-hunger-strike-over-school-closures/\" target=\"_blank\" rel=\"noopener noreferrer\"> hunger strike\u003c/a> led by two teachers, and a one-day district-wide \u003ca href=\"https://www.kqed.org/news/11912597/oakland-teachers-strike-in-1-day-action-over-districts-plan-to-close-schools\" target=\"_blank\" rel=\"noopener noreferrer\">teachers’ strike\u003c/a> last month.\u003c/p>\n\u003cp>“If you don’t want to keep the doors open, then us, the people of the community, we want to keep the doors open,” said Rochelle Jenkins, mother of two daughters, age 12 and 6, who just finished at Parker. “When we see a faulty system and it’s impacting our children and their education, we have to stand up and correct it.”\u003c/p>\n\u003cfigure id=\"attachment_11915400\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11915400 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/IMG_7887-800x600.jpg\" alt=\"A mother poses with her children outside of Parker Elementary school. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7887-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rochelle Jenkins (right); her son Jayvien Bolden, 15, a graduate of Parker; her daughter Zariah, 12; and another Parker student pose outside the school, May 26, 2022. \u003ccite>(Julia McEvoy/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two dozen women and children have slept inside the school the past few evenings, while others slept outside in tents to ensure the safety of those inside, Killings said.\u003c/p>\n\u003cp>“We have people inside and there’s also people watching the outside,” he said. “There’s going to be a lot of supportive people outside just making sure when the police come, everybody’s safe.”\u003c/p>\n\u003cp>On Thursday, the school district sent its chief governance officer, Josh R. Daniels, to hand-deliver a letter to those camping inside the school. It said they were there illegally and trespassing.\u003c/p>\n\u003cp>One of those sleeping inside the school is Misty Cross, co-founder of West Oakland activist group \u003ca href=\"https://moms4housing.org/\">Moms 4 Housing\u003c/a>. Cross refused to receive the letter; her fellow occupiers received it and opened it.\u003c/p>\n\u003cp>“What Josh just told us is that what the district is not going to do is send force in because now they know that women and children are on site. We hear him, but we’re not going to trust that,” she said.\u003c/p>\n\u003cp>In a statement, the district said it recognized some are upset about the closure of Parker but the vast majority of students and staff at Parker have accepted placement at other schools. It asked those sleeping and setting up classes inside the school to “choose a different means of protest — one that doesn’t disrupt the normal year end procedures of staff and the need to close out the year.”\u003c/p>\n\u003cp>Killings and others have pointed out the irony of the district closing community schools at a time when the \u003ca href=\"https://edsource.org/updates/state-board-of-education-approves-635-million-in-community-school-grants\" target=\"_blank\" rel=\"noopener noreferrer\">state is heavily investing in them\u003c/a>. In the state’s first round of grants to districts, last month, Oakland Unified received the largest grant in the funding cycle, with $66.7 million. Some of the schools on the district’s closure list for next year are district-designated community schools.\u003c/p>\n\u003cp>Killings said about 65 people are now involved in a rotation of shifts to occupy the school, as part of a broader liberation strategy.\u003c/p>\n\u003cp>“The community is waking up and the concern is pretty high around this issue,” Killings said.\u003c/p>\n\u003cfigure id=\"attachment_11915401\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11915401 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/IMG_7884-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/IMG_7884-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Timothy Killings, an OUSD caseworker, says 65 people are now in a rotation of shifts to stay inside the school to keep it open. \u003ccite>(Julia McEvoy/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re definitely using all of our expertise,” said Cross, who \u003ca href=\"https://www.npr.org/2020/01/15/796540459/members-of-moms-4-housing-evicted-from-vacant-bay-area-home\" target=\"_blank\" rel=\"noopener noreferrer\">occupied a vacant home\u003c/a> in West Oakland along with a group of moms in 2020, drawing attention to the Bay Area housing shortage and homelessness crisis. “We have folks that have occupied with the Oscar Grant movement. This is going to be strategic and structured around what the community needs.”\u003c/p>\n\u003cp>“I think adults should fight for kids until they can fight for themselves,” Cross said. “We can’t keep trying to save a culture that was built to make us fail. We now have to create a new one, too, where it works with us.”\u003c/p>\n\u003cp>The plan beginning Monday is also an echo of the \u003ca href=\"https://www.kqed.org/news/tag/black-panther-party\" target=\"_blank\" rel=\"noopener noreferrer\">work done by Oakland’s Black Panther Party\u003c/a> in the 1960s to \u003ca href=\"https://revolution.berkeley.edu/projects/black-panthers-education-revolution/\" target=\"_blank\" rel=\"noopener noreferrer\">feed and educate Black children\u003c/a>, said Cross.\u003c/p>\n\u003cp>Cross stood in the school hallway while children roller-skated and played the piano behind her in the auditorium. Blue mattresses were set up on the floor with sheets and covers. Cross slept inside the school Thursday evening.\u003c/p>\n\u003cp>Outside Parker Elementary, Killings met with curious neighbors, explaining the idea behind the community school model they plan to deploy in the coming weeks.\u003c/p>\n\u003cp>Former Oakland City Councilmember Desley Brooks also drove by, asking what the group needed. “I support what’s going on. Even before I ran for City Council, I refurbished the library at this school,” explained Brooks. She promised to bring water and juice back to the school.\u003c/p>\n\u003cp>It is not the first time Oakland community members have occupied a school trying to keep it open. In 2011 when the district voted to close Lakeview Elementary School, activists \u003ca href=\"http://www.substancenews.net/articles.php?page=3377\" target=\"_blank\" rel=\"noopener noreferrer\">occupied the building for 17 days\u003c/a> before being evicted by police.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Joel Velasquez was there then and sent his three children to the school set up by organizers, called the People’s School for Public Education, for those summer weeks. Velasquez is part of the Parker Liberation movement today. Then as now, the district argued that falling enrollment made it necessary to close schools and save money.\u003c/p>\n\u003cp>Another parent, Max Orozco from \u003ca href=\"https://oaklandside.org/2022/03/30/oakland-school-closures-la-escuelita-middle-school/\">La Escuelita Elementary\u003c/a> near Lake Merritt — one of three other schools to be closed or merged at the end of this school year — said schools have more money coming from the state from ever before so there is no reason to close schools. “All these children are going to be displaced, moved around, like literally poker chips, and that is what the district is doing,” Orozco said.\u003c/p>\n\u003cp>A recent Stanford University study showed that closing schools in predominantly Black neighborhoods \u003ca href=\"https://ed.stanford.edu/news/school-closures-intensify-gentrification-black-neighborhoods-nationwide-stanford-study-finds\" target=\"_blank\" rel=\"noopener noreferrer\">increases gentrification\u003c/a>, underscoring the importance of considering the overlap between school policies and housing policies in cities such as Oakland.\u003c/p>\n\u003cp>“In an era where school districts are writing statements and promising policy in ‘defense of Black lives,’ this study is a reminder that school closures, as an educational reform strategy, can materially contribute to the disintegration of Black communities,” co-author Danielle Marie Greene said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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},
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"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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},
"californiareport": {
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 9
},
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"meta": {
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"source": "WNYC"
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"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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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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"hyphenacion": {
"id": "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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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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