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"content": "\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/rapid_010322_final.png\">\u003cimg class=\"alignnone size-full wp-image-11900654\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/rapid_010322_final.png\" alt=\"Cartoon: a corporate Uncle Sam type character saying "we'll have more rapid covid tests available soon" over the course of three years.\" width=\"1920\" height=\"1370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/rapid_010322_final.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/rapid_010322_final-800x571.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/rapid_010322_final-1020x728.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/rapid_010322_final-160x114.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/rapid_010322_final-1536x1096.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Amid a surge of breakthrough COVID-19 infections, testing remains crucial to ending the pandemic.\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/fiorecovidtesting\">Here is a handy guide detailing where you can get tested in the Bay Area\u003c/a>, despite the national \u003ca href=\"https://www.vox.com/recode/2021/12/21/22848286/omicron-rapid-test-covid-19-antigen\">shortage of rapid antigen tests\u003c/a>.\u003c/p>\n\u003cp>You would think we would have figured out testing going into the third year of this damn pandemic.\u003c/p>\n\u003cp>On the bright side, \u003ca href=\"https://edsource.org/updates/california-to-provide-every-k-12-student-with-a-take-home-covid-test\">California is beginning to distribute free tests to students in elementary and high schools\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>California State University, the nation’s largest four-year public university, said Wednesday that it will require students, faculty and staff at its 23 campuses to get COVID-19 booster shots for the spring semester amid concerns about the highly contagious omicron variant.[pullquote size=\"medium\" align=\"right\" citation=\"CSU Chancellor Joseph I. Castro\"]‘Vaccination, including a booster when eligible, remains our most effective strategy against infection and severe disease.’[/pullquote]\u003c/p>\n\u003cp>The mandate, which allows for medical and religious exemptions, requires the boosters by Feb. 28, or six months after the final dose of vaccination. Individual campuses can impose earlier deadlines, the university said in a statement, adding it was still negotiating the requirement with labor unions.\u003c/p>\n\u003cp>“Vaccination, including a booster when eligible, remains our most effective strategy against infection and severe disease,” CSU Chancellor Joseph I. Castro said in the statement. “This is particularly important in light of the rapid rise of cases of COVID-19 throughout the state and nation as the omicron variant spreads.”\u003c/p>\n\u003cp>California State University has about 485,000 students and 55,000 faculty members and staff. The announcement comes a day after the University of California announced a similar mandate for its 10 campuses, saying that a COVID-19 booster shot is required under the existing UC policy that says students and staff must keep their vaccination statuses up to date. According to Castro’s office, the CSU’s requirement will go into effect immediately once it is finalized, at which time the university will make the policy public. [aside postID=\"news_11900014,news_11896107,news_11894546\" label=\"Related Posts\"]\u003c/p>\n\u003cp>UC President Michael Drake outlined the policy in a letter to chancellors Tuesday. Several UC campuses — including UCLA, UC Irvine, UC Santa Cruz and UC San Diego — have announced that classes will begin remotely at the start of the new term. The delays of in-person classes range from one to two weeks, which campuses say will allow them to conduct extensive testing and reduce the risk of spreading illness after the winter recess. An estimated 427,000 CSU students and more than 50,000 employees have proven their full vaccination status as of November.\u003c/p>\n\u003cp>Colleges across the country are bracing for the worst when students return from winter break and many see boosters as their best hope. More than 30 colleges have issued booster shot requirements in recent weeks, and others say they’re thinking about it. The list includes large universities like Boston University, NYU, the University of Chicago, Michigan State University, and the University of Oregon and dozens of smaller liberal arts and Ivy League campuses.\u003c/p>\n\u003cp>Much about the omicron coronavirus variant remains unknown, including whether it causes more or less severe illness. Scientists say omicron spreads even more easily than other coronavirus strains, including delta. Early studies suggest the vaccinated will need a booster shot for the best chance at preventing an omicron infection but that, even without the extra dose, vaccination still should offer strong protection against severe illness and death.\u003c/p>\n\u003cp>California so far has fared far better than many other states. Gov. Gavin Newsom said Wednesday that California has the lowest test-positivity rate in the country, with only 3.3% of COVID-19 tests coming back positive. But cases are surging as the more-transmissible omicron variant spreads through the state. New cases have nearly doubled from 5,400 last week to nearly 11,000 this week, he said during a news conference.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The mandate, which allows for medical and religious exemptions, requires the boosters by Feb. 28, or six months after the final dose of vaccination. Individual campuses can impose earlier deadlines, the university said in a statement, adding it was still negotiating the requirement with labor unions.\u003c/p>\n\u003cp>“Vaccination, including a booster when eligible, remains our most effective strategy against infection and severe disease,” CSU Chancellor Joseph I. Castro said in the statement. “This is particularly important in light of the rapid rise of cases of COVID-19 throughout the state and nation as the omicron variant spreads.”\u003c/p>\n\u003cp>California State University has about 485,000 students and 55,000 faculty members and staff. The announcement comes a day after the University of California announced a similar mandate for its 10 campuses, saying that a COVID-19 booster shot is required under the existing UC policy that says students and staff must keep their vaccination statuses up to date. According to Castro’s office, the CSU’s requirement will go into effect immediately once it is finalized, at which time the university will make the policy public. \u003c/p>\u003c/div>",
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"content": "\u003cp>Unprepared to add \u003ca href=\"https://edsource.org/2021/thousands-of-california-students-still-lack-proof-of-vaccination-despite-school-deadlines/664510\">thousands of students\u003c/a> to their independent study programs, several large California school districts opted this week to roll back their vaccine mandate deadlines.\u003c/p>\n\u003cp>West Contra Costa Unified board members \u003ca href=\"https://edsource.org/updates/west-contra-costa-unified-pushes-back-covid-19-vaccine-mandate-deadline\">voted Wednesday to push their vaccine deadline back\u003c/a> from Jan. 3 to Feb. 18, while ramping up outreach to get more students vaccinated. Thousands of families had not submitted their children’s COVID-19 vaccine verifications to continue in-person instruction.\u003c/p>\n\u003cp>Just the day before, Los Angeles Unified’s school board \u003ca href=\"https://edsource.org/updates/la-unified-pushes-back-deadline-for-covid-19-vaccine-mandate\">voted to give students age 12 and older until fall 2022\u003c/a> to receive both doses of the vaccine. By doing so they scrapped their original deadline — the start of the spring 2021 semester, Jan. 10 — and aligned with the state’s vaccine mandate timeline.\u003c/p>\n\u003cp>Though anti-vaccine and anti-vaccine-mandate groups are declaring the deadline delay a win, school board members have made it clear that the decisions were not made to appease them. Rather, as Los Angeles Unified school board member Jackie Goldberg said Tuesday, the decisions were made to avoid destabilizing the school environment for both vaccinated and unvaccinated students, since \u003ca href=\"https://www.latimes.com/california/story/2021-09-27/independent-study-california-lausd\">independent study programs like LA’s City of Angels remain short-staffed\u003c/a>.\u003c/p>\n\u003cp>“I want to tell those of you who come and say you think you’ve pushed us back: No, you didn’t,” Goldberg said. “The mandate remains.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>West Contra Costa Unified Superintendent Kenneth “Chris” Hurst said the district would not have been prepared to offer independent study to the 6,743 students age 12 and older who had not verified their vaccination status as of Monday. The district’s independent study program already had \u003ca href=\"https://edsource.org/2021/bay-area-district-among-first-in-state-to-keep-distance-learning-even-after-campuses-reopen/647422\">a wait list of 365 students\u003c/a> this week.\u003c/p>\n\u003cp>Not offering those students \u003ca href=\"https://edsource.org/2021/quick-guide-what-is-independent-study-in-california/659197\">independent study\u003c/a> would have violated state law. Assembly Bill 130 requires districts to offer independent study for the 2021-22 school year to all students who seek it as an alternative to in-person instruction.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jackie Goldberg, Los Angeles Unified School District board member\"]‘I want to tell those of you who come and say you think you’ve pushed us back: No, you didn’t.’[/pullquote]\u003c/p>\n\u003cp>West Contra Costa and Los Angeles are only the latest to delay vaccine deadlines in school districts statewide.\u003c/p>\n\u003cp>Oakland Unified pushed back its deadline from Jan. 1 to Jan. 31, after only 60% of the district’s students age 12 and older — about 6,000 — were fully vaccinated by Dec. 1, \u003ca class=\"external\" href=\"https://oaklandside.org/2021/12/02/oaklands-student-vaccine-mandate-starts-jan-31-what-you-need-to-know/\" target=\"_blank\" rel=\"noopener noreferrer\">Oaklandside reported\u003c/a>.\u003c/p>\n\u003cp>Sacramento City Unified’s deadline was Nov. 30, but \u003ca class=\"external\" href=\"https://www.sacbee.com/article256262992.html\" target=\"_blank\" rel=\"noopener noreferrer\">less than 30%\u003c/a> of students reported their vaccine status by then. The district will give students until Feb. 1 to get vaccinated or be assigned to independent study.\u003c/p>\n\u003cp>California Department of Public Health officials said they will be working with local health departments and districts throughout the state to ramp up student vaccinations in the coming months.\u003c/p>\n\u003cp>“We are hopeful many families will see the benefits of vaccination and move forward with the decision to get their children protected against this deadly virus,” CDPH officials said via email.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s office said it is “closely monitoring” the vaccine mandates of districts that adopted stricter timelines than the state’s. Newsom’s office also decried the attempt by anti-vaccination groups to “politicize” the vaccine and the virus.\u003c/p>\n\u003cp>The \u003ca href=\"https://edsource.org/2021/california-to-require-covid-vaccine-for-all-students-newsom-says/661843\">state’s vaccine mandate\u003c/a> will follow the federal Food and Drug Administration’s full approval of the COVID vaccine for each age group and is expected to go into effect in July 2022.\u003c/p>\n\u003cp>Currently, only the Pfizer vaccine is \u003ca class=\"external\" href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\" target=\"_blank\" rel=\"noopener noreferrer\">fully approved\u003c/a> for people 16 and older. The Pfizer vaccine also has emergency authorization for use in children age 12 to 16. LA Unified, West Contra Costa Unified, Oakland Unified and others adopted even stricter timelines.[aside tag=\"education\" label=\"More education coverage\"]\u003c/p>\n\u003cp>LA Unified school board member Nick Melvoin this week said the logistical nightmare of transferring thousands of students to independent study amid a \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national teacher shortage\u003c/a> is the “result of lack of support from the state.”\u003c/p>\n\u003cp>Goldberg concurred that LA Unified might be in “a different place right now” if the state had given districts \u003cb>“\u003c/b>more choices of what to do with the unvaccinated [other than long-term independent study] than they have thus far,” or if the district had received more funding to entice teachers with better pay.\u003c/p>\n\u003cp>State Sen. Richard Pan, D-Sacramento, said in an interview with EdSource that legislators will be looking at ways to help districts in this predicament during the upcoming legislative session. That means addressing how the state can help districts build up their independent study capacity and what rules may be making that more difficult. Legislators will also be looking to update rules around immunization, and making databases more accessible to schools, so that vaccine verification is easier on families. As it is, families currently have to verify their children’s vaccination status with their district even though that information is already available at the state level.\u003c/p>\n\u003cp>“I’m sure [verification and independent study] will be a significant focus in this coming legislative session,” Pan said. “It doesn’t look like COVID is going away anytime soon. … We can’t have another school year still hampered because we haven’t addressed these issues. We need to get these kids educated.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">\u003ca class=\"c-link\" href=\"https://edsource.org/2021/several-school-districts-push-back-vaccine-mandate-deadlines/664786\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://edsource.org/2021/districts-anticipate-major-hits-to-their-2022-23-budgets-as-enrollments-drop/662448\" data-sk=\"tooltip_parent\">This story originally appeared in EdSource.\u003c/a>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unprepared to add \u003ca href=\"https://edsource.org/2021/thousands-of-california-students-still-lack-proof-of-vaccination-despite-school-deadlines/664510\">thousands of students\u003c/a> to their independent study programs, several large California school districts opted this week to roll back their vaccine mandate deadlines.\u003c/p>\n\u003cp>West Contra Costa Unified board members \u003ca href=\"https://edsource.org/updates/west-contra-costa-unified-pushes-back-covid-19-vaccine-mandate-deadline\">voted Wednesday to push their vaccine deadline back\u003c/a> from Jan. 3 to Feb. 18, while ramping up outreach to get more students vaccinated. Thousands of families had not submitted their children’s COVID-19 vaccine verifications to continue in-person instruction.\u003c/p>\n\u003cp>Just the day before, Los Angeles Unified’s school board \u003ca href=\"https://edsource.org/updates/la-unified-pushes-back-deadline-for-covid-19-vaccine-mandate\">voted to give students age 12 and older until fall 2022\u003c/a> to receive both doses of the vaccine. By doing so they scrapped their original deadline — the start of the spring 2021 semester, Jan. 10 — and aligned with the state’s vaccine mandate timeline.\u003c/p>\n\u003cp>Though anti-vaccine and anti-vaccine-mandate groups are declaring the deadline delay a win, school board members have made it clear that the decisions were not made to appease them. Rather, as Los Angeles Unified school board member Jackie Goldberg said Tuesday, the decisions were made to avoid destabilizing the school environment for both vaccinated and unvaccinated students, since \u003ca href=\"https://www.latimes.com/california/story/2021-09-27/independent-study-california-lausd\">independent study programs like LA’s City of Angels remain short-staffed\u003c/a>.\u003c/p>\n\u003cp>“I want to tell those of you who come and say you think you’ve pushed us back: No, you didn’t,” Goldberg said. “The mandate remains.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>West Contra Costa Unified Superintendent Kenneth “Chris” Hurst said the district would not have been prepared to offer independent study to the 6,743 students age 12 and older who had not verified their vaccination status as of Monday. The district’s independent study program already had \u003ca href=\"https://edsource.org/2021/bay-area-district-among-first-in-state-to-keep-distance-learning-even-after-campuses-reopen/647422\">a wait list of 365 students\u003c/a> this week.\u003c/p>\n\u003cp>Not offering those students \u003ca href=\"https://edsource.org/2021/quick-guide-what-is-independent-study-in-california/659197\">independent study\u003c/a> would have violated state law. Assembly Bill 130 requires districts to offer independent study for the 2021-22 school year to all students who seek it as an alternative to in-person instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>West Contra Costa and Los Angeles are only the latest to delay vaccine deadlines in school districts statewide.\u003c/p>\n\u003cp>Oakland Unified pushed back its deadline from Jan. 1 to Jan. 31, after only 60% of the district’s students age 12 and older — about 6,000 — were fully vaccinated by Dec. 1, \u003ca class=\"external\" href=\"https://oaklandside.org/2021/12/02/oaklands-student-vaccine-mandate-starts-jan-31-what-you-need-to-know/\" target=\"_blank\" rel=\"noopener noreferrer\">Oaklandside reported\u003c/a>.\u003c/p>\n\u003cp>Sacramento City Unified’s deadline was Nov. 30, but \u003ca class=\"external\" href=\"https://www.sacbee.com/article256262992.html\" target=\"_blank\" rel=\"noopener noreferrer\">less than 30%\u003c/a> of students reported their vaccine status by then. The district will give students until Feb. 1 to get vaccinated or be assigned to independent study.\u003c/p>\n\u003cp>California Department of Public Health officials said they will be working with local health departments and districts throughout the state to ramp up student vaccinations in the coming months.\u003c/p>\n\u003cp>“We are hopeful many families will see the benefits of vaccination and move forward with the decision to get their children protected against this deadly virus,” CDPH officials said via email.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s office said it is “closely monitoring” the vaccine mandates of districts that adopted stricter timelines than the state’s. Newsom’s office also decried the attempt by anti-vaccination groups to “politicize” the vaccine and the virus.\u003c/p>\n\u003cp>The \u003ca href=\"https://edsource.org/2021/california-to-require-covid-vaccine-for-all-students-newsom-says/661843\">state’s vaccine mandate\u003c/a> will follow the federal Food and Drug Administration’s full approval of the COVID vaccine for each age group and is expected to go into effect in July 2022.\u003c/p>\n\u003cp>Currently, only the Pfizer vaccine is \u003ca class=\"external\" href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\" target=\"_blank\" rel=\"noopener noreferrer\">fully approved\u003c/a> for people 16 and older. The Pfizer vaccine also has emergency authorization for use in children age 12 to 16. LA Unified, West Contra Costa Unified, Oakland Unified and others adopted even stricter timelines.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>LA Unified school board member Nick Melvoin this week said the logistical nightmare of transferring thousands of students to independent study amid a \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national teacher shortage\u003c/a> is the “result of lack of support from the state.”\u003c/p>\n\u003cp>Goldberg concurred that LA Unified might be in “a different place right now” if the state had given districts \u003cb>“\u003c/b>more choices of what to do with the unvaccinated [other than long-term independent study] than they have thus far,” or if the district had received more funding to entice teachers with better pay.\u003c/p>\n\u003cp>State Sen. Richard Pan, D-Sacramento, said in an interview with EdSource that legislators will be looking at ways to help districts in this predicament during the upcoming legislative session. That means addressing how the state can help districts build up their independent study capacity and what rules may be making that more difficult. Legislators will also be looking to update rules around immunization, and making databases more accessible to schools, so that vaccine verification is easier on families. As it is, families currently have to verify their children’s vaccination status with their district even though that information is already available at the state level.\u003c/p>\n\u003cp>“I’m sure [verification and independent study] will be a significant focus in this coming legislative session,” Pan said. “It doesn’t look like COVID is going away anytime soon. … We can’t have another school year still hampered because we haven’t addressed these issues. We need to get these kids educated.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">\u003ca class=\"c-link\" href=\"https://edsource.org/2021/several-school-districts-push-back-vaccine-mandate-deadlines/664786\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://edsource.org/2021/districts-anticipate-major-hits-to-their-2022-23-budgets-as-enrollments-drop/662448\" data-sk=\"tooltip_parent\">This story originally appeared in EdSource.\u003c/a>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Author, professor and cultural critic bell hooks had deep ties to the Bay Area. She went to Stanford and received her \u003ca href=\"https://www.worldcat.org/title/keeping-a-hold-on-life-reading-toni-morrisons-fiction/oclc/9514473\" target=\"_blank\" rel=\"noopener noreferrer\">Ph.D. from UC Santa Cruz\u003c/a>, but she also taught many through her writing, including over 30 books.\u003c/p>\n\u003cp>hooks, who passed away on Dec. 15 at age 69, has been foundational in shaping Black feminist thought and expanding a feminist worldview beyond white, middle-class identity — from her pointed critiques of the “imperialist white supremacist capitalist patriarchy” to her vulnerability and thoughts on love and healing.\u003c/p>\n\u003cp>In 1952, she was born with the name Gloria Jean Watkins in Hopkinsville, Kentucky. hooks rose to prominence in the 1970s and 1980s, during which she published multiple books including “All About Love: New Visions,” “Ain’t I a Woman? Black Women and Feminism,” “Feminist Theory: From Margin to Center” and “All About Love: New Visions.” Her works had a strong focus on community and examining the connections among racism, sexism and poverty.\u003c/p>\n\u003cp>She later decided on the pen name bell hooks to honor her maternal great-grandmother. In the 1980s and 1990s, hooks went on to teach at universities across the country including Stanford University, Yale University and The City College of New York, before creating the \u003ca href=\"https://www.bellhooksinstitute.com/\" target=\"_blank\" rel=\"noopener noreferrer\">bell hooks Institute\u003c/a> located at Berea College in Kentucky.\u003c/p>\n\u003cp>https://twitter.com/Enter_Ebony/status/1471151210438791168?\u003c/p>\n\u003cp>Many people in the Bay Area shared what hooks’s work has meant to them. Responding to the question: “What did bell hooks’s work mean to you?” one Instagram user shared, “For me, a beginning of understanding intersectionality—the overlapping of racism and misogyny, and how the political crept into personal spaces and relationships, and vice-versa.”[pullquote size=\"medium\" align=\"right\" citation=\"john a. powell, director of UC Berkeley's Othering and Belonging Institute and professor of law at UC Berkeley\"]‘She took love and … made it part of the public discourse.’[/pullquote]\u003c/p>\n\u003cp>San Francisco-based Gallery 16, which published a book with hooks, said, “We couldn’t believe how joyful, warm and brilliant she was. She’s a Northstar.”\u003c/p>\n\u003cp>Others cited specific books as part of their own personal journey. “Her book ‘Communion: The Female Search for Love’ introduced me to what love and womanhood are, it was transformative and served as a guiding light as I grew into an adult,” one person shared.\u003c/p>\n\u003cp>On Friday, KQED Forum’s Mina Kim spoke with \u003ca href=\"https://faculty.spelman.edu/beverlyguysheftall/bio-and-cv/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">Beverly Guy-Sheftall\u003c/a>, professor at Spelman College, and \u003ca href=\"https://belonging.berkeley.edu/john-powell\" target=\"_blank\" rel=\"noopener noreferrer\">john a. powell\u003c/a>, director of UC Berkeley’s Othering and Belonging Institute and professor of law at UC Berkeley, about hooks’s life and legacy.\u003c/p>\n\u003cp>“She wasn’t just talking about liberation for Black people or people of color and women,” Guy-Sheftall said. “She also really focused on racial capitalism and the evils of economic hierarchies that position working class, everybody — even across color — at the bottom.”\u003c/p>\n\u003cp>Guy-Sheftall and hooks knew each other for over 40 years and first met at a National Women’s Studies Association conference in 1981. They bumped into each other, recalls Guy-Sheftall, and ended up sharing a dorm room. “We literally talked all night,” she said, adding that they have been talking ever since.\u003c/p>\n\u003cp>“One of the things I loved about bell is she critiqued these systems without confusing them with the people,” powell shared, adding that hooks talked about love as a way of getting to belonging. And she talked about accountability in the home and in community. In 2015, hooks spoke of life and death at an Othering and Belonging conference at UC Berkeley.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=0sX7fqIU4gQ\u003c/p>\n\u003cp>Both powell and Guy-Sheftall remarked on hooks’s ability to always be vulnerable, and comfortable with her own weaknesses. “She would cry in public,” powell said. This vulnerability, Guy-Sheftall said, and her willingness to talk about dysfunctionality, therapy and love, allowed people to connect to her, “like a sister or like an aunt.”\u003c/p>\n\u003cp>“She did this very, very comfortably and brought people in. And I think it was also her way of saying, ‘I love you,'” Guy-Sheftall said.\u003c/p>\n\u003cp>In one of her many notable quotes, hooks said in “Marginality As a Site of Resistance” (1990): “Marginality [is] much more than a site of deprivation. In fact I was saying just the opposite: that it is also the site of radical possibility, a space of resistance.”\u003c/p>\n\u003cp>Providing a close reading of this quote, powell shared how she took concepts like vulnerability and love from the margins. “She took love and … made it part of the public discourse,” he said.\u003c/p>\n\u003cp>During KQED’s Forum episode, one caller shared how important and relevant hooks’s 1994 book “\u003ca href=\"https://bookshop.org/books/teaching-to-transgress-education-as-the-practice-of-freedom/9780415908085\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching to Transgress: Education as the Practice of Freedom\u003c/a>” is today.\u003c/p>\n\u003cp>Guy-Sheftall emphasized how much bell understood the power of teachers. “In some ways, she was prophetic — because think about the ways in which now professors and people who teach about race and capitalism are being literally thrown under the bus,” she said.\u003c/p>\n\u003cp>With schools all across the country banning books about slavery, Guy-Sheftall said, hooks really understood that teachers have power not just to transform their classrooms, but also to transform society.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Listen to the full episode of \u003ca href=\"https://www.kqed.org/forum/2010101886994/remembering-prolific-writer-feminist-bell-hooks\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Author, professor and cultural critic bell hooks had deep ties to the Bay Area. She went to Stanford and received her \u003ca href=\"https://www.worldcat.org/title/keeping-a-hold-on-life-reading-toni-morrisons-fiction/oclc/9514473\" target=\"_blank\" rel=\"noopener noreferrer\">Ph.D. from UC Santa Cruz\u003c/a>, but she also taught many through her writing, including over 30 books.\u003c/p>\n\u003cp>hooks, who passed away on Dec. 15 at age 69, has been foundational in shaping Black feminist thought and expanding a feminist worldview beyond white, middle-class identity — from her pointed critiques of the “imperialist white supremacist capitalist patriarchy” to her vulnerability and thoughts on love and healing.\u003c/p>\n\u003cp>In 1952, she was born with the name Gloria Jean Watkins in Hopkinsville, Kentucky. hooks rose to prominence in the 1970s and 1980s, during which she published multiple books including “All About Love: New Visions,” “Ain’t I a Woman? Black Women and Feminism,” “Feminist Theory: From Margin to Center” and “All About Love: New Visions.” Her works had a strong focus on community and examining the connections among racism, sexism and poverty.\u003c/p>\n\u003cp>She later decided on the pen name bell hooks to honor her maternal great-grandmother. In the 1980s and 1990s, hooks went on to teach at universities across the country including Stanford University, Yale University and The City College of New York, before creating the \u003ca href=\"https://www.bellhooksinstitute.com/\" target=\"_blank\" rel=\"noopener noreferrer\">bell hooks Institute\u003c/a> located at Berea College in Kentucky.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Many people in the Bay Area shared what hooks’s work has meant to them. Responding to the question: “What did bell hooks’s work mean to you?” one Instagram user shared, “For me, a beginning of understanding intersectionality—the overlapping of racism and misogyny, and how the political crept into personal spaces and relationships, and vice-versa.”\u003c/p>\u003c/div>",
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"content": "‘She took love and … made it part of the public discourse.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>San Francisco-based Gallery 16, which published a book with hooks, said, “We couldn’t believe how joyful, warm and brilliant she was. She’s a Northstar.”\u003c/p>\n\u003cp>Others cited specific books as part of their own personal journey. “Her book ‘Communion: The Female Search for Love’ introduced me to what love and womanhood are, it was transformative and served as a guiding light as I grew into an adult,” one person shared.\u003c/p>\n\u003cp>On Friday, KQED Forum’s Mina Kim spoke with \u003ca href=\"https://faculty.spelman.edu/beverlyguysheftall/bio-and-cv/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">Beverly Guy-Sheftall\u003c/a>, professor at Spelman College, and \u003ca href=\"https://belonging.berkeley.edu/john-powell\" target=\"_blank\" rel=\"noopener noreferrer\">john a. powell\u003c/a>, director of UC Berkeley’s Othering and Belonging Institute and professor of law at UC Berkeley, about hooks’s life and legacy.\u003c/p>\n\u003cp>“She wasn’t just talking about liberation for Black people or people of color and women,” Guy-Sheftall said. “She also really focused on racial capitalism and the evils of economic hierarchies that position working class, everybody — even across color — at the bottom.”\u003c/p>\n\u003cp>Guy-Sheftall and hooks knew each other for over 40 years and first met at a National Women’s Studies Association conference in 1981. They bumped into each other, recalls Guy-Sheftall, and ended up sharing a dorm room. “We literally talked all night,” she said, adding that they have been talking ever since.\u003c/p>\n\u003cp>“One of the things I loved about bell is she critiqued these systems without confusing them with the people,” powell shared, adding that hooks talked about love as a way of getting to belonging. And she talked about accountability in the home and in community. In 2015, hooks spoke of life and death at an Othering and Belonging conference at UC Berkeley.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/0sX7fqIU4gQ'\n title='//www.youtube.com/embed/0sX7fqIU4gQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Both powell and Guy-Sheftall remarked on hooks’s ability to always be vulnerable, and comfortable with her own weaknesses. “She would cry in public,” powell said. This vulnerability, Guy-Sheftall said, and her willingness to talk about dysfunctionality, therapy and love, allowed people to connect to her, “like a sister or like an aunt.”\u003c/p>\n\u003cp>“She did this very, very comfortably and brought people in. And I think it was also her way of saying, ‘I love you,'” Guy-Sheftall said.\u003c/p>\n\u003cp>In one of her many notable quotes, hooks said in “Marginality As a Site of Resistance” (1990): “Marginality [is] much more than a site of deprivation. In fact I was saying just the opposite: that it is also the site of radical possibility, a space of resistance.”\u003c/p>\n\u003cp>Providing a close reading of this quote, powell shared how she took concepts like vulnerability and love from the margins. “She took love and … made it part of the public discourse,” he said.\u003c/p>\n\u003cp>During KQED’s Forum episode, one caller shared how important and relevant hooks’s 1994 book “\u003ca href=\"https://bookshop.org/books/teaching-to-transgress-education-as-the-practice-of-freedom/9780415908085\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching to Transgress: Education as the Practice of Freedom\u003c/a>” is today.\u003c/p>\n\u003cp>Guy-Sheftall emphasized how much bell understood the power of teachers. “In some ways, she was prophetic — because think about the ways in which now professors and people who teach about race and capitalism are being literally thrown under the bus,” she said.\u003c/p>\n\u003cp>With schools all across the country banning books about slavery, Guy-Sheftall said, hooks really understood that teachers have power not just to transform their classrooms, but also to transform society.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to the full episode of \u003ca href=\"https://www.kqed.org/forum/2010101886994/remembering-prolific-writer-feminist-bell-hooks\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Following months of debate over the San Francisco School Board of Education’s management of city schools, voters will be asked three separate questions in a special election on Feb. 15: whether to remove Vice President Faauuga Moliga, President Gabriela López and member Alison Collins from office.\u003c/p>\n\u003cp>Moliga is charting his own path to defeat the attempt, and of the three has waged the most vigorous campaign to keep his job. He’s garnered individual donations and endorsements, and stumped at the meetings of local political clubs.\u003c/p>\n\u003cp>In response, a growing number of the city’s political activists are splitting their endorsements in his favor, and their stances on the recall could help drive voter opinion.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jim Ross, political consultant\"]‘By putting a face on it, Moliga is making it tough to just say, ‘Let’s get rid of this faceless organization.”[/pullquote]In recent weeks, the Alice B. Toklas LGBTQ Democratic Club, the San Francisco Women’s Political Committee, the San Francisco Eastern Neighborhoods Democratic Club and the Potrero Hill Democratic Club have endorsed only the recalls of López and Collins.\u003c/p>\n\u003cp>Members of the Bernal Heights Democratic Club, after hearing from Moliga at their meeting on Dec. 9, decided to oppose his removal and take no position on the other recalls.\u003c/p>\n\u003cp>Political consultant Jim Ross, a veteran of campaigns for local offices and ballot measures in San Francisco, said it’s a smart strategy for Moliga to actively campaign on his own.\u003c/p>\n\u003cp>“It’s easy to get behind a slogan of ‘recall the board of education’ because ‘the board of education’ sounds like some big bureaucracy,” Ross added. “But by putting a face on it, Moliga is making it tough to just say, ‘Let’s get rid of this faceless organization.'”\u003cbr>\n[ad fullwidth]\u003cbr>\nWhile \u003ca href=\"https://www.kqed.org/news/11896759/sf-school-board-member-alison-collins-defends-herself-against-recall-effort\" target=\"_blank\" rel=\"noopener noreferrer\">both Collins\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11893795/all-political-sf-board-of-education-president-gabriela-lopez-on-the-recall-effort-against-her-2-other-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">López told KQED\u003c/a> in November that voters shouldn’t draw distinctions among the three imperiled board members, \u003ca href=\"https://www.kqed.org/news/11896685/faced-with-recall-faauuga-moliga-distances-himself-from-fellow-sf-school-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">Moliga said he wasn’t running in tandem with anyone \u003c/a>— and has raised money through his own political action committee.\u003c/p>\n\u003cp>With just over a month until voting begins on Jan. 18, Moliga has been frequenting the virtual debates and meetings that inform local political club endorsements.\u003c/p>\n\u003cp>Getting the backing of these reliable voters is especially important heading into a special election that may catch more casual voters by surprise, said Democratic strategist Debbie Mesloh, an early adviser of Kamala Harris.\u003c/p>\n\u003cp>[aside postID=\"news_11892743\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/10/schoolbd-1020x676.png\"]“For this particular recall, you really want to make sure that you’re trying to target people who are going to care about it anyway, and that’s going to be the really engaged voters, many of whom are involved in their local Democratic club,” she said.\u003c/p>\n\u003cp>To be sure, some political groups in the city have taken the same position for all three recall questions. The recall campaign has argued that Collins, López and Moliga were aligned on issues central to the campaign — namely the process of renaming schools and resuming in-person learning.\u003c/p>\n\u003cp>Groups like the moderate United Democratic Club, the Chinese American Democratic Club and the Edwin M. Lee Asian Pacific Democratic Club have endorsed removing all three board members.\u003c/p>\n\u003cp>Likewise, \u003ca href=\"https://www.kqed.org/news/11897089/its-going-to-make-it-worse-parents-wary-of-sf-school-board-recall\" target=\"_blank\" rel=\"noopener noreferrer\">groups who see the election as an unjustifiable power grab\u003c/a> with little upside for students, such as the San Francisco Berniecrats, have supported a “no” position on all three recalls.\u003c/p>\n\u003cp>But to the dismay of some progressives, López and Collins have shown less interest than Moliga in hitting the traditional campaign circuit and making their case to groups that could mobilize voters.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Debbie Mesloh, Democratic strategist\"]‘For this particular recall, you really want to make sure that you’re trying to target … the really engaged voters.’[/pullquote]On Tuesday night, the Harvey Milk LGBTQ Democratic Club, one of the city’s most progressive groups, met and voted to oppose the recalls of Moliga and López, while taking no position on the recall of Collins, who has drawn additional criticism for \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\" target=\"_blank\" rel=\"noopener noreferrer\">writing derogatory tweets and filing a lawsuit\u003c/a> against the district.\u003c/p>\n\u003cp>Milk Club co-president Edward Wright said he was upset that \u003ca href=\"https://www.milkclub.org/1214\">only Moliga agreed to fill out\u003c/a> the club’s campaign questionnaire.\u003c/p>\n\u003cp>“I am frankly a little bit offended and a little bit more than disappointed that there are people that this club has endorsed [in past elections] who, now that they’re facing a recall, want us to go out and make the case for them to the voters … but who will not go through this process to make the case to our members,” Wright said.\u003c/p>\n\u003cp>Supporters of the board members have argued that it’s unfair to ask the three to spend their spare time fighting a recall they believe has little merit, especially while the board has been working to balance the district’s budget to avoid a potential state takeover.\u003c/p>\n\u003cp>[aside label ='More Politics Stories' tag='politics']Commissioners also face hurdles to campaigning that don’t exist for most elected officials: School board members are paid just $6,000 a year, and typically have full-time jobs outside of their board work.\u003c/p>\n\u003cp>“Add in the numerous end-of-year meetings and decisions we need to make on top of full-time work that also has its own end-of-year demands,” López \u003ca href=\"https://twitter.com/lopez4schools/status/1470208535623462914\" target=\"_blank\" rel=\"noopener noreferrer\">tweeted this week\u003c/a>. “Campaigning is [full-time] and humans have their limits. Frankly, I have to choose myself, my job and my role as president to end this year strong.”\u003c/p>\n\u003cp>Additionally, some club meetings and campaign forums have taken place on Tuesday evenings, overlapping with the board’s regularly scheduled meetings.\u003c/p>\n\u003cp>But Joni Eisen, political action chair of the Potrero Hill Democratic Club, said Moliga arranged for a supporter to speak on his behalf at their Tuesday endorsement meeting, but she heard no reply from López and Collins.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jim Ross, political consultant\"]‘San Francisco is a retail politics town … where voters want to know their elected officials.’[/pullquote]“They’re not showing up to these debates and forums and opportunities to speak,” Eisen said. “So why should anyone support them if they don’t even bother to reply to invitations to come?”\u003c/p>\n\u003cp>While both yes and no campaigns are likely to saturate voters’ eyes and ears in the weeks ahead, Ross, the political consultant, said that the three board members’ direct involvement on the campaign trail will go a long way toward determining their political fate.\u003c/p>\n\u003cp>“People always talk about direct mail or television or online, but San Francisco is a retail politics town,” said Ross. “It’s a town where voters want to know their elected officials — they want to know them personally.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Following months of debate over the San Francisco School Board of Education’s management of city schools, voters will be asked three separate questions in a special election on Feb. 15: whether to remove Vice President Faauuga Moliga, President Gabriela López and member Alison Collins from office.\u003c/p>\n\u003cp>Moliga is charting his own path to defeat the attempt, and of the three has waged the most vigorous campaign to keep his job. He’s garnered individual donations and endorsements, and stumped at the meetings of local political clubs.\u003c/p>\n\u003cp>In response, a growing number of the city’s political activists are splitting their endorsements in his favor, and their stances on the recall could help drive voter opinion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In recent weeks, the Alice B. Toklas LGBTQ Democratic Club, the San Francisco Women’s Political Committee, the San Francisco Eastern Neighborhoods Democratic Club and the Potrero Hill Democratic Club have endorsed only the recalls of López and Collins.\u003c/p>\n\u003cp>Members of the Bernal Heights Democratic Club, after hearing from Moliga at their meeting on Dec. 9, decided to oppose his removal and take no position on the other recalls.\u003c/p>\n\u003cp>Political consultant Jim Ross, a veteran of campaigns for local offices and ballot measures in San Francisco, said it’s a smart strategy for Moliga to actively campaign on his own.\u003c/p>\n\u003cp>“It’s easy to get behind a slogan of ‘recall the board of education’ because ‘the board of education’ sounds like some big bureaucracy,” Ross added. “But by putting a face on it, Moliga is making it tough to just say, ‘Let’s get rid of this faceless organization.'”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nWhile \u003ca href=\"https://www.kqed.org/news/11896759/sf-school-board-member-alison-collins-defends-herself-against-recall-effort\" target=\"_blank\" rel=\"noopener noreferrer\">both Collins\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11893795/all-political-sf-board-of-education-president-gabriela-lopez-on-the-recall-effort-against-her-2-other-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">López told KQED\u003c/a> in November that voters shouldn’t draw distinctions among the three imperiled board members, \u003ca href=\"https://www.kqed.org/news/11896685/faced-with-recall-faauuga-moliga-distances-himself-from-fellow-sf-school-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">Moliga said he wasn’t running in tandem with anyone \u003c/a>— and has raised money through his own political action committee.\u003c/p>\n\u003cp>With just over a month until voting begins on Jan. 18, Moliga has been frequenting the virtual debates and meetings that inform local political club endorsements.\u003c/p>\n\u003cp>Getting the backing of these reliable voters is especially important heading into a special election that may catch more casual voters by surprise, said Democratic strategist Debbie Mesloh, an early adviser of Kamala Harris.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“For this particular recall, you really want to make sure that you’re trying to target people who are going to care about it anyway, and that’s going to be the really engaged voters, many of whom are involved in their local Democratic club,” she said.\u003c/p>\n\u003cp>To be sure, some political groups in the city have taken the same position for all three recall questions. The recall campaign has argued that Collins, López and Moliga were aligned on issues central to the campaign — namely the process of renaming schools and resuming in-person learning.\u003c/p>\n\u003cp>Groups like the moderate United Democratic Club, the Chinese American Democratic Club and the Edwin M. Lee Asian Pacific Democratic Club have endorsed removing all three board members.\u003c/p>\n\u003cp>Likewise, \u003ca href=\"https://www.kqed.org/news/11897089/its-going-to-make-it-worse-parents-wary-of-sf-school-board-recall\" target=\"_blank\" rel=\"noopener noreferrer\">groups who see the election as an unjustifiable power grab\u003c/a> with little upside for students, such as the San Francisco Berniecrats, have supported a “no” position on all three recalls.\u003c/p>\n\u003cp>But to the dismay of some progressives, López and Collins have shown less interest than Moliga in hitting the traditional campaign circuit and making their case to groups that could mobilize voters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>On Tuesday night, the Harvey Milk LGBTQ Democratic Club, one of the city’s most progressive groups, met and voted to oppose the recalls of Moliga and López, while taking no position on the recall of Collins, who has drawn additional criticism for \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\" target=\"_blank\" rel=\"noopener noreferrer\">writing derogatory tweets and filing a lawsuit\u003c/a> against the district.\u003c/p>\n\u003cp>Milk Club co-president Edward Wright said he was upset that \u003ca href=\"https://www.milkclub.org/1214\">only Moliga agreed to fill out\u003c/a> the club’s campaign questionnaire.\u003c/p>\n\u003cp>“I am frankly a little bit offended and a little bit more than disappointed that there are people that this club has endorsed [in past elections] who, now that they’re facing a recall, want us to go out and make the case for them to the voters … but who will not go through this process to make the case to our members,” Wright said.\u003c/p>\n\u003cp>Supporters of the board members have argued that it’s unfair to ask the three to spend their spare time fighting a recall they believe has little merit, especially while the board has been working to balance the district’s budget to avoid a potential state takeover.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Commissioners also face hurdles to campaigning that don’t exist for most elected officials: School board members are paid just $6,000 a year, and typically have full-time jobs outside of their board work.\u003c/p>\n\u003cp>“Add in the numerous end-of-year meetings and decisions we need to make on top of full-time work that also has its own end-of-year demands,” López \u003ca href=\"https://twitter.com/lopez4schools/status/1470208535623462914\" target=\"_blank\" rel=\"noopener noreferrer\">tweeted this week\u003c/a>. “Campaigning is [full-time] and humans have their limits. Frankly, I have to choose myself, my job and my role as president to end this year strong.”\u003c/p>\n\u003cp>Additionally, some club meetings and campaign forums have taken place on Tuesday evenings, overlapping with the board’s regularly scheduled meetings.\u003c/p>\n\u003cp>But Joni Eisen, political action chair of the Potrero Hill Democratic Club, said Moliga arranged for a supporter to speak on his behalf at their Tuesday endorsement meeting, but she heard no reply from López and Collins.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“They’re not showing up to these debates and forums and opportunities to speak,” Eisen said. “So why should anyone support them if they don’t even bother to reply to invitations to come?”\u003c/p>\n\u003cp>While both yes and no campaigns are likely to saturate voters’ eyes and ears in the weeks ahead, Ross, the political consultant, said that the three board members’ direct involvement on the campaign trail will go a long way toward determining their political fate.\u003c/p>\n\u003cp>“People always talk about direct mail or television or online, but San Francisco is a retail politics town,” said Ross. “It’s a town where voters want to know their elected officials — they want to know them personally.”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>Jamie Marquis can’t count the number of times they’ve been called the wrong name.\u003c/p>\n\u003cp>A junior psychology major at UC Davis who identifies as nonbinary, they changed their name several years ago. But since then they’ve struggled to get that name even on basic educational records, instead of their name assigned at birth that they do not identify with, commonly known as a deadname.\u003c/p>\n\u003cp>“I wish that there was a way to really explain to cisgender people how being deadnamed feels,” Marquis said. “It’s humiliating. It makes you feel out of place and unwelcome, because of all the things about your identity, even your name is being ignored.”\u003c/p>\n\u003cp>A \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB245\">new state law\u003c/a> could make a huge difference for people like them, Marquis said. Not only could it ease anxiety, but it also could provide important protections from discrimination and harm.\u003c/p>\n\u003cp>The new law, which takes effect on Jan. 1, requires the state’s public colleges to update records for students who have legally changed their names. It also allows graduates to request an updated copy of their diploma at no cost to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then, starting with the 2023-24 class, it will require institutions to allow students to self-identify their names on diplomas, even without legal documentation of a name change. (The legislation does not specifically require colleges to let students self-identify their names on educational records besides diplomas without legally changing their names. It also does not affect how people are identified on legal documents used for tax, immigration status and other purposes.)\u003c/p>\n\u003cp>California is the \u003ca href=\"https://www.them.us/story/california-first-state-requiring-colleges-use-trans-students-correct-names\">first state to enact such a law\u003c/a>. A previous version failed in the Legislature in 2020.\u003c/p>\n\u003cp>The right to self-identify one’s name on a college diploma helps protect transgender and gender-nonconforming students, advocates say. Research shows that transgender people are at higher risk of discrimination and violence.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jamie Marquis, junior psychology major at UC Davis\"]‘[Deadnaming is] humiliating. It makes you feel out of place and unwelcome, because of all the things about your identity, even your name is being ignored.’[/pullquote]More than \u003ca href=\"https://transequality.org/issues/anti-violence\">1 in 4 trans people has experienced a “bias-driven assault,”\u003c/a> with rates even higher for trans women and trans people of color, according to the \u003ca href=\"https://transequality.org/\">National Center for Transgender Equality\u003c/a>.\u003c/p>\n\u003cp>Academic records listing a student’s name and gender as assigned at birth could potentially “out” that student’s identity, which can put them at a significant disadvantage when seeking housing and employment, said David Chiu, who authored the bill while representing San Francisco in the state Assembly. Chiu, now the San Francisco city attorney, said he was asked by \u003ca href=\"https://www.eqca.org/\">Equality California\u003c/a> and other transgender activist groups to draft the bill.\u003c/p>\n\u003cp>“A college diploma represents years of hard work and academic achievement,” Chiu said in an interview. “It shouldn’t cause stress or harm by having someone’s deadname on it because of outdated school policies.”\u003c/p>\n\u003ch3>No statewide policy\u003c/h3>\n\u003cp>In California, public colleges have been using a range of policies about what names they record on diplomas and in other records, as no statewide policy existed. In November 2020, the University of California system put in place a policy — the \u003ca href=\"https://www.universityofcalifornia.edu/news/president-drake-announces-new-presidential-policy-gender-recognition-and-lived-name\">Presidential Policy on Gender Recognition and Lived Name\u003c/a> — that ensures that all individuals are identified by their accurate gender identity and name on university-issued documents and in UC’s information systems.\u003c/p>\n\u003cp>At California State University and the California Community Colleges, there have been no system-wide policies, spokespersons said. But the two systems support the new state law, they also said.\u003c/p>\n\u003cfigure id=\"attachment_11899232\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11899232\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Jamie-and-cat.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Jamie Marquis and their cat Cleo in their backyard in Sacramento on Dec 4, 2021. ‘[Deadnaming is] humiliating. It makes you feel out of place and unwelcome, because of all the things about your identity, even your name is being ignored,’ they said. \u003ccite>(Karlos Rene Ayala/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some campuses have put their own policies in place. American River College in Sacramento County, for example, adopted an affirmed name policy in 2019, which allows students to change their names in campus computer systems and, in early 2020, to self-identify their names on their diplomas. The policy is now in place for all four colleges in the Los Rios Community College District.\u003c/p>\n\u003cp>The change, college officials said, has been powerful and emotional for students. Emilie Mitchell, interim dean of social and behavioral sciences at Cosumnes River College, described her experience helping a former student change their name in the college’s computer system.\u003c/p>\n\u003cp>“This person was just crying when they were talking about going into classes, and professors often read the roster out loud, and it was their deadname,” Mitchell said. She said she could hear the retraumatization they experienced.\u003c/p>\n\u003cp>Within five minutes, Mitchell was able to change the student’s name in the system.\u003c/p>\n\u003cp>“I thought, that’s such a small thing, right?” Mitchell said. “All I did was click a couple of boxes, literally, but this person’s experience, their educational experience, their sense of being validated in their identity, was so profound.”\u003c/p>\n\u003cp>Eli Fox, a junior psychology major at California State University, Monterey Bay, changed their name during their first few months of college but said they had to deal with a lot of stress due to their deadname being on high school documents.\u003c/p>\n\u003cp>“It was really tricky to get everything to line up,” Fox said. “There are a lot of school administrative people who aren’t really educated, and it was really difficult trying to educate them and also advocate for myself.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Emilie Mitchell, interim dean of social and behavioral sciences, Cosumnes River College\"]‘That’s such a small thing, right? All I did was click a couple of boxes, literally, but this person’s experience, their educational experience, their sense of being validated in their identity, was so profound.’[/pullquote]High school teachers, college professors and administrators have often resisted respecting their name or helping them change their school documents, Fox said. They often asked Fox invasive questions about their transition that made them feel like they were just being nosy.\u003c/p>\n\u003cp>“No one should have to explain their identity or justify the way that they are to anybody,” Fox said.\u003c/p>\n\u003cp>Fox said they are relieved to see the law pass, as it will make the process easier for future students like them. Fox aspires to use their degree in psychology to work in data gathering and research, and wants to continue their education in biopsychology, and incorporate social theory into science.\u003c/p>\n\u003cp>Fox says they have gained so much knowledge just from being queer and being around queer people. They hope to help show LGBTQ+ youth of the future to be proud of who they are.\u003c/p>\n\u003ch3>Reducing anxiety\u003c/h3>\n\u003cp>Michelle Haggerty, a psychology professor who advises the Queer Student Union at College of the Redwoods in Eureka, said the new state law will help to reduce the anxiety of both students and professors and to create a more accepting environment on campus. If students are able to update their names on school records before the semester starts, it will erase any awkward scenarios where the professor may deadname a student by accident, Haggerty said.\u003c/p>\n\u003cp>She also said this new policy will help students after they graduate, lessening how much they may have to explain their name or who they are to future employers. Haggerty has known students who have quit their jobs due to discrimination and invasive questions about their transitions, she said.\u003c/p>\n\u003cp>“Depending on where you are, it makes people feel unsafe,” Haggerty said of being transgender or gender-nonconforming. “Different industries and different communities will look at these things differently … I think it’s hard to make a judgment on, ‘Am I safe or not?’ and ‘Who can I reveal these aspects of myself to?’”\u003c/p>\n\u003cp>The new law could help protect cisgender college students, too.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='transgender']Linda Johnson — a sophomore at College of the Redwoods who has earned a bachelor’s degree from Pomona College and a master’s degree from Fuller Theological Seminary — said that she was unable to have her maiden name printed on her diploma. At a time when she was going through a divorce from an abusive spouse, she wasn’t able to feel happy or excited when she received her diploma. Instead, she didn’t even want to look at it.\u003c/p>\n\u003cp>“It would have been so much easier if I could have gone and said, ‘This is what I want,’ without having to wait for all of the legalities to catch up,” Johnson said.\u003c/p>\n\u003cp>Marquis, the Davis student — who also is an American River College graduate — remembers the anxiety of a day when they walked up to the counter of the community college’s records and admissions office to update their academic records. Had they forgotten a document? Would they be met with help or hindrance?\u003c/p>\n\u003cp>“It’s so awkward and uncomfortable to have to go up to every teacher, every front desk staff, every doctor and explain the situation,” they said. “And it’s draining to constantly be polite to the people that want to tell you all about how hard it is for them to remember.”\u003c/p>\n\u003cp>When the process went smoothly, they felt a sense of bewildered relief. But their name-change journey still wasn’t over. When they transferred to UC, they had to present records from high school that still used their deadname.\u003c/p>\n\u003cp>Now, Marquis hopes the new law will remove some of these roadblocks — and that that could help them finally just feel at ease.\u003c/p>\n\u003cp>As a beacon of hope, Marquis aspires to take this experience with them as they enter the field of psychology after college and work with mentally ill queer children, letting them know it is OK to be themselves, whoever that may be.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Oden Taylor is a fellow with the \u003c/em>\u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">\u003cem>CalMatters College Journalism Network\u003c/em>\u003c/a>\u003cem>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jamie Marquis can’t count the number of times they’ve been called the wrong name.\u003c/p>\n\u003cp>A junior psychology major at UC Davis who identifies as nonbinary, they changed their name several years ago. But since then they’ve struggled to get that name even on basic educational records, instead of their name assigned at birth that they do not identify with, commonly known as a deadname.\u003c/p>\n\u003cp>“I wish that there was a way to really explain to cisgender people how being deadnamed feels,” Marquis said. “It’s humiliating. It makes you feel out of place and unwelcome, because of all the things about your identity, even your name is being ignored.”\u003c/p>\n\u003cp>A \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB245\">new state law\u003c/a> could make a huge difference for people like them, Marquis said. Not only could it ease anxiety, but it also could provide important protections from discrimination and harm.\u003c/p>\n\u003cp>The new law, which takes effect on Jan. 1, requires the state’s public colleges to update records for students who have legally changed their names. It also allows graduates to request an updated copy of their diploma at no cost to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then, starting with the 2023-24 class, it will require institutions to allow students to self-identify their names on diplomas, even without legal documentation of a name change. (The legislation does not specifically require colleges to let students self-identify their names on educational records besides diplomas without legally changing their names. It also does not affect how people are identified on legal documents used for tax, immigration status and other purposes.)\u003c/p>\n\u003cp>California is the \u003ca href=\"https://www.them.us/story/california-first-state-requiring-colleges-use-trans-students-correct-names\">first state to enact such a law\u003c/a>. A previous version failed in the Legislature in 2020.\u003c/p>\n\u003cp>The right to self-identify one’s name on a college diploma helps protect transgender and gender-nonconforming students, advocates say. Research shows that transgender people are at higher risk of discrimination and violence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>More than \u003ca href=\"https://transequality.org/issues/anti-violence\">1 in 4 trans people has experienced a “bias-driven assault,”\u003c/a> with rates even higher for trans women and trans people of color, according to the \u003ca href=\"https://transequality.org/\">National Center for Transgender Equality\u003c/a>.\u003c/p>\n\u003cp>Academic records listing a student’s name and gender as assigned at birth could potentially “out” that student’s identity, which can put them at a significant disadvantage when seeking housing and employment, said David Chiu, who authored the bill while representing San Francisco in the state Assembly. Chiu, now the San Francisco city attorney, said he was asked by \u003ca href=\"https://www.eqca.org/\">Equality California\u003c/a> and other transgender activist groups to draft the bill.\u003c/p>\n\u003cp>“A college diploma represents years of hard work and academic achievement,” Chiu said in an interview. “It shouldn’t cause stress or harm by having someone’s deadname on it because of outdated school policies.”\u003c/p>\n\u003ch3>No statewide policy\u003c/h3>\n\u003cp>In California, public colleges have been using a range of policies about what names they record on diplomas and in other records, as no statewide policy existed. In November 2020, the University of California system put in place a policy — the \u003ca href=\"https://www.universityofcalifornia.edu/news/president-drake-announces-new-presidential-policy-gender-recognition-and-lived-name\">Presidential Policy on Gender Recognition and Lived Name\u003c/a> — that ensures that all individuals are identified by their accurate gender identity and name on university-issued documents and in UC’s information systems.\u003c/p>\n\u003cp>At California State University and the California Community Colleges, there have been no system-wide policies, spokespersons said. But the two systems support the new state law, they also said.\u003c/p>\n\u003cfigure id=\"attachment_11899232\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11899232\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Jamie-and-cat.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Jamie-and-cat-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Jamie Marquis and their cat Cleo in their backyard in Sacramento on Dec 4, 2021. ‘[Deadnaming is] humiliating. It makes you feel out of place and unwelcome, because of all the things about your identity, even your name is being ignored,’ they said. \u003ccite>(Karlos Rene Ayala/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some campuses have put their own policies in place. American River College in Sacramento County, for example, adopted an affirmed name policy in 2019, which allows students to change their names in campus computer systems and, in early 2020, to self-identify their names on their diplomas. The policy is now in place for all four colleges in the Los Rios Community College District.\u003c/p>\n\u003cp>The change, college officials said, has been powerful and emotional for students. Emilie Mitchell, interim dean of social and behavioral sciences at Cosumnes River College, described her experience helping a former student change their name in the college’s computer system.\u003c/p>\n\u003cp>“This person was just crying when they were talking about going into classes, and professors often read the roster out loud, and it was their deadname,” Mitchell said. She said she could hear the retraumatization they experienced.\u003c/p>\n\u003cp>Within five minutes, Mitchell was able to change the student’s name in the system.\u003c/p>\n\u003cp>“I thought, that’s such a small thing, right?” Mitchell said. “All I did was click a couple of boxes, literally, but this person’s experience, their educational experience, their sense of being validated in their identity, was so profound.”\u003c/p>\n\u003cp>Eli Fox, a junior psychology major at California State University, Monterey Bay, changed their name during their first few months of college but said they had to deal with a lot of stress due to their deadname being on high school documents.\u003c/p>\n\u003cp>“It was really tricky to get everything to line up,” Fox said. “There are a lot of school administrative people who aren’t really educated, and it was really difficult trying to educate them and also advocate for myself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>High school teachers, college professors and administrators have often resisted respecting their name or helping them change their school documents, Fox said. They often asked Fox invasive questions about their transition that made them feel like they were just being nosy.\u003c/p>\n\u003cp>“No one should have to explain their identity or justify the way that they are to anybody,” Fox said.\u003c/p>\n\u003cp>Fox said they are relieved to see the law pass, as it will make the process easier for future students like them. Fox aspires to use their degree in psychology to work in data gathering and research, and wants to continue their education in biopsychology, and incorporate social theory into science.\u003c/p>\n\u003cp>Fox says they have gained so much knowledge just from being queer and being around queer people. They hope to help show LGBTQ+ youth of the future to be proud of who they are.\u003c/p>\n\u003ch3>Reducing anxiety\u003c/h3>\n\u003cp>Michelle Haggerty, a psychology professor who advises the Queer Student Union at College of the Redwoods in Eureka, said the new state law will help to reduce the anxiety of both students and professors and to create a more accepting environment on campus. If students are able to update their names on school records before the semester starts, it will erase any awkward scenarios where the professor may deadname a student by accident, Haggerty said.\u003c/p>\n\u003cp>She also said this new policy will help students after they graduate, lessening how much they may have to explain their name or who they are to future employers. Haggerty has known students who have quit their jobs due to discrimination and invasive questions about their transitions, she said.\u003c/p>\n\u003cp>“Depending on where you are, it makes people feel unsafe,” Haggerty said of being transgender or gender-nonconforming. “Different industries and different communities will look at these things differently … I think it’s hard to make a judgment on, ‘Am I safe or not?’ and ‘Who can I reveal these aspects of myself to?’”\u003c/p>\n\u003cp>The new law could help protect cisgender college students, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Linda Johnson — a sophomore at College of the Redwoods who has earned a bachelor’s degree from Pomona College and a master’s degree from Fuller Theological Seminary — said that she was unable to have her maiden name printed on her diploma. At a time when she was going through a divorce from an abusive spouse, she wasn’t able to feel happy or excited when she received her diploma. Instead, she didn’t even want to look at it.\u003c/p>\n\u003cp>“It would have been so much easier if I could have gone and said, ‘This is what I want,’ without having to wait for all of the legalities to catch up,” Johnson said.\u003c/p>\n\u003cp>Marquis, the Davis student — who also is an American River College graduate — remembers the anxiety of a day when they walked up to the counter of the community college’s records and admissions office to update their academic records. Had they forgotten a document? Would they be met with help or hindrance?\u003c/p>\n\u003cp>“It’s so awkward and uncomfortable to have to go up to every teacher, every front desk staff, every doctor and explain the situation,” they said. “And it’s draining to constantly be polite to the people that want to tell you all about how hard it is for them to remember.”\u003c/p>\n\u003cp>When the process went smoothly, they felt a sense of bewildered relief. But their name-change journey still wasn’t over. When they transferred to UC, they had to present records from high school that still used their deadname.\u003c/p>\n\u003cp>Now, Marquis hopes the new law will remove some of these roadblocks — and that that could help them finally just feel at ease.\u003c/p>\n\u003cp>As a beacon of hope, Marquis aspires to take this experience with them as they enter the field of psychology after college and work with mentally ill queer children, letting them know it is OK to be themselves, whoever that may be.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Oden Taylor is a fellow with the \u003c/em>\u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">\u003cem>CalMatters College Journalism Network\u003c/em>\u003c/a>\u003cem>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Oakland Mayor Schaaf Asks Governor for License Plate Readers and Surveillance Cameras to Curb Spike in Violent Crime",
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"content": "\u003cp>License plate readers and vehicle recognition cameras may soon be installed at on- and off-ramps and on state highways in and around Oakland, after Mayor Libby Schaaf sent a letter to Gov. Gavin Newsom on Tuesday requesting the devices as a way to stem her city’s spike in violent crime.\u003c/p>\n\u003cp>Schaaf’s ask came after Oakland on Monday \u003ca href=\"https://www.mercurynews.com/2021/12/13/oakland-reaches-grim-milestone-as-city-ties-2012-homicide-mark/\">reported its 131st homicide of the year\u003c/a>, the greatest number in a decade. Armed robberies also are up 46% this year, and carjacking robberies are up 77%, Schaaf said.\u003c/p>\n\u003cp>“The primary mode of transportation for those committing the violent crimes are vehicles that are often stolen or have switched license plates, many of whom travel into and throughout the Oakland [sic] on the highways and main thoroughfares,” Schaaf wrote in the letter.\u003c/p>\n\u003cp>“The need for a system that can capture vehicle descriptions and alert law enforcement to vehicles associated with violent crime, in real time, has never been more apparent,” she added. “Such technology can multiply law enforcement efforts in a focused, intelligence-based manner, while still balancing the important privacy interests of the community.”\u003c/p>\n\u003cp>https://twitter.com/daviddebolt/status/1470874638099959809\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oakland Police Chief LeRonne Armstrong said he made a similar request to the city several weeks ago, and was encouraged to see the mayor acting on it.\u003c/p>\n\u003cp>“I am in full support of the mayor’s request and look forward to new technology that will help make the city of Oakland safer,” he said in a statement.\u003c/p>\n\u003cp>But the prospect of more cameras tracing the movement of drivers in the city is sparking serious concerns among some privacy advocates.\u003c/p>\n\u003cp>“People in Oakland are worried when their government wants to track what time they are getting on and off the highway,” said Adam Schwartz, senior staff attorney with the Electronic Frontier Foundation.\u003c/p>\n\u003cp>This kind of surveillance approach invades residents’ privacy, “discourages people from going to protests and can lead to mistaken identity and police aiming guns at them,” he said.[aside label=\"related coverage\" tag=\"oakland-crime\"]Schwartz also said surveillance cameras are more often used in lower-income, largely Black and Latino communities than in more affluent, predominantly white neighborhoods.\u003c/p>\n\u003cp>“We think license plate readers are not worth these downsides,” Schwartz said. Rather, he added, money should be spent on improving the trust between the police and the community instead of “ever more frightening surveillance technology.”\u003c/p>\n\u003cp>Earlier this month, Schaaf, citing the city’s seemingly intractable jump in violent crime, \u003ca href=\"https://apnews.com/article/us-news-crime-police-race-and-ethnicity-homicide-9ceaa74e9ac9d310d6f889cfaf414f59#:~:text=SAN%20FRANCISCO%20(AP)%20%E2%80%94%20The,in%20homicides%20and%20gun%20violence.\">asked the city council to approve funding to create two new police academies and add 60 officers to the force\u003c/a>, a proposal the council nearly unanimously approved. Critics of the move accused the mayor and councilmembers of reversing course and betraying pledges they had made in the wake of George Floyd’s murder last year, \u003ca href=\"https://www.kqed.org/news/11879404/oakland-just-redirected-18-million-away-from-police-into-violence-prevention-programs\">to cut the city’s policing budget\u003c/a> and reallocate some of those funds to violence prevention and social service programs.\u003c/p>\n\u003cp>“For decades in Oakland we’ve over-invested in policing, and the number of homicides and robberies this year are clear proof that this approach to public safety simply does not work,” Cat Brooks, executive director of the Justice Teams Network and a co-founder of the Anti Police-Terror Project, said earlier this month. “We can’t make the same mistakes we made in the past. We cannot throw more good money after failed policy solutions.”\u003c/p>\n\u003cp>Brooks said tens of thousands of Oakland residents filled the streets last year to demand the city “reinvest our tax dollars into programs that will actually keep us safe, not over-police Black and Brown communities.” By approving Schaaf’s police funding increase, the council was walking away from that mandate, she said.\u003c/p>\n\u003cp>On the same day Schaaf sent her letter, San Francisco Mayor London Breed — who last year\u003ca href=\"https://www.kqed.org/news/11862094/sf-mayor-breed-unveils-plan-for-reinvesting-120-million-from-police-into-black-communities\"> championed an even more dramatic police divestment plan\u003c/a> — responded to the uptick in crime in areas of her city by \u003ca href=\"https://www.kqed.org/news/11899060/vowing-to-end-reign-of-criminals-destroying-our-city-sf-mayor-breed-announces-latest-tenderloin-crackdown\">calling for new, more aggressive policing tactics\u003c/a>, particularly targeted at the beleaguered Tenderloin neighborhood, including a push to give officers more real-time access to surveillance footage.\u003c/p>\n\u003cp>In Schaaf’s letter to Newsom this week, she also reiterated a request for as much California Highway Patrol presence and enforcement in the city as possible. A recent grant-funded effort between Oakland and the CHP “was extremely helpful,” she added, without providing specific details.\u003c/p>\n\u003cp>Schaaf additionally asked for help from the CHP’s Organized Retail Crime Task Force regarding “recent caravan robberies of pharmacies, stores and cannabis businesses in Oakland.”\u003c/p>\n\u003cp>The governor’s office did not immediately respond when asked to comment on Schaaf’s requests.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting by KQED’s Matthew Green and by Keith Burbank of Bay City News.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>License plate readers and vehicle recognition cameras may soon be installed at on- and off-ramps and on state highways in and around Oakland, after Mayor Libby Schaaf sent a letter to Gov. Gavin Newsom on Tuesday requesting the devices as a way to stem her city’s spike in violent crime.\u003c/p>\n\u003cp>Schaaf’s ask came after Oakland on Monday \u003ca href=\"https://www.mercurynews.com/2021/12/13/oakland-reaches-grim-milestone-as-city-ties-2012-homicide-mark/\">reported its 131st homicide of the year\u003c/a>, the greatest number in a decade. Armed robberies also are up 46% this year, and carjacking robberies are up 77%, Schaaf said.\u003c/p>\n\u003cp>“The primary mode of transportation for those committing the violent crimes are vehicles that are often stolen or have switched license plates, many of whom travel into and throughout the Oakland [sic] on the highways and main thoroughfares,” Schaaf wrote in the letter.\u003c/p>\n\u003cp>“The need for a system that can capture vehicle descriptions and alert law enforcement to vehicles associated with violent crime, in real time, has never been more apparent,” she added. “Such technology can multiply law enforcement efforts in a focused, intelligence-based manner, while still balancing the important privacy interests of the community.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oakland Police Chief LeRonne Armstrong said he made a similar request to the city several weeks ago, and was encouraged to see the mayor acting on it.\u003c/p>\n\u003cp>“I am in full support of the mayor’s request and look forward to new technology that will help make the city of Oakland safer,” he said in a statement.\u003c/p>\n\u003cp>But the prospect of more cameras tracing the movement of drivers in the city is sparking serious concerns among some privacy advocates.\u003c/p>\n\u003cp>“People in Oakland are worried when their government wants to track what time they are getting on and off the highway,” said Adam Schwartz, senior staff attorney with the Electronic Frontier Foundation.\u003c/p>\n\u003cp>This kind of surveillance approach invades residents’ privacy, “discourages people from going to protests and can lead to mistaken identity and police aiming guns at them,” he said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schwartz also said surveillance cameras are more often used in lower-income, largely Black and Latino communities than in more affluent, predominantly white neighborhoods.\u003c/p>\n\u003cp>“We think license plate readers are not worth these downsides,” Schwartz said. Rather, he added, money should be spent on improving the trust between the police and the community instead of “ever more frightening surveillance technology.”\u003c/p>\n\u003cp>Earlier this month, Schaaf, citing the city’s seemingly intractable jump in violent crime, \u003ca href=\"https://apnews.com/article/us-news-crime-police-race-and-ethnicity-homicide-9ceaa74e9ac9d310d6f889cfaf414f59#:~:text=SAN%20FRANCISCO%20(AP)%20%E2%80%94%20The,in%20homicides%20and%20gun%20violence.\">asked the city council to approve funding to create two new police academies and add 60 officers to the force\u003c/a>, a proposal the council nearly unanimously approved. Critics of the move accused the mayor and councilmembers of reversing course and betraying pledges they had made in the wake of George Floyd’s murder last year, \u003ca href=\"https://www.kqed.org/news/11879404/oakland-just-redirected-18-million-away-from-police-into-violence-prevention-programs\">to cut the city’s policing budget\u003c/a> and reallocate some of those funds to violence prevention and social service programs.\u003c/p>\n\u003cp>“For decades in Oakland we’ve over-invested in policing, and the number of homicides and robberies this year are clear proof that this approach to public safety simply does not work,” Cat Brooks, executive director of the Justice Teams Network and a co-founder of the Anti Police-Terror Project, said earlier this month. “We can’t make the same mistakes we made in the past. We cannot throw more good money after failed policy solutions.”\u003c/p>\n\u003cp>Brooks said tens of thousands of Oakland residents filled the streets last year to demand the city “reinvest our tax dollars into programs that will actually keep us safe, not over-police Black and Brown communities.” By approving Schaaf’s police funding increase, the council was walking away from that mandate, she said.\u003c/p>\n\u003cp>On the same day Schaaf sent her letter, San Francisco Mayor London Breed — who last year\u003ca href=\"https://www.kqed.org/news/11862094/sf-mayor-breed-unveils-plan-for-reinvesting-120-million-from-police-into-black-communities\"> championed an even more dramatic police divestment plan\u003c/a> — responded to the uptick in crime in areas of her city by \u003ca href=\"https://www.kqed.org/news/11899060/vowing-to-end-reign-of-criminals-destroying-our-city-sf-mayor-breed-announces-latest-tenderloin-crackdown\">calling for new, more aggressive policing tactics\u003c/a>, particularly targeted at the beleaguered Tenderloin neighborhood, including a push to give officers more real-time access to surveillance footage.\u003c/p>\n\u003cp>In Schaaf’s letter to Newsom this week, she also reiterated a request for as much California Highway Patrol presence and enforcement in the city as possible. A recent grant-funded effort between Oakland and the CHP “was extremely helpful,” she added, without providing specific details.\u003c/p>\n\u003cp>Schaaf additionally asked for help from the CHP’s Organized Retail Crime Task Force regarding “recent caravan robberies of pharmacies, stores and cannabis businesses in Oakland.”\u003c/p>\n\u003cp>The governor’s office did not immediately respond when asked to comment on Schaaf’s requests.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting by KQED’s Matthew Green and by Keith Burbank of Bay City News.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Student Cartoons from KQED's Youth Media Challenge",
"title": "Student Cartoons from KQED's Youth Media Challenge",
"headTitle": "Mark Fiore: Drawn to the Bay | KQED News",
"content": "\u003cp>Let me start by saying how glad I am that I don't have to pick a winner from any of these cartoons that students submitted as part of KQED's \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\"Political Cartooning With Mark Fiore\" Youth Media Challenge\u003c/a>.\u003c/p>\n\u003cp>This challenge invites students in grades 6-12 to submit an original one-panel editorial cartoon about any issue that matters to them. (All submissions are published on \u003ca href=\"https://learn.kqed.org/challenges/\">KQED’s Youth Media Challenge Showcase\u003c/a>, and I’ll try to feature as many as I can throughout the school year.)\u003c/p>\n\u003cp>There is so much talent here it would be a shame to have to pick just one.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">a long-time cartoonist\u003c/a> who remembers my earliest cartoons, I can see potential magic — that may not be immediately apparent to some — in many of these works.\u003c/p>\n\u003cp>Here (in no particular order of preference) are some of the standouts among the roughly 250 submissions we've received from students living everywhere from here in the Bay Area to Billings, Montana, and Jefferson, Iowa.\u003c/p>\n\u003cp>(\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">The Youth Media Challenge is accepting submissions until June 2022\u003c/a>, so you can still send in your cartoons if you haven't already done so.)\u003c/p>\n\u003ch3>Student debt\u003c/h3>\n\u003cp>\u003cstrong>Aidan N.\u003c/strong> does a great job of encapsulating the massive problem of student debt, and I know exactly what the cartoon is trying to say.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a student with a ball and chain labeled \"student debt\" as they are reaching for a house and the American Dream.' width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png 960w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-160x120.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>One thing I noticed about \u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NTkwMTVkNzg0MjIxZTkzOGZmZTk4\">Aidan's cartoon\u003c/a> that takes me back to some of my earlier cartoons: the visual metaphor of the ball and chain.\u003c/p>\n\u003cp>Multiple submissions we received featured a ball and chain, and that's OK — but try thinking outside the box and push yourself to make your cartoon even more unique. If you want your cartoons to stand out, it's important that they be wholly unique.\u003c/p>\n\u003cp>Is there another way to represent a challenging or difficult situation? Remember, you can draw \u003cem>anything\u003c/em> — maybe next time it could be an alligator latched onto a leg or a bear trap!\u003c/p>\n\u003ch3>Rosie the Riveter\u003c/h3>\n\u003cp>\u003cstrong>Khushi C.\u003c/strong> tapped into the classic Rosie the Riveter poster for \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYwOTBjMmE1MmQ1YmM5NWY3YTg2\">this pro-vaccination cartoon\u003c/a>, one that could also easily be made into a poster.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a masked woman in the \"Rosie the Riveter\" pose as she gets her vaccine shot. Atop the cartoon is lettering that reads, \"you should do it too.\"' width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1020x1020.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1536x1536.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>I love how the syringe doesn't look intimidating or scary — an illustration challenge that can be difficult to pull off!\u003c/p>\n\u003cp>One thing to keep in mind \u003ca href=\"https://www.defense.gov/News/Feature-Stories/story/Article/1791664/rosie-the-riveter-inspired-women-to-serve-in-world-war-ii/\">when using historical images as a basis for a cartoon\u003c/a>: Remember there is oftentimes \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">more to the story of the image than what most history books imparted\u003c/a>.\u003c/p>\n\u003cp>To some experts, like Betty Reid Soskin, a 100-year-old park ranger \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">who still leads tours\u003c/a> at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, \"\u003ca href=\"https://theriveter.co/voice/betty-reid-siskin-original-rosie-the-riveter/\">the story of Rosie the Riveter is a white woman’s story\u003c/a>.\"\u003c/p>\n\u003cp>Which is another reason I like how Khushi has changed up the imagery.\u003c/p>\n\u003ch3>The arc of oppression in America\u003c/h3>\n\u003cp>I know I said this roundup isn't about awards, but \u003cstrong>John M.\u003c/strong> gets my vote for \"Most Ambitious Single-Panel Cartoon About the Arc of Oppression in America.\"\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA4YzY3MjBkMGVkZGM0NWI1NmI4OTAx\">He's trying to say a \u003cem>lot\u003c/em> in this cartoon\u003c/a> and actually pulls it off!\u003c/p>\n\u003cp>It might take a while for the reader to absorb it all, but it works, right down to the disturbing and salient portrayal of the Native Americans at the bottom rung of the cartoon's visual hierarchy.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\" alt='A \"Youth Media Challenge\" cartoon titled \"The Hierarchy of Oppression\" showing a white Trump supporter sitting atop minorities in various states of oppression. At the bottom of the pyramid are dead Native Americans.' width=\"993\" height=\"1324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png 993w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-160x213.png 160w\" sizes=\"(max-width: 993px) 100vw, 993px\">\u003c/a>\u003c/p>\n\u003ch3>Social media and mental health\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MGNiNmVkNjU1N2I3MDRmYzBlY2Rm\">\u003cstrong>Jaidene M.\u003c/strong> created one of my absolute favorite cartoons\u003c/a> among all the submissions.\u003c/p>\n\u003cp>The simplicity and beauty of this drawing — particularly the wilting flower — is incredibly moving.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896103\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a sun labeled \"positivity\" that is obscured by a cloud labeled \"hate\" that rains down \"social media\" on a wilting flower labeled \"mental health.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>One of the challenges a cartoonist always faces is how to clearly convey what the different elements in an illustration represent.\u003c/p>\n\u003cp>Labeling is one of the simplest ways to do this, but is there another way to \u003cem>show\u003c/em> rather than \u003cem>tell\u003c/em> what this cartoon is about?\u003c/p>\n\u003cp>Maybe the clouds can \u003cem>look\u003c/em> hateful and mean rather than being labeled \"hate.\"\u003c/p>\n\u003ch3>Conspiracy storm\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5NTY3ODYyODZmMWUwMWRiZjFjMzRm\">\u003cstrong>Jasper S.\u003c/strong> has drawn one of the most traditional \"political cartoons\"\u003c/a> among this collection.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896100\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\" alt=\"A "Youth Media Challenge" cartoon titled "The Conspiracy Storm" that shows a tornado heading for the White House labeled "Democracy." The tornado includes conspiracy terms like "fake news," "government control" and "it's a cover."\" width=\"799\" height=\"797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png 799w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin-160x160.png 160w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003c/p>\n\u003cp>That tornado definitely looks like trouble.\u003c/p>\n\u003cp>Remember, you can let your labels and lettering show emotion and movement, too. If I were letters in that storm, I might be a little skewed or curved.\u003c/p>\n\u003cp>Check out \u003ca href=\"https://www.ralphsteadman.com/\">Ralph Steadman, a master illustrator\u003c/a> who pours so much emotion into his drawings and lettering.\u003c/p>\n\u003ch3>High gas prices\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZDBiNWY0NTk4OGI0MGFmZjgwYWQ1\">\u003cstrong>Justin C.\u003c/strong> goes after President Biden for high gas prices\u003c/a>, and though I may not agree with the message, I really like how he uses the gambling metaphor.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\">\u003cimg class=\"alignnone size-full wp-image-11896104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\" alt='A \"Youth Media Challenge\" cartoon that is mostly text with a caricature of Joe Biden in the center. The top reads \"King Gasoline\" and below says \"Biden Bucks\" and \"$6 per gallon.\" The bottom reads \"lose jobs.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>As a side note, the fact that we can see a kitchen counter behind Justin's drawing takes me back to my earliest cartoons, which I drew on the lid of a clothes hamper.\u003c/p>\n\u003cp>Remember, if you love drawing cartoons, you don't need any fancy equipment or a drafting table!\u003c/p>\n\u003ch3>Social media problems\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3NmUwZjZkYTEyN2Y3NzBkMDk1ZWVj\">\u003cstrong>Madison K.\u003c/strong> tackles some very difficult issues in this cartoon about social media\u003c/a>, and is on the right track by making it a multipanel illustration.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896105\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a multi-panel strip that shows kids \"spread rumors,\" \"depression,\" \"bullying\" and \"not getting enough sleep.\" A main caption at the bottom reads, \"social media problems.\"' width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1536x1152.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Sometimes a cartoon can be much more effective if you lead the audience through your thought process and what you're trying to say, which can sometimes be better accomplished through a comic book-style format.\u003c/p>\n\u003ch3>Thank you!\u003c/h3>\n\u003cp>Thanks so much to all of you who have submitted cartoons and participated in this challenge. We'll feature more here in the coming months.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Send along your cartoons\u003c/a>, and most importantly, keep cartooning!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "KQED's resident cartoonist reviews a selection of student cartoons recently submitted as part of our \"Political Cartooning with Mark Fiore\" Youth Media Challenge.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Let me start by saying how glad I am that I don't have to pick a winner from any of these cartoons that students submitted as part of KQED's \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\"Political Cartooning With Mark Fiore\" Youth Media Challenge\u003c/a>.\u003c/p>\n\u003cp>This challenge invites students in grades 6-12 to submit an original one-panel editorial cartoon about any issue that matters to them. (All submissions are published on \u003ca href=\"https://learn.kqed.org/challenges/\">KQED’s Youth Media Challenge Showcase\u003c/a>, and I’ll try to feature as many as I can throughout the school year.)\u003c/p>\n\u003cp>There is so much talent here it would be a shame to have to pick just one.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">a long-time cartoonist\u003c/a> who remembers my earliest cartoons, I can see potential magic — that may not be immediately apparent to some — in many of these works.\u003c/p>\n\u003cp>Here (in no particular order of preference) are some of the standouts among the roughly 250 submissions we've received from students living everywhere from here in the Bay Area to Billings, Montana, and Jefferson, Iowa.\u003c/p>\n\u003cp>(\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">The Youth Media Challenge is accepting submissions until June 2022\u003c/a>, so you can still send in your cartoons if you haven't already done so.)\u003c/p>\n\u003ch3>Student debt\u003c/h3>\n\u003cp>\u003cstrong>Aidan N.\u003c/strong> does a great job of encapsulating the massive problem of student debt, and I know exactly what the cartoon is trying to say.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a student with a ball and chain labeled \"student debt\" as they are reaching for a house and the American Dream.' width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png 960w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-160x120.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>One thing I noticed about \u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NTkwMTVkNzg0MjIxZTkzOGZmZTk4\">Aidan's cartoon\u003c/a> that takes me back to some of my earlier cartoons: the visual metaphor of the ball and chain.\u003c/p>\n\u003cp>Multiple submissions we received featured a ball and chain, and that's OK — but try thinking outside the box and push yourself to make your cartoon even more unique. If you want your cartoons to stand out, it's important that they be wholly unique.\u003c/p>\n\u003cp>Is there another way to represent a challenging or difficult situation? Remember, you can draw \u003cem>anything\u003c/em> — maybe next time it could be an alligator latched onto a leg or a bear trap!\u003c/p>\n\u003ch3>Rosie the Riveter\u003c/h3>\n\u003cp>\u003cstrong>Khushi C.\u003c/strong> tapped into the classic Rosie the Riveter poster for \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYwOTBjMmE1MmQ1YmM5NWY3YTg2\">this pro-vaccination cartoon\u003c/a>, one that could also easily be made into a poster.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a masked woman in the \"Rosie the Riveter\" pose as she gets her vaccine shot. Atop the cartoon is lettering that reads, \"you should do it too.\"' width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1020x1020.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1536x1536.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>I love how the syringe doesn't look intimidating or scary — an illustration challenge that can be difficult to pull off!\u003c/p>\n\u003cp>One thing to keep in mind \u003ca href=\"https://www.defense.gov/News/Feature-Stories/story/Article/1791664/rosie-the-riveter-inspired-women-to-serve-in-world-war-ii/\">when using historical images as a basis for a cartoon\u003c/a>: Remember there is oftentimes \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">more to the story of the image than what most history books imparted\u003c/a>.\u003c/p>\n\u003cp>To some experts, like Betty Reid Soskin, a 100-year-old park ranger \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">who still leads tours\u003c/a> at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, \"\u003ca href=\"https://theriveter.co/voice/betty-reid-siskin-original-rosie-the-riveter/\">the story of Rosie the Riveter is a white woman’s story\u003c/a>.\"\u003c/p>\n\u003cp>Which is another reason I like how Khushi has changed up the imagery.\u003c/p>\n\u003ch3>The arc of oppression in America\u003c/h3>\n\u003cp>I know I said this roundup isn't about awards, but \u003cstrong>John M.\u003c/strong> gets my vote for \"Most Ambitious Single-Panel Cartoon About the Arc of Oppression in America.\"\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA4YzY3MjBkMGVkZGM0NWI1NmI4OTAx\">He's trying to say a \u003cem>lot\u003c/em> in this cartoon\u003c/a> and actually pulls it off!\u003c/p>\n\u003cp>It might take a while for the reader to absorb it all, but it works, right down to the disturbing and salient portrayal of the Native Americans at the bottom rung of the cartoon's visual hierarchy.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\" alt='A \"Youth Media Challenge\" cartoon titled \"The Hierarchy of Oppression\" showing a white Trump supporter sitting atop minorities in various states of oppression. At the bottom of the pyramid are dead Native Americans.' width=\"993\" height=\"1324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png 993w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-160x213.png 160w\" sizes=\"(max-width: 993px) 100vw, 993px\">\u003c/a>\u003c/p>\n\u003ch3>Social media and mental health\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MGNiNmVkNjU1N2I3MDRmYzBlY2Rm\">\u003cstrong>Jaidene M.\u003c/strong> created one of my absolute favorite cartoons\u003c/a> among all the submissions.\u003c/p>\n\u003cp>The simplicity and beauty of this drawing — particularly the wilting flower — is incredibly moving.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896103\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a sun labeled \"positivity\" that is obscured by a cloud labeled \"hate\" that rains down \"social media\" on a wilting flower labeled \"mental health.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>One of the challenges a cartoonist always faces is how to clearly convey what the different elements in an illustration represent.\u003c/p>\n\u003cp>Labeling is one of the simplest ways to do this, but is there another way to \u003cem>show\u003c/em> rather than \u003cem>tell\u003c/em> what this cartoon is about?\u003c/p>\n\u003cp>Maybe the clouds can \u003cem>look\u003c/em> hateful and mean rather than being labeled \"hate.\"\u003c/p>\n\u003ch3>Conspiracy storm\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5NTY3ODYyODZmMWUwMWRiZjFjMzRm\">\u003cstrong>Jasper S.\u003c/strong> has drawn one of the most traditional \"political cartoons\"\u003c/a> among this collection.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896100\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\" alt=\"A "Youth Media Challenge" cartoon titled "The Conspiracy Storm" that shows a tornado heading for the White House labeled "Democracy." The tornado includes conspiracy terms like "fake news," "government control" and "it's a cover."\" width=\"799\" height=\"797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png 799w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin-160x160.png 160w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003c/p>\n\u003cp>That tornado definitely looks like trouble.\u003c/p>\n\u003cp>Remember, you can let your labels and lettering show emotion and movement, too. If I were letters in that storm, I might be a little skewed or curved.\u003c/p>\n\u003cp>Check out \u003ca href=\"https://www.ralphsteadman.com/\">Ralph Steadman, a master illustrator\u003c/a> who pours so much emotion into his drawings and lettering.\u003c/p>\n\u003ch3>High gas prices\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZDBiNWY0NTk4OGI0MGFmZjgwYWQ1\">\u003cstrong>Justin C.\u003c/strong> goes after President Biden for high gas prices\u003c/a>, and though I may not agree with the message, I really like how he uses the gambling metaphor.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\">\u003cimg class=\"alignnone size-full wp-image-11896104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\" alt='A \"Youth Media Challenge\" cartoon that is mostly text with a caricature of Joe Biden in the center. The top reads \"King Gasoline\" and below says \"Biden Bucks\" and \"$6 per gallon.\" The bottom reads \"lose jobs.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>As a side note, the fact that we can see a kitchen counter behind Justin's drawing takes me back to my earliest cartoons, which I drew on the lid of a clothes hamper.\u003c/p>\n\u003cp>Remember, if you love drawing cartoons, you don't need any fancy equipment or a drafting table!\u003c/p>\n\u003ch3>Social media problems\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3NmUwZjZkYTEyN2Y3NzBkMDk1ZWVj\">\u003cstrong>Madison K.\u003c/strong> tackles some very difficult issues in this cartoon about social media\u003c/a>, and is on the right track by making it a multipanel illustration.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896105\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a multi-panel strip that shows kids \"spread rumors,\" \"depression,\" \"bullying\" and \"not getting enough sleep.\" A main caption at the bottom reads, \"social media problems.\"' width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1536x1152.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Sometimes a cartoon can be much more effective if you lead the audience through your thought process and what you're trying to say, which can sometimes be better accomplished through a comic book-style format.\u003c/p>\n\u003ch3>Thank you!\u003c/h3>\n\u003cp>Thanks so much to all of you who have submitted cartoons and participated in this challenge. We'll feature more here in the coming months.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Send along your cartoons\u003c/a>, and most importantly, keep cartooning!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "with-standardized-testing-out-uc-explores-next-steps-in-making-admissions-more-equitable",
"title": "With Standardized Testing Out, UC Explores Next Steps in Making Admissions More Equitable",
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"headTitle": "With Standardized Testing Out, UC Explores Next Steps in Making Admissions More Equitable | KQED",
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"content": "\u003cp>The University of California’s historic move to abandon standardized exams may not be the last of changes coming to the admissions process for the public university system.\u003c/p>\n\u003cp>That’s the expectation of college access advocates and admissions experts who say ditching the SAT and ACT should be only the first step in making admissions more equitable across UC, which has nine undergraduate campuses. UC has stopped using those exams at all in admissions and \u003ca href=\"https://edsource.org/2021/university-of-california-sticks-with-test-free-admissions-wont-replace-sat-and-act-with-new-standardized-test/663870\">made clear last month that it has no intention of replacing them with a different standardized test\u003c/a>. UC made those decisions in response to criticism that the tests are biased against students from lower-income families, disabled students and Black and Latino students.\u003c/p>\n\u003cp>“I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different,” said Michal Kurlaender, a professor of education policy at UC Davis whose research includes college preparation and access. “There are definitely huge equity concerns with the SAT. But I am also worried that in removing it, there’s going to be this assumption that now our system is equitable and outcomes will look better. That isn’t going to happen naturally.”\u003c/p>\n\u003cp>Other ways the UC can make admissions more equitable include working more closely with K-12 schools to better understand their applicants and possibly even guaranteeing admission to more students who meet certain criteria, Kurlaender and other admissions experts say. UC campus officials also say they could use more funding to expand student capacity and hire more staff to help with reviewing the growing number of applications that have been submitted since the tests were dropped.\u003c/p>\n\u003cp>Admissions decisions are made by UC’s campuses, but system leaders also have acknowledged the need to make UC more accessible. Board of Regents Chair Cecilia Estolano said at last month’s regents meeting that when UC reviews student applications, they are dealing with “generations of educational inequity and baked-in discrimination,” adding that the university system must “continuously evaluate the effectiveness” of how admissions decisions are made.[pullquote size=\"medium\" align=\"right\" citation=\"Michal Kurlaender, professor of education policy at UC Davis\"]‘I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different.’[/pullquote]\u003c/p>\n\u003cp>At the state’s other public university system, California State University, the use of the SAT and ACT in admissions is currently suspended for fall 2022 decisions. That system plans to decide soon whether to use the test scores for decisions in fall 2023 and beyond.\u003c/p>\n\u003ch3>Investing in K-12\u003c/h3>\n\u003cp>Eliminating the SAT and ACT puts even more emphasis on a student’s high school grades. To be eligible for UC admission, students must take \u003ca href=\"https://edsource.org/glossary/a-g-courses\">a set of classes known as A-G courses\u003c/a>, which include math, science, history, English, art, foreign language and electives.\u003c/p>\n\u003cp>Taking advanced versions of those classes, such as honors or Advanced Placement courses, can give students a leg up when applying. But the students who would be at a disadvantage with a testing requirement also often have unequal chances to take those classes. Black and Latino students and students from lower-income families are less likely to have access to and enroll in advanced courses in high school than their white and Asian peers and those from higher-income families.\u003c/p>\n\u003cp>Kurlaender said there needs to be an investment in K-12 schools to ensure that there is equity across the state in the types of courses available to students.\u003c/p>\n\u003cp>“It’s more than just making sure that the A-G courses are available,” Kurlaender said. “It’s the richness of those courses, the weighted courses, the kind of courses it takes to be competitive at UC.”\u003c/p>\n\u003cp>Robert Penman, executive director of undergraduate admissions at UC Davis, started in his role in August and is now entering his first admissions cycle. He said his office has made it a top priority to meet with high school counselors across the state and understand the specific circumstances at different schools.[aside postID=\"news_11897034,news_11898137,news_11897105\" label=\"Related Posts\"]\u003c/p>\n\u003cp>For example, this year, some schools have had substitute teachers for two consecutive semesters in certain classes, Penman said. That’s something he said is worth considering in admissions because it “can make a big difference in a student’s learning experience,” as students \u003ca href=\"https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-report\">generally have better educational outcomes when they have stable and qualified teachers\u003c/a>.\u003c/p>\n\u003cp>It can be especially difficult for admission officials to fully understand the local context of schools that are located far away from their given campus. At UC Irvine in Orange County, admissions staff often have little information about schools in areas like the Central Valley and the northernmost parts of the state near the Oregon border, said Dale Leaman, executive director of undergraduate admissions at the campus.\u003c/p>\n\u003cp>Leaman said he “would love to have more resources” so his staff can visit those schools.\u003c/p>\n\u003cp>“I think we have a responsibility to the entire state. We have a responsibility to the students in Eureka and the students in Redding and the students in Chico,” Leaman said.\u003c/p>\n\u003ch3>Reading applications\u003c/h3>\n\u003cp>This year, UC \u003ca href=\"https://edsource.org/2021/why-the-university-of-california-is-seeing-a-massive-surge-in-freshman-applications/648309\">saw a major spike in the number of applications it received for freshman admission\u003c/a>. Across the nine campuses, about 32,000 more students applied for freshman admission in fall 2021 compared to fall 2020, an 18% jump.\u003c/p>\n\u003cp>The big increase has overwhelmed some campuses because they haven’t been able to hire more application readers to review and score applications. That can be a detriment to students because it means, on average, their applications are getting less attention than they did when the campuses received fewer applications.\u003c/p>\n\u003cp>“The increase in applications requires a lot more time. Our staff, they are stretched so thin,” said Michelle Whittingham, the associate vice chancellor of enrollment management at UC Santa Cruz. That campus received 61,708 applications for freshman admission in fall 2021, up from 55,003 the previous year.\u003c/p>\n\u003cp>Whittingham said the campus typically employs about 50 readers. Increasing that by anywhere from 25% to 50% would be a big help, she added.\u003c/p>\n\u003cp>Campuses across UC could also be more efficient with how they review applications, said Jesse Rothstein, a professor of public policy at UC Berkeley and an expert in college admissions. For example, Rothstein said he’s suggested that Berkeley admissions staff give more thorough reviews to applicants who have a realistic chance of being admitted and spend less time with applications that aren’t competitive.\u003c/p>\n\u003cp>UC \u003ca href=\"https://admission.universityofcalifornia.edu/how-to-apply/applying-as-a-freshman/how-applications-are-reviewed.html\">considers 13 factors when reviewing applications\u003c/a>, ranging from grade point average to extracurriculars to any special circumstances a student faces — such as a disability, low family income or a student being the first in their family to attend college.\u003c/p>\n\u003cp>“They have to read a lot of applications quickly,” Rothstein said. “They’re somewhat underfunded and under pressure. And that means that they don’t give each application the time it deserves. And I think there’s a lot that the universities can do in the details to make sure that applications do get the care they deserve.”\u003c/p>\n\u003ch3>Guaranteeing admission\u003c/h3>\n\u003cp>In-state students who graduate in the top 9% of their high school class are offered guaranteed admission to UC. But those students aren’t guaranteed that they will be admitted to the campus of their choice, just that they’ll be accepted to at least one of the campuses, even if it’s one they didn’t apply to.[pullquote size=\"medium\" align=\"right\" citation=\"Audrey Dow, senior vice president of The Campaign for College Opportunity\"]‘I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup.’[/pullquote]\u003c/p>\n\u003cp>UC could improve the current guarantee program by creating a local guarantee, where students would be promised admission to the campus closest to their high school if they meet certain criteria, said Audrey Dow, senior vice president of the Campaign for College Opportunity.\u003c/p>\n\u003cp>Black and Latino students attend the state’s CSU campuses and community colleges at higher rates than they do UC campuses, and those who do attend UC have a higher chance of graduating, Dow noted.\u003c/p>\n\u003cp>Dow said a local guarantee could go a long way in making Black and Latino students better represented at UC’s most competitive campuses. Latino students, for example, make up 25% of the undergraduate student population at UCLA but 65% of the K-12 population in Los Angeles County public schools.\u003c/p>\n\u003cp>“I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup. And one that is much more closely aligned with our California communities,” Dow said.\u003c/p>\n\u003cp>The idea, however, has lukewarm support at best from UC admissions officials. Leaman, the UC Irvine undergraduate admissions executive director, noted that the system already has a capacity issue. Most campuses receive more qualified applicants than can be admitted.\u003c/p>\n\u003cp>“There are a finite number of spots. Any time you make a guarantee to one population, you’re reducing the opportunities for another population,” Leaman said.\u003c/p>\n\u003cp>Leaman pointed out that Irvine does \u003ca href=\"https://admission.universityofcalifornia.edu/counselors/files/tag-matrix.pdf\">guarantee admission to community college transfers meeting specific criteria\u003c/a>. Irvine is one of six campuses with a transfer guarantee, along with Davis, Merced, Riverside, Santa Barbara and Santa Cruz.\u003c/p>\n\u003cfigure id=\"attachment_11898632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898632\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg\" alt=\"A broken yellow pencil on top of a standardized test.\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1536x1021.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Standardized test with a broken yellow pencil, on March 24, 2015. \u003ccite>(Michael Quirk/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Increasing capacity\u003c/h3>\n\u003cp>One straightforward way to give more students a real shot at being admitted to UC is to increase the number of spots at each campus. Each year, UC turns away tens of thousands of applicants, including many who are eligible. This year, the system made freshman admission offers to more than 132,000 students but rejected 35% of applicants, or about 71,000 of them.\u003c/p>\n\u003cp>“We don’t have enough seats for all eligible students, and it doesn’t match the demand for a higher education. Families and students want to make more than a living wage. And they know that college is their way to get there,” Dow said.\u003c/p>\n\u003cp>But campuses can’t add more seats without also having additional funding to support those increases. “We need to make sure that we have the infrastructure in place to be able to accept additional students,” said Debi Kammerer, interim director of admissions at UC San Diego. That includes having enough faculty, classroom space and housing to accommodate those students. Housing is already a problem at UC, \u003ca href=\"https://edsource.org/2021/thousands-of-uc-students-struggle-to-find-housing/661082\">with many of the campuses having dealt with housing shortages this fall\u003c/a>.\u003c/p>\n\u003cp>The system could soon be getting help from the state Legislature. Lawmakers have said they plan to allocate an additional $67.8 million to UC campuses in 2022-23 to increase the number of spots for California residents by 6,230 students. Whether they’ll follow through on that promise won’t be clear for months, since the final budget isn’t agreed to until the summer. It’s also not clear where Gov. Gavin Newsom, who negotiates the budget with lawmakers, stands on the issue. Eleni Kounalakis, the state’s lieutenant governor, serves on UC’s Board of Regents as a voting member.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/with-standardized-testing-out-whats-next-for-university-of-california-admissions/664408\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "With the University of California's decision to abandon standardized exams, experts are looking for more innovative ways to better understand their applicants and make UC more accessible to a diverse array of students.",
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"title": "With Standardized Testing Out, UC Explores Next Steps in Making Admissions More Equitable | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California’s historic move to abandon standardized exams may not be the last of changes coming to the admissions process for the public university system.\u003c/p>\n\u003cp>That’s the expectation of college access advocates and admissions experts who say ditching the SAT and ACT should be only the first step in making admissions more equitable across UC, which has nine undergraduate campuses. UC has stopped using those exams at all in admissions and \u003ca href=\"https://edsource.org/2021/university-of-california-sticks-with-test-free-admissions-wont-replace-sat-and-act-with-new-standardized-test/663870\">made clear last month that it has no intention of replacing them with a different standardized test\u003c/a>. UC made those decisions in response to criticism that the tests are biased against students from lower-income families, disabled students and Black and Latino students.\u003c/p>\n\u003cp>“I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different,” said Michal Kurlaender, a professor of education policy at UC Davis whose research includes college preparation and access. “There are definitely huge equity concerns with the SAT. But I am also worried that in removing it, there’s going to be this assumption that now our system is equitable and outcomes will look better. That isn’t going to happen naturally.”\u003c/p>\n\u003cp>Other ways the UC can make admissions more equitable include working more closely with K-12 schools to better understand their applicants and possibly even guaranteeing admission to more students who meet certain criteria, Kurlaender and other admissions experts say. UC campus officials also say they could use more funding to expand student capacity and hire more staff to help with reviewing the growing number of applications that have been submitted since the tests were dropped.\u003c/p>\n\u003cp>Admissions decisions are made by UC’s campuses, but system leaders also have acknowledged the need to make UC more accessible. Board of Regents Chair Cecilia Estolano said at last month’s regents meeting that when UC reviews student applications, they are dealing with “generations of educational inequity and baked-in discrimination,” adding that the university system must “continuously evaluate the effectiveness” of how admissions decisions are made.\u003c/p>\u003c/div>",
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"content": "‘I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the state’s other public university system, California State University, the use of the SAT and ACT in admissions is currently suspended for fall 2022 decisions. That system plans to decide soon whether to use the test scores for decisions in fall 2023 and beyond.\u003c/p>\n\u003ch3>Investing in K-12\u003c/h3>\n\u003cp>Eliminating the SAT and ACT puts even more emphasis on a student’s high school grades. To be eligible for UC admission, students must take \u003ca href=\"https://edsource.org/glossary/a-g-courses\">a set of classes known as A-G courses\u003c/a>, which include math, science, history, English, art, foreign language and electives.\u003c/p>\n\u003cp>Taking advanced versions of those classes, such as honors or Advanced Placement courses, can give students a leg up when applying. But the students who would be at a disadvantage with a testing requirement also often have unequal chances to take those classes. Black and Latino students and students from lower-income families are less likely to have access to and enroll in advanced courses in high school than their white and Asian peers and those from higher-income families.\u003c/p>\n\u003cp>Kurlaender said there needs to be an investment in K-12 schools to ensure that there is equity across the state in the types of courses available to students.\u003c/p>\n\u003cp>“It’s more than just making sure that the A-G courses are available,” Kurlaender said. “It’s the richness of those courses, the weighted courses, the kind of courses it takes to be competitive at UC.”\u003c/p>\n\u003cp>Robert Penman, executive director of undergraduate admissions at UC Davis, started in his role in August and is now entering his first admissions cycle. He said his office has made it a top priority to meet with high school counselors across the state and understand the specific circumstances at different schools.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, this year, some schools have had substitute teachers for two consecutive semesters in certain classes, Penman said. That’s something he said is worth considering in admissions because it “can make a big difference in a student’s learning experience,” as students \u003ca href=\"https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-report\">generally have better educational outcomes when they have stable and qualified teachers\u003c/a>.\u003c/p>\n\u003cp>It can be especially difficult for admission officials to fully understand the local context of schools that are located far away from their given campus. At UC Irvine in Orange County, admissions staff often have little information about schools in areas like the Central Valley and the northernmost parts of the state near the Oregon border, said Dale Leaman, executive director of undergraduate admissions at the campus.\u003c/p>\n\u003cp>Leaman said he “would love to have more resources” so his staff can visit those schools.\u003c/p>\n\u003cp>“I think we have a responsibility to the entire state. We have a responsibility to the students in Eureka and the students in Redding and the students in Chico,” Leaman said.\u003c/p>\n\u003ch3>Reading applications\u003c/h3>\n\u003cp>This year, UC \u003ca href=\"https://edsource.org/2021/why-the-university-of-california-is-seeing-a-massive-surge-in-freshman-applications/648309\">saw a major spike in the number of applications it received for freshman admission\u003c/a>. Across the nine campuses, about 32,000 more students applied for freshman admission in fall 2021 compared to fall 2020, an 18% jump.\u003c/p>\n\u003cp>The big increase has overwhelmed some campuses because they haven’t been able to hire more application readers to review and score applications. That can be a detriment to students because it means, on average, their applications are getting less attention than they did when the campuses received fewer applications.\u003c/p>\n\u003cp>“The increase in applications requires a lot more time. Our staff, they are stretched so thin,” said Michelle Whittingham, the associate vice chancellor of enrollment management at UC Santa Cruz. That campus received 61,708 applications for freshman admission in fall 2021, up from 55,003 the previous year.\u003c/p>\n\u003cp>Whittingham said the campus typically employs about 50 readers. Increasing that by anywhere from 25% to 50% would be a big help, she added.\u003c/p>\n\u003cp>Campuses across UC could also be more efficient with how they review applications, said Jesse Rothstein, a professor of public policy at UC Berkeley and an expert in college admissions. For example, Rothstein said he’s suggested that Berkeley admissions staff give more thorough reviews to applicants who have a realistic chance of being admitted and spend less time with applications that aren’t competitive.\u003c/p>\n\u003cp>UC \u003ca href=\"https://admission.universityofcalifornia.edu/how-to-apply/applying-as-a-freshman/how-applications-are-reviewed.html\">considers 13 factors when reviewing applications\u003c/a>, ranging from grade point average to extracurriculars to any special circumstances a student faces — such as a disability, low family income or a student being the first in their family to attend college.\u003c/p>\n\u003cp>“They have to read a lot of applications quickly,” Rothstein said. “They’re somewhat underfunded and under pressure. And that means that they don’t give each application the time it deserves. And I think there’s a lot that the universities can do in the details to make sure that applications do get the care they deserve.”\u003c/p>\n\u003ch3>Guaranteeing admission\u003c/h3>\n\u003cp>In-state students who graduate in the top 9% of their high school class are offered guaranteed admission to UC. But those students aren’t guaranteed that they will be admitted to the campus of their choice, just that they’ll be accepted to at least one of the campuses, even if it’s one they didn’t apply to.\u003c/p>\u003c/div>",
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"content": "‘I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC could improve the current guarantee program by creating a local guarantee, where students would be promised admission to the campus closest to their high school if they meet certain criteria, said Audrey Dow, senior vice president of the Campaign for College Opportunity.\u003c/p>\n\u003cp>Black and Latino students attend the state’s CSU campuses and community colleges at higher rates than they do UC campuses, and those who do attend UC have a higher chance of graduating, Dow noted.\u003c/p>\n\u003cp>Dow said a local guarantee could go a long way in making Black and Latino students better represented at UC’s most competitive campuses. Latino students, for example, make up 25% of the undergraduate student population at UCLA but 65% of the K-12 population in Los Angeles County public schools.\u003c/p>\n\u003cp>“I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup. And one that is much more closely aligned with our California communities,” Dow said.\u003c/p>\n\u003cp>The idea, however, has lukewarm support at best from UC admissions officials. Leaman, the UC Irvine undergraduate admissions executive director, noted that the system already has a capacity issue. Most campuses receive more qualified applicants than can be admitted.\u003c/p>\n\u003cp>“There are a finite number of spots. Any time you make a guarantee to one population, you’re reducing the opportunities for another population,” Leaman said.\u003c/p>\n\u003cp>Leaman pointed out that Irvine does \u003ca href=\"https://admission.universityofcalifornia.edu/counselors/files/tag-matrix.pdf\">guarantee admission to community college transfers meeting specific criteria\u003c/a>. Irvine is one of six campuses with a transfer guarantee, along with Davis, Merced, Riverside, Santa Barbara and Santa Cruz.\u003c/p>\n\u003cfigure id=\"attachment_11898632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898632\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg\" alt=\"A broken yellow pencil on top of a standardized test.\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1536x1021.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Standardized test with a broken yellow pencil, on March 24, 2015. \u003ccite>(Michael Quirk/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Increasing capacity\u003c/h3>\n\u003cp>One straightforward way to give more students a real shot at being admitted to UC is to increase the number of spots at each campus. Each year, UC turns away tens of thousands of applicants, including many who are eligible. This year, the system made freshman admission offers to more than 132,000 students but rejected 35% of applicants, or about 71,000 of them.\u003c/p>\n\u003cp>“We don’t have enough seats for all eligible students, and it doesn’t match the demand for a higher education. Families and students want to make more than a living wage. And they know that college is their way to get there,” Dow said.\u003c/p>\n\u003cp>But campuses can’t add more seats without also having additional funding to support those increases. “We need to make sure that we have the infrastructure in place to be able to accept additional students,” said Debi Kammerer, interim director of admissions at UC San Diego. That includes having enough faculty, classroom space and housing to accommodate those students. Housing is already a problem at UC, \u003ca href=\"https://edsource.org/2021/thousands-of-uc-students-struggle-to-find-housing/661082\">with many of the campuses having dealt with housing shortages this fall\u003c/a>.\u003c/p>\n\u003cp>The system could soon be getting help from the state Legislature. Lawmakers have said they plan to allocate an additional $67.8 million to UC campuses in 2022-23 to increase the number of spots for California residents by 6,230 students. Whether they’ll follow through on that promise won’t be clear for months, since the final budget isn’t agreed to until the summer. It’s also not clear where Gov. Gavin Newsom, who negotiates the budget with lawmakers, stands on the issue. Eleni Kounalakis, the state’s lieutenant governor, serves on UC’s Board of Regents as a voting member.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/with-standardized-testing-out-whats-next-for-university-of-california-admissions/664408\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "i-learned-nothing-for-three-weeks-bay-area-sub-shortage-leaves-students-hanging",
"title": "'We Didn't Learn Anything': Bay Area Teacher Sub Shortage Leaves Students Hanging",
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"headTitle": "‘We Didn’t Learn Anything’: Bay Area Teacher Sub Shortage Leaves Students Hanging | KQED",
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"content": "\u003cp>Substitute teachers are part of the national labor shortage, and their absence has been stressing school administrators in the Bay Area since school began three months ago.\u003c/p>\n\u003cp>Unfortunately, the problem is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction, adding to turmoil inside schools in a year already made disruptive by the pandemic. \u003ca href=\"https://4f730634-e809-4181-92d7-ed1dc705414a.filesusr.com/ugd/1394b9_7709c1ab926247469c2aa9c076b977bc.pdf\">According to a recent study by researchers at the University of Washington\u003c/a>, it has become “challenging to get a clear and timely picture about the staffing challenges schools face as comprehensive data on the supply and demand of school personnel is generally only available long after the fact.”[pullquote size=\"medium\" align=\"right\" citation=\"Neva Zamil, a senior at Berkeley High\"]‘There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.’[/pullquote]\u003c/p>\n\u003cp>Many school districts have had trouble filling teacher vacancies. And when the teachers on staff miss work, it’s crucial to have a sufficient number of substitute teachers available. But sub numbers have dwindled across the Bay Area, and the shortage appears to be at a crisis point at Berkeley High School, where students are walking out of empty classrooms.\u003c/p>\n\u003cp>“Just today, we don’t know what happened to our math teacher,” Berkeley High ninth grader Sascha Amendola replied when texted last week. “But she wasn’t here, so we waited 15 minutes and then we just left and wandered around school.”\u003c/p>\n\u003cfigure id=\"attachment_11898255\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898255\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"A young man wearing glasses and a grey t-shirt sits on the steps of a house with a laptop in his lap.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley High sophomore Sascha Amendola at his house on March 19, 2021. He says he’s gotten used to weekly fights and fire alarms being pulled. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing outside the high school on a warm fall afternoon, senior Neva Zamil spoke with frustration about how she sees the sub shortage adding to the mayhem.\u003c/p>\n\u003cp>“Half of the school’s population, the sophomores and the freshmen, have not been in school since middle school,” she said. “And so I would describe a lot of the behavior we’re seeing as middle school behavior. The fire alarm is pulled like once a week. There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.”\u003c/p>\n\u003cp>Zamil said she had teachers out in her anatomy, AP government and AP literature classes just that week.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ethnic studies teacher Dana Moran agrees with students that there has been\u003c/span>\u003cspan style=\"font-weight: 400\"> much more fighting and unruly behavior this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are also short of safety staff, so the hallways are unmonitored and students are roaming the halls, banging on classroom doors, vandalizing, etcetera,” said Moran.\u003c/span>\u003c/p>\n\u003cp>The situation has become so dire that the district has had to send teachers normally on special assignment for math or literacy coaching to work both as substitutes at the high school, and to replace administrators who typically would be on hall duty but are themselves subbing in classrooms.\u003c/p>\n\u003cp>The person charged with finding replacements for teachers who are out at Berkeley High is school secretary Marie Ferguson. She says the staffing shortages are across all grades. Each school day morning, she arrives and runs the staff report, which tells her who will be out for the day.\u003c/p>\n\u003cp>“We may have 12 teachers unfilled, and I have to fill those positions,” Ferguson said, “A lot of people [are] afraid that, you know, come to work with this COVID going on, so it’s putting yourself at risk, really. So I think that’s part of the problem.”\u003c/p>\n\u003cp>In 2018, Berkeley Unified overall was able to fill 69% of sub requests from the sub pool. That’s down to 58% in 2021.\u003c/p>\n\u003cp>Berkeley High has been getting creative. Zamil says when her anatomy teacher was out sick for three weeks, a rotation of teachers had to fill in.\u003c/p>\n\u003cp>“That teacher does not teach the subject, does not have any training in that subject and it just keeps spiraling and spiraling,” she said. “We didn’t learn anything in those three weeks.”[aside postID=\"news_11887194\" label=\"Related Post\"] Zamil thinks the frequent disruption to classroom teaching is especially harmful for freshmen and sophomores, who may be less engaged in school compared with seniors bent on graduating.\u003c/p>\n\u003cp>“If you don’t have a teacher there for an important subject and you’re just forced to do busywork, you lose focus, you lose energy, you lose motivation,” Zamil said.\u003c/p>\n\u003cp>Administrators and other support staff in Bay Area school districts being called away from their regular responsibilities to step into classrooms creates its own kind of staffing shortage.\u003c/p>\n\u003cp>At Oakland Technical High School, junior Georgia Wallace said it has been nearly impossible to connect with her counselors.\u003c/p>\n\u003cfigure id=\"attachment_11898424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898424\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg\" alt=\"A young woman wearing a white long sleeved t-shirt and grey jeans holding a mask in her right hand stands outside a house.\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Tech junior Georgia Wallace, outside her home in Oakland in 2021, says staffing issues have made it hard to get help from counselors this year. \u003ccite>(Courtesy of Jo Townson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You don’t go to their office anymore, you fill out a Google Form,” she said. “But they never really get back to you, or you email them and they don’t respond.”\u003c/p>\n\u003cp>Wallace called the staff “overwhelmed” at a time when they are supposed to be helping her plan her way into college.\u003c/p>\n\u003cp>“They’re just kind of like, I don’t know, like, figure it out,” she said. “Like, it’s kind of, like, ‘Fend for yourself because I have too much work and I can’t deal with you.’”\u003c/p>\n\u003cp>The principal at Oakland Tech referred questions about staffing shortages to the district, which acknowledged the lack of substitutes district-wide, adding that it’s common for some staff-juggling to take place when a sub can’t be found. Also, the teacher staffing problem in the Bay Area is not a result of COVID outbreaks and quarantines, unlike in other parts of the country where staffing shortages also are widespread.\u003c/p>\n\u003cp>Recently, Katie Rodgers, a special education teacher at Oakland International High School, decided to take a leave day to visit her sister. Since she and her co-worker fill in for one another when they need time off, she wasn’t worried about leaving her students.\u003c/p>\n\u003cp>“I didn’t really take any days off last year,” she said. “And this year I’m just like, ‘What am I doing with my life?’ So I took four days in October to go to a friend’s wedding, and to take care of myself.”\u003c/p>\n\u003cp>Rodgers says this year, demands on teachers are more intense than ever.\u003c/p>\n\u003cp>“I think there’s so much we’re taking on, because so many kids just need so much from us that, like, we do, we have to step out sometimes,” she said.\u003c/p>\n\u003cp>The problem is there are so many fewer subs available.\u003c/p>\n\u003cp>Over at San Francisco Unified, before the pandemic, the pool of substitutes was over 500 people. Now it’s down to about 200 regular subs, according to Nathalie Hrizi, who oversees substitutes for the United Educators of San Francisco, the teacher’s union.\u003c/p>\n\u003cp>In elementary school classes, Hrizi says, when a sub can’t be found, that class is split up and sent to other classrooms for the day.\u003c/p>\n\u003cp>“And so educators are really struggling with that and it’s having an impact on our students themselves,” she said.\u003c/p>\n\u003cp>San Francisco substitute Erica Junghans works across the district in 25 different elementary schools. She is a full-time sub who, pre-pandemic, would start each week with a couple of assignments. This year, however, she’s booked solid all the way through to March.\u003c/p>\n\u003cfigure id=\"attachment_11898419\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898419\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg\" alt=\"A woman wearing glasses, a dark red jacket and grey shirt stand outside with a school in the background.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD substitute Erica Junghans in 2021. She said work dried up when schools moved to virtual learning last year, and many of her colleagues left to find other work. \u003ccite>(Courtesy of Erica Junghans)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says on a day when she was accidentally double-booked, the second school begged her to show up.\u003c/p>\n\u003cp>“They said, ‘Oh, please come, because we really need you’,” she recalled. “I was in the classroom for literally 40, 45 minutes and they still wanted me. They’re desperate.”\u003c/p>\n\u003cp>Many Bay Area districts have increased sub pay up to $240 a day for some positions, but that hasn’t solved the shortage. When teachers began working from home during the pandemic last year, sub work dried up, Junghans said.\u003c/p>\n\u003cp>“There were no jobs, zero jobs. So I didn’t get paid. So a lot of people gave up,” Junghans said, adding that her regular salary of $38,000 per year is not enough to afford to live in San Francisco, even under normal conditions.\u003c/p>\n\u003cp>Junghans said she became a sub after volunteering for two years at her daughter’s school. She thinks San Francisco could do more to encourage parents like her to step into the role. And she says a guarantee of stable, year-round pay would go a long way. As it stands, subs get paid a maximum of 180 days, the length of the school year.\u003c/p>\n\u003cp>UESF’s Hrizi says because of the low pay, there has always been a sub shortage. It has just reached epic proportions this year.\u003c/p>\n\u003cp>“I think we’re seeing the same trend with substitute educators as we are with many other workers across the country, which is that given the conditions, the treatment, the challenges, the pay and the benefits and the working stability aren’t sufficient to keep people coming to work,” she said.\u003c/p>\n\u003cp>Meanwhile, other districts are trying more aggressive tactics to recruit substitutes. In Marin, where the sub pool has plummeted from 545 in March of 2020 to 298 currently, the County Superintendent of Schools, Mary Jane Burke, says staff will be out at vaccine clinics handing out small cards with a QR code linking to district job openings.\u003c/p>\n\u003cp>“We are targeting Marin residents, and over-age 50 residents and talking about this as, ‘We are all in this together,’” Burke said.\u003c/p>\n\u003cfigure id=\"attachment_11898418\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg\" alt=\"A woman standing outside wearing a black mask, a cream colored sweater and a white shirt.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Joanna Lam outside Lowell High on Dec. 7, 2021. She says rotating counselors have filled in as substitutes in her classes this year. \u003ccite>(Courtesy of Adrianna Zhang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who are trying to stay on track academically when their regular teachers are out, there is a bit of hope. Joanna Lam, a senior at Lowell High in San Francisco, said her teachers are coming up with ways to stay in touch if they can’t be in the classroom.\u003c/p>\n\u003cp>“Because of distance learning last year, a lot of us use online platforms like Google Classroom,” Lam said. “So the teacher will just say, ‘Hey, I’m out today, here’s the work for the day,’ and so the sub is just kind of there to take attendance.”\u003c/p>\n\u003cp>That is, if there is a sub.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "A substitute teacher shortage in the Bay Area is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction.",
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"title": "'We Didn't Learn Anything': Bay Area Teacher Sub Shortage Leaves Students Hanging | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Substitute teachers are part of the national labor shortage, and their absence has been stressing school administrators in the Bay Area since school began three months ago.\u003c/p>\n\u003cp>Unfortunately, the problem is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction, adding to turmoil inside schools in a year already made disruptive by the pandemic. \u003ca href=\"https://4f730634-e809-4181-92d7-ed1dc705414a.filesusr.com/ugd/1394b9_7709c1ab926247469c2aa9c076b977bc.pdf\">According to a recent study by researchers at the University of Washington\u003c/a>, it has become “challenging to get a clear and timely picture about the staffing challenges schools face as comprehensive data on the supply and demand of school personnel is generally only available long after the fact.”\u003c/p>\u003c/div>",
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"content": "‘There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many school districts have had trouble filling teacher vacancies. And when the teachers on staff miss work, it’s crucial to have a sufficient number of substitute teachers available. But sub numbers have dwindled across the Bay Area, and the shortage appears to be at a crisis point at Berkeley High School, where students are walking out of empty classrooms.\u003c/p>\n\u003cp>“Just today, we don’t know what happened to our math teacher,” Berkeley High ninth grader Sascha Amendola replied when texted last week. “But she wasn’t here, so we waited 15 minutes and then we just left and wandered around school.”\u003c/p>\n\u003cfigure id=\"attachment_11898255\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898255\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"A young man wearing glasses and a grey t-shirt sits on the steps of a house with a laptop in his lap.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley High sophomore Sascha Amendola at his house on March 19, 2021. He says he’s gotten used to weekly fights and fire alarms being pulled. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing outside the high school on a warm fall afternoon, senior Neva Zamil spoke with frustration about how she sees the sub shortage adding to the mayhem.\u003c/p>\n\u003cp>“Half of the school’s population, the sophomores and the freshmen, have not been in school since middle school,” she said. “And so I would describe a lot of the behavior we’re seeing as middle school behavior. The fire alarm is pulled like once a week. There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.”\u003c/p>\n\u003cp>Zamil said she had teachers out in her anatomy, AP government and AP literature classes just that week.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ethnic studies teacher Dana Moran agrees with students that there has been\u003c/span>\u003cspan style=\"font-weight: 400\"> much more fighting and unruly behavior this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are also short of safety staff, so the hallways are unmonitored and students are roaming the halls, banging on classroom doors, vandalizing, etcetera,” said Moran.\u003c/span>\u003c/p>\n\u003cp>The situation has become so dire that the district has had to send teachers normally on special assignment for math or literacy coaching to work both as substitutes at the high school, and to replace administrators who typically would be on hall duty but are themselves subbing in classrooms.\u003c/p>\n\u003cp>The person charged with finding replacements for teachers who are out at Berkeley High is school secretary Marie Ferguson. She says the staffing shortages are across all grades. Each school day morning, she arrives and runs the staff report, which tells her who will be out for the day.\u003c/p>\n\u003cp>“We may have 12 teachers unfilled, and I have to fill those positions,” Ferguson said, “A lot of people [are] afraid that, you know, come to work with this COVID going on, so it’s putting yourself at risk, really. So I think that’s part of the problem.”\u003c/p>\n\u003cp>In 2018, Berkeley Unified overall was able to fill 69% of sub requests from the sub pool. That’s down to 58% in 2021.\u003c/p>\n\u003cp>Berkeley High has been getting creative. Zamil says when her anatomy teacher was out sick for three weeks, a rotation of teachers had to fill in.\u003c/p>\n\u003cp>“That teacher does not teach the subject, does not have any training in that subject and it just keeps spiraling and spiraling,” she said. “We didn’t learn anything in those three weeks.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> Zamil thinks the frequent disruption to classroom teaching is especially harmful for freshmen and sophomores, who may be less engaged in school compared with seniors bent on graduating.\u003c/p>\n\u003cp>“If you don’t have a teacher there for an important subject and you’re just forced to do busywork, you lose focus, you lose energy, you lose motivation,” Zamil said.\u003c/p>\n\u003cp>Administrators and other support staff in Bay Area school districts being called away from their regular responsibilities to step into classrooms creates its own kind of staffing shortage.\u003c/p>\n\u003cp>At Oakland Technical High School, junior Georgia Wallace said it has been nearly impossible to connect with her counselors.\u003c/p>\n\u003cfigure id=\"attachment_11898424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898424\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg\" alt=\"A young woman wearing a white long sleeved t-shirt and grey jeans holding a mask in her right hand stands outside a house.\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Tech junior Georgia Wallace, outside her home in Oakland in 2021, says staffing issues have made it hard to get help from counselors this year. \u003ccite>(Courtesy of Jo Townson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You don’t go to their office anymore, you fill out a Google Form,” she said. “But they never really get back to you, or you email them and they don’t respond.”\u003c/p>\n\u003cp>Wallace called the staff “overwhelmed” at a time when they are supposed to be helping her plan her way into college.\u003c/p>\n\u003cp>“They’re just kind of like, I don’t know, like, figure it out,” she said. “Like, it’s kind of, like, ‘Fend for yourself because I have too much work and I can’t deal with you.’”\u003c/p>\n\u003cp>The principal at Oakland Tech referred questions about staffing shortages to the district, which acknowledged the lack of substitutes district-wide, adding that it’s common for some staff-juggling to take place when a sub can’t be found. Also, the teacher staffing problem in the Bay Area is not a result of COVID outbreaks and quarantines, unlike in other parts of the country where staffing shortages also are widespread.\u003c/p>\n\u003cp>Recently, Katie Rodgers, a special education teacher at Oakland International High School, decided to take a leave day to visit her sister. Since she and her co-worker fill in for one another when they need time off, she wasn’t worried about leaving her students.\u003c/p>\n\u003cp>“I didn’t really take any days off last year,” she said. “And this year I’m just like, ‘What am I doing with my life?’ So I took four days in October to go to a friend’s wedding, and to take care of myself.”\u003c/p>\n\u003cp>Rodgers says this year, demands on teachers are more intense than ever.\u003c/p>\n\u003cp>“I think there’s so much we’re taking on, because so many kids just need so much from us that, like, we do, we have to step out sometimes,” she said.\u003c/p>\n\u003cp>The problem is there are so many fewer subs available.\u003c/p>\n\u003cp>Over at San Francisco Unified, before the pandemic, the pool of substitutes was over 500 people. Now it’s down to about 200 regular subs, according to Nathalie Hrizi, who oversees substitutes for the United Educators of San Francisco, the teacher’s union.\u003c/p>\n\u003cp>In elementary school classes, Hrizi says, when a sub can’t be found, that class is split up and sent to other classrooms for the day.\u003c/p>\n\u003cp>“And so educators are really struggling with that and it’s having an impact on our students themselves,” she said.\u003c/p>\n\u003cp>San Francisco substitute Erica Junghans works across the district in 25 different elementary schools. She is a full-time sub who, pre-pandemic, would start each week with a couple of assignments. This year, however, she’s booked solid all the way through to March.\u003c/p>\n\u003cfigure id=\"attachment_11898419\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898419\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg\" alt=\"A woman wearing glasses, a dark red jacket and grey shirt stand outside with a school in the background.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD substitute Erica Junghans in 2021. She said work dried up when schools moved to virtual learning last year, and many of her colleagues left to find other work. \u003ccite>(Courtesy of Erica Junghans)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says on a day when she was accidentally double-booked, the second school begged her to show up.\u003c/p>\n\u003cp>“They said, ‘Oh, please come, because we really need you’,” she recalled. “I was in the classroom for literally 40, 45 minutes and they still wanted me. They’re desperate.”\u003c/p>\n\u003cp>Many Bay Area districts have increased sub pay up to $240 a day for some positions, but that hasn’t solved the shortage. When teachers began working from home during the pandemic last year, sub work dried up, Junghans said.\u003c/p>\n\u003cp>“There were no jobs, zero jobs. So I didn’t get paid. So a lot of people gave up,” Junghans said, adding that her regular salary of $38,000 per year is not enough to afford to live in San Francisco, even under normal conditions.\u003c/p>\n\u003cp>Junghans said she became a sub after volunteering for two years at her daughter’s school. She thinks San Francisco could do more to encourage parents like her to step into the role. And she says a guarantee of stable, year-round pay would go a long way. As it stands, subs get paid a maximum of 180 days, the length of the school year.\u003c/p>\n\u003cp>UESF’s Hrizi says because of the low pay, there has always been a sub shortage. It has just reached epic proportions this year.\u003c/p>\n\u003cp>“I think we’re seeing the same trend with substitute educators as we are with many other workers across the country, which is that given the conditions, the treatment, the challenges, the pay and the benefits and the working stability aren’t sufficient to keep people coming to work,” she said.\u003c/p>\n\u003cp>Meanwhile, other districts are trying more aggressive tactics to recruit substitutes. In Marin, where the sub pool has plummeted from 545 in March of 2020 to 298 currently, the County Superintendent of Schools, Mary Jane Burke, says staff will be out at vaccine clinics handing out small cards with a QR code linking to district job openings.\u003c/p>\n\u003cp>“We are targeting Marin residents, and over-age 50 residents and talking about this as, ‘We are all in this together,’” Burke said.\u003c/p>\n\u003cfigure id=\"attachment_11898418\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg\" alt=\"A woman standing outside wearing a black mask, a cream colored sweater and a white shirt.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Joanna Lam outside Lowell High on Dec. 7, 2021. She says rotating counselors have filled in as substitutes in her classes this year. \u003ccite>(Courtesy of Adrianna Zhang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who are trying to stay on track academically when their regular teachers are out, there is a bit of hope. Joanna Lam, a senior at Lowell High in San Francisco, said her teachers are coming up with ways to stay in touch if they can’t be in the classroom.\u003c/p>\n\u003cp>“Because of distance learning last year, a lot of us use online platforms like Google Classroom,” Lam said. “So the teacher will just say, ‘Hey, I’m out today, here’s the work for the day,’ and so the sub is just kind of there to take attendance.”\u003c/p>\n\u003cp>That is, if there is a sub.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Why Some California School Districts Are Changing How Students Earn Grades",
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"content": "\u003cp>Some of California’s largest school districts are trying an unconventional tactic to help students reengage in school after distance learning and boost their chances of acceptance into the state’s public colleges: by dropping D and F grades.\u003c/p>\n\u003cp>Los Angeles Unified, \u003ca href=\"https://oaklandside.org/2021/11/08/oakland-unified-considers-dropping-the-d-grade/\">Oakland Unified\u003c/a>, Sacramento City Unified, San Diego Unified and other districts are phasing out grades below a C for high school students. If a student fails a test or doesn’t complete their homework, they’ll be able to retake the test and get more time to turn in assignments.\u003c/p>\n\u003cp>The idea is to encourage students to learn the course material and not be derailed by a low grade that could potentially disqualify them from admission to the University of California and California State University. Students who don’t learn the material, pass the final exam or finish homework by the end of the semester would earn an “incomplete.”\u003c/p>\n\u003cp>“Our hope is that students begin to see school as a place of learning, where they can take risks and learn from mistakes, instead of a place of compliance,” said Nidya Baez, assistant principal at Fremont High in Oakland Unified. “Right now, we have a system where we give a million points for a million pieces of paper that students turn in, without much attention to what they’re actually learning.”\u003c/p>\n\u003cp>Although education reform advocates have been pushing for this for years, the pandemic offered an opportunity for districts to put it into action. With so many students \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\">languishing academically after a year of distance learning\u003c/a>, districts see dropping D’s and F’s as a way to help students who were most affected by the pandemic, especially Black and Latino students and those from lower-income families.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the move is also, potentially, a step toward an entirely different learning system, in which students are assessed by what they’ve learned, not how well they perform on tests on a given day or whether they turn in their homework on time. Known as competency — or \u003ca href=\"https://www.chalkbeat.org/2020/5/28/21272602/ed-tech-mastery-competency-based-learning-coronavirus\">mastery-based learning\u003c/a> — the style has been a staple of some private and charter schools for years, and a goal for education reformers trying to overhaul the traditional high school system.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"H. Alix Gallagher, director of strategic partnerships, Policy Analysis for California Education\"]'Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading.'[/pullquote]\u003c/p>\n\u003cp>While traditional grading may have worked for previous generations, a competency-based system is better suited for the rapidly changing workplace of the future, said Devin Vodicka, former superintendent of Vista Unified in San Diego County and chief executive of the \u003ca href=\"https://learnercentered.org/our-story/\">Learner-Centered Collaborative\u003c/a>, a nonprofit that helps districts shift to competency-based learning.\u003c/p>\n\u003cp>“We need a system that gets beyond the institutional model and provides more meaningful feedback for students,” Vodicka said. “The future is going to require less focus on time and more focus on what we can do and contribute, and the quality of our performance. We need to prepare our students for this.”\u003c/p>\n\u003cp>At most high schools, grades are linked to time, and a grade reflects how well a student has performed on tests and homework by the end of a semester. Grades can open doors to advanced classes and are the primary component of college admissions, especially since universities like UC and CSU temporarily dropped standardized tests as part of the admissions criteria.\u003c/p>\n\u003cp>But they’re notoriously subjective. The state \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49066.\" target=\"_blank\" rel=\"noopener noreferrer\">Education Code\u003c/a> gives teachers the authority to issue grades, but it doesn’t specify how those grades should be determined. Some teachers grade on a curve, with only a set number of students earning A’s or B’s, while others are more lax.\u003c/p>\n\u003cp>An informal EdSource survey of about two dozen California teachers found that 57% rarely or never gave D's and F’s. Only 7% said they did frequently.\u003c/p>\n\u003cp>“Grades are punitive and provide no information on standards mastery,” one teacher wrote. “I would love [grading] to be based on mastery of standards and … authentic feedback.”\u003c/p>\n\u003cp>But for some teachers, D's and F's play an important role in the classroom. They signal that a student did not learn the material and needs extra help. Dropping D's and F's doesn’t guarantee that students will learn the material, even with extra help, and may lead to grade inflation, said Debora Rinehart, a math and science teacher at St. Theresa School, a Catholic school in Oakland.\u003c/p>\n\u003cp>“I will work with any student before or after school or even on the weekend to help them learn. However, I will never lie about their knowledge level,” she said. “Not reporting D's and F's is the equivalent of lying about a student’s progress.”\u003c/p>\n\u003cp>But the vast difference in teachers’ grading styles has resulted in a system where grades are nearly useless as an indicator of students’ abilities, said H. Alix Gallagher, director of strategic partnerships at Policy Analysis for California Education.\u003c/p>\n\u003cp>“What does a grade mean? It’s a mix of things, and it’s different from teacher to teacher. It can actually be radically different,” she said. “As it’s practiced now, grading is idiosyncratic, and that’s not a good thing.”\u003c/p>\n\u003cp>Too often, she said, grades take on outsized importance for students, and those who get D's or F's become discouraged or disengage even further, never learning the material they missed to begin with.\u003c/p>\n\u003cp>“Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading,” she said.\u003c/p>\n\u003cp>Patricia Russell is the chief learning officer at the \u003ca href=\"https://mastery.org/mtc-team/\">Mastery Transcript Consortium\u003c/a>, a nonprofit that advises school districts and colleges on alternatives to grades. Interest in the topic has been soaring, she said. In the three years since the group started, membership has increased from four districts to more than two dozen nationwide.\u003c/p>\n\u003cp>For college applications, Russell’s group encourages students to submit a portfolio that includes essays, tests with high scores, videos showing oral presentations, lab projects or other items that showcase a student’s best work. [aside tag=\"education\" label=\"Related Coverage\"]The idea is to show colleges evidence of what a student can actually do, not a teacher’s interpretation based on a limited grading scale.\u003c/p>\n\u003cp>“We’re talking about people who are very young, and labeling them at such an early age as ‘less than’ or ‘more than’ can have significant psychological repercussions,” Russell said. “Some things in life are zero-sum games, but learning should not be.”\u003c/p>\n\u003cp>Two large school improvement networks, supported by foundations, have made reexamining grading policies a priority.\u003c/p>\n\u003cp>Laura Schwalm, a retired superintendent of Garden Grove Unified who is now chief of staff of California Education Partners, said the aim is a grading system that puts students on track for admission to the UC and CSU, as well as trade schools.\u003c/p>\n\u003cp>“Graduating with a D, in career and technology courses, too, leaves students with few choices,” she said. “No one is saying water down grades. This is about giving support, not lowering standards, and looking for simple ways to make grading more fair, to give kids a fighting chance and to measure what students know with multiple opportunities to show that.”\u003c/p>\n\u003cp>Lynn Rocha-Salazar, a former principal in Fresno Unified who is now CORE Districts’ senior improvement coach, said the work on grading preceded COVID-19, but the pandemic underscored the need for it.\u003c/p>\n\u003cp>“Those who had not been well served were penalized the most … so now is a time to examine grading practices to see the harm that was done,” she said.\u003c/p>\n\u003cp>Lindsay Unified, in rural Tulare County, has been moving toward a competency-based system for several years, and results are promising. Students at Lindsay High School, nearly all of whom are Latino and come from lower-income families, scored higher than the state average among all student groups on math and English language arts tests, as well as in college and career readiness, according to the 2019 \u003ca class=\"external\" href=\"https://www.caschooldashboard.org/reports/54719935432414/2019#college-career-card\" target=\"_blank\" rel=\"noopener noreferrer\">California School Dashboard\u003c/a>.\u003c/p>\n\u003cp>In Oakland, high schools are moving gradually toward a new system of assessment that doesn’t include D’s and F’s. Baez, the assistant principal at Fremont High, said the change will not happen overnight. Parents, students and especially teachers need time to understand what’s expected of them, and they must “buy in” to the change, she said.\u003c/p>\n\u003cp>“It has to be a cultural shift at the school. You have to build trust because we’re really rebuilding an entire system,” Baez said. “It will be a lot of work, but it’s important we do this because traditional grades benefit some kids, but they don’t help everyone.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2021/why-some-california-school-districts-are-changing-how-students-earn-grades/664226\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some of California’s largest school districts are trying an unconventional tactic to help students reengage in school after distance learning and boost their chances of acceptance into the state’s public colleges: by dropping D and F grades.\u003c/p>\n\u003cp>Los Angeles Unified, \u003ca href=\"https://oaklandside.org/2021/11/08/oakland-unified-considers-dropping-the-d-grade/\">Oakland Unified\u003c/a>, Sacramento City Unified, San Diego Unified and other districts are phasing out grades below a C for high school students. If a student fails a test or doesn’t complete their homework, they’ll be able to retake the test and get more time to turn in assignments.\u003c/p>\n\u003cp>The idea is to encourage students to learn the course material and not be derailed by a low grade that could potentially disqualify them from admission to the University of California and California State University. Students who don’t learn the material, pass the final exam or finish homework by the end of the semester would earn an “incomplete.”\u003c/p>\n\u003cp>“Our hope is that students begin to see school as a place of learning, where they can take risks and learn from mistakes, instead of a place of compliance,” said Nidya Baez, assistant principal at Fremont High in Oakland Unified. “Right now, we have a system where we give a million points for a million pieces of paper that students turn in, without much attention to what they’re actually learning.”\u003c/p>\n\u003cp>Although education reform advocates have been pushing for this for years, the pandemic offered an opportunity for districts to put it into action. With so many students \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\">languishing academically after a year of distance learning\u003c/a>, districts see dropping D’s and F’s as a way to help students who were most affected by the pandemic, especially Black and Latino students and those from lower-income families.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the move is also, potentially, a step toward an entirely different learning system, in which students are assessed by what they’ve learned, not how well they perform on tests on a given day or whether they turn in their homework on time. Known as competency — or \u003ca href=\"https://www.chalkbeat.org/2020/5/28/21272602/ed-tech-mastery-competency-based-learning-coronavirus\">mastery-based learning\u003c/a> — the style has been a staple of some private and charter schools for years, and a goal for education reformers trying to overhaul the traditional high school system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While traditional grading may have worked for previous generations, a competency-based system is better suited for the rapidly changing workplace of the future, said Devin Vodicka, former superintendent of Vista Unified in San Diego County and chief executive of the \u003ca href=\"https://learnercentered.org/our-story/\">Learner-Centered Collaborative\u003c/a>, a nonprofit that helps districts shift to competency-based learning.\u003c/p>\n\u003cp>“We need a system that gets beyond the institutional model and provides more meaningful feedback for students,” Vodicka said. “The future is going to require less focus on time and more focus on what we can do and contribute, and the quality of our performance. We need to prepare our students for this.”\u003c/p>\n\u003cp>At most high schools, grades are linked to time, and a grade reflects how well a student has performed on tests and homework by the end of a semester. Grades can open doors to advanced classes and are the primary component of college admissions, especially since universities like UC and CSU temporarily dropped standardized tests as part of the admissions criteria.\u003c/p>\n\u003cp>But they’re notoriously subjective. The state \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49066.\" target=\"_blank\" rel=\"noopener noreferrer\">Education Code\u003c/a> gives teachers the authority to issue grades, but it doesn’t specify how those grades should be determined. Some teachers grade on a curve, with only a set number of students earning A’s or B’s, while others are more lax.\u003c/p>\n\u003cp>An informal EdSource survey of about two dozen California teachers found that 57% rarely or never gave D's and F’s. Only 7% said they did frequently.\u003c/p>\n\u003cp>“Grades are punitive and provide no information on standards mastery,” one teacher wrote. “I would love [grading] to be based on mastery of standards and … authentic feedback.”\u003c/p>\n\u003cp>But for some teachers, D's and F's play an important role in the classroom. They signal that a student did not learn the material and needs extra help. Dropping D's and F's doesn’t guarantee that students will learn the material, even with extra help, and may lead to grade inflation, said Debora Rinehart, a math and science teacher at St. Theresa School, a Catholic school in Oakland.\u003c/p>\n\u003cp>“I will work with any student before or after school or even on the weekend to help them learn. However, I will never lie about their knowledge level,” she said. “Not reporting D's and F's is the equivalent of lying about a student’s progress.”\u003c/p>\n\u003cp>But the vast difference in teachers’ grading styles has resulted in a system where grades are nearly useless as an indicator of students’ abilities, said H. Alix Gallagher, director of strategic partnerships at Policy Analysis for California Education.\u003c/p>\n\u003cp>“What does a grade mean? It’s a mix of things, and it’s different from teacher to teacher. It can actually be radically different,” she said. “As it’s practiced now, grading is idiosyncratic, and that’s not a good thing.”\u003c/p>\n\u003cp>Too often, she said, grades take on outsized importance for students, and those who get D's or F's become discouraged or disengage even further, never learning the material they missed to begin with.\u003c/p>\n\u003cp>“Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading,” she said.\u003c/p>\n\u003cp>Patricia Russell is the chief learning officer at the \u003ca href=\"https://mastery.org/mtc-team/\">Mastery Transcript Consortium\u003c/a>, a nonprofit that advises school districts and colleges on alternatives to grades. Interest in the topic has been soaring, she said. In the three years since the group started, membership has increased from four districts to more than two dozen nationwide.\u003c/p>\n\u003cp>For college applications, Russell’s group encourages students to submit a portfolio that includes essays, tests with high scores, videos showing oral presentations, lab projects or other items that showcase a student’s best work. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The idea is to show colleges evidence of what a student can actually do, not a teacher’s interpretation based on a limited grading scale.\u003c/p>\n\u003cp>“We’re talking about people who are very young, and labeling them at such an early age as ‘less than’ or ‘more than’ can have significant psychological repercussions,” Russell said. “Some things in life are zero-sum games, but learning should not be.”\u003c/p>\n\u003cp>Two large school improvement networks, supported by foundations, have made reexamining grading policies a priority.\u003c/p>\n\u003cp>Laura Schwalm, a retired superintendent of Garden Grove Unified who is now chief of staff of California Education Partners, said the aim is a grading system that puts students on track for admission to the UC and CSU, as well as trade schools.\u003c/p>\n\u003cp>“Graduating with a D, in career and technology courses, too, leaves students with few choices,” she said. “No one is saying water down grades. This is about giving support, not lowering standards, and looking for simple ways to make grading more fair, to give kids a fighting chance and to measure what students know with multiple opportunities to show that.”\u003c/p>\n\u003cp>Lynn Rocha-Salazar, a former principal in Fresno Unified who is now CORE Districts’ senior improvement coach, said the work on grading preceded COVID-19, but the pandemic underscored the need for it.\u003c/p>\n\u003cp>“Those who had not been well served were penalized the most … so now is a time to examine grading practices to see the harm that was done,” she said.\u003c/p>\n\u003cp>Lindsay Unified, in rural Tulare County, has been moving toward a competency-based system for several years, and results are promising. Students at Lindsay High School, nearly all of whom are Latino and come from lower-income families, scored higher than the state average among all student groups on math and English language arts tests, as well as in college and career readiness, according to the 2019 \u003ca class=\"external\" href=\"https://www.caschooldashboard.org/reports/54719935432414/2019#college-career-card\" target=\"_blank\" rel=\"noopener noreferrer\">California School Dashboard\u003c/a>.\u003c/p>\n\u003cp>In Oakland, high schools are moving gradually toward a new system of assessment that doesn’t include D’s and F’s. Baez, the assistant principal at Fremont High, said the change will not happen overnight. Parents, students and especially teachers need time to understand what’s expected of them, and they must “buy in” to the change, she said.\u003c/p>\n\u003cp>“It has to be a cultural shift at the school. You have to build trust because we’re really rebuilding an entire system,” Baez said. “It will be a lot of work, but it’s important we do this because traditional grades benefit some kids, but they don’t help everyone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2021/why-some-california-school-districts-are-changing-how-students-earn-grades/664226\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In Marin County, a couple knowingly sent their COVID-19-positive child and a sibling to school last month in violation of isolation and quarantine rules, causing a coronavirus outbreak in an elementary school, officials said Saturday.\u003c/p>\n\u003cp>The parents could face a fine or a misdemeanor charge for violating \u003ca href=\"https://coronavirus.marinhhs.org/isolation-and-quarantine-order\">Marin County’s health order\u003c/a>, under which people who test positive for the virus must isolate themselves for at least 10 days.\u003c/p>\n\u003cp>Dr. Matt Willis, the county’s public health officer, told The Associated Press that a decision will be made early next week on whether the family will face a penalty.[pullquote size=\"medium\" align=\"right\" citation=\"Dr. Matt Willis, Marin County public health officer\"]'It's a violation of the law that we've put in place. More importantly it's also a violation of just basic ethics of community responsibility.'[/pullquote]\u003c/p>\n\u003cp>“It’s a violation of the law that we’ve put in place,” he said. “More importantly it’s also a violation of just basic ethics of community responsibility.”\u003c/p>\n\u003cp>In the meantime, the children's school district issued a “corrective action” against the family, Superintendent of the Larkspur-Corte Madera School District Brett Geithman told KQED.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Geithman said that exactly what action was issued against the family is confidential. The family, however, caused a “safety risk” to students, staff and the school community that easily could have spread further over the Thanksgiving break if the exposed families had not been informed, he said.\u003c/p>\n\u003cp>\"I think it's important for them, which they do, to understand the gravity of their decision and the impact it had on our school, and how much worse it could have actually been,\" Geithman said. \"When you look at the numbers, in this particular case, it could have been a lot worse.\"\u003c/p>\n\u003cp>Mary Jane Burke, Marin superintendent of schools, said the parents' actions compromised the health and well-being of others.\u003c/p>\n\u003cp>\"It is obviously very unsettling to find ourselves in a situation with this type of a breach that affects the health and welfare of, frankly, an entire community. This is not just school-based,\" she said.\u003c/p>\n\u003cp>Some students in schools are immunocompromised, Burke said, or for other reasons may be particularly vulnerable should they be infected with COVID-19.\u003c/p>\n\u003cp>Of a parent sending their COVID-19-positive child to school, Burke said, \"I consider that to be basic child endangerment.\"\u003c/p>\n\u003cp>The child tested positive for the virus during the week of Nov. 8, Geithman said. Both children continued to attend school the rest of that week and into the following week.\u003c/p>\n\u003cp>The child and their sibling, who later tested positive as well, are students in the district's Neil Cummins Elementary School in Corte Madera, a town in Marin County 15 miles north of San Francisco.\u003c/p>\n\u003cp>The parents did not notify the school of the positive test or return multiple calls from public health contact tracers, Geithman said.\u003c/p>\n\u003cp>\"Our enforcement team is evaluating the circumstances and will respond accordingly,\" Marin County Public Health said in a statement. “Thankfully, this is the only known occurrence of a household knowingly sending a COVID-19 positive student to school.”\u003c/p>\n\u003cp>Willis, the county health officer, said when the school's principal spoke to the family, “they had cited that they were not clear on the protocol” to isolate the child after the positive test.\u003c/p>\n\u003cp>Willis said language barriers or economic factors — meaning the parents could not take time off from work when the kids needed to isolate at home — did not appear to be a factor for the family.\u003c/p>\n\u003cp>He also said it was \"quite simple” for people to know not to send their children to school if they test positive for the virus.\u003c/p>\n\u003cp>\"What I've heard from other parents is that they are definitely frustrated and there definitely was anger at the family that made this poor, or this lack of, judgment,\" Geithman, the superintendent, said.\u003c/p>\n\u003cp>On Nov. 18, public health officials contacted the school district after they noticed a discrepancy in records, according to Geithman.\u003c/p>\n\u003cp>“'We noticed you didn’t enter student X into the database'” of students with COVID-19, Geithman said district officials were told.\u003c/p>\n\u003cp>The district immediately contacted the families of students who were exposed and told them to report to the school for rapid testing the next morning.\u003c/p>\n\u003cp>A total of eight students tested positive: the original student, their sibling, three classmates with suspected school-based transmissions and three students with suspected household transmissions. None of the students experienced serious illness or had to be hospitalized.\u003c/p>\n\u003cp>About 75 students were exposed to the virus from the eight cases, the superintendent said. No staff members tested positive.\u003c/p>\n\u003cp>Schools have an indoor mask mandate.\u003c/p>\n\u003cp>“Had those children been unmasked, we would have seen a lot more transmission,” Willis said. “We depend on one another to prevent spread and this is kind of a stark and unfortunate lesson in what happens when we don’t follow the protocols.”\u003c/p>\n\u003cp>Geithman said he did not know whether the original student and their sibling had received any doses of the vaccine. [aside tag=\"covid, coronavirus\" label=\"More COVID News\"]The district reopened for in-person instruction in October 2020 and this is its first case of classroom-based transmission, Geithman said.\u003c/p>\n\u003cp>“This one family, as troubling as it's been, this is not the norm,\" he said.\u003c/p>\n\u003cp>It's also an example of their reporting system working, Geithman said. When discrepancies were found between the public health system and the school district, the government acted to evaluate what happened.\u003c/p>\n\u003cp>\"We have a number of checks and balances,\" Geithman said, \"and so it was these checks and balances that caught this unfortunate situation.\"\u003c/p>\n\u003cp>In May there was an outbreak at Our Lady of Loretto School, a private parochial elementary school also in Marin County, linked to an unvaccinated teacher. The teacher would unmask while reading aloud to students — despite an indoor mask mandate — and worked at the school despite a cough, fever and headache until testing positive later.\u003c/p>\n\u003cp>Altogether 26 other people — including students and their parents — were infected. A report by the Centers for Disease Control and Prevention, released in August, \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7035e2.htm?s_cid=mm7035e2_w\">identified the virus in that outbreak as the delta variant\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The Associated Press and KQED's Sara Hossaini contributed to this report. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Geithman said that exactly what action was issued against the family is confidential. The family, however, caused a “safety risk” to students, staff and the school community that easily could have spread further over the Thanksgiving break if the exposed families had not been informed, he said.\u003c/p>\n\u003cp>\"I think it's important for them, which they do, to understand the gravity of their decision and the impact it had on our school, and how much worse it could have actually been,\" Geithman said. \"When you look at the numbers, in this particular case, it could have been a lot worse.\"\u003c/p>\n\u003cp>Mary Jane Burke, Marin superintendent of schools, said the parents' actions compromised the health and well-being of others.\u003c/p>\n\u003cp>\"It is obviously very unsettling to find ourselves in a situation with this type of a breach that affects the health and welfare of, frankly, an entire community. This is not just school-based,\" she said.\u003c/p>\n\u003cp>Some students in schools are immunocompromised, Burke said, or for other reasons may be particularly vulnerable should they be infected with COVID-19.\u003c/p>\n\u003cp>Of a parent sending their COVID-19-positive child to school, Burke said, \"I consider that to be basic child endangerment.\"\u003c/p>\n\u003cp>The child tested positive for the virus during the week of Nov. 8, Geithman said. Both children continued to attend school the rest of that week and into the following week.\u003c/p>\n\u003cp>The child and their sibling, who later tested positive as well, are students in the district's Neil Cummins Elementary School in Corte Madera, a town in Marin County 15 miles north of San Francisco.\u003c/p>\n\u003cp>The parents did not notify the school of the positive test or return multiple calls from public health contact tracers, Geithman said.\u003c/p>\n\u003cp>\"Our enforcement team is evaluating the circumstances and will respond accordingly,\" Marin County Public Health said in a statement. “Thankfully, this is the only known occurrence of a household knowingly sending a COVID-19 positive student to school.”\u003c/p>\n\u003cp>Willis, the county health officer, said when the school's principal spoke to the family, “they had cited that they were not clear on the protocol” to isolate the child after the positive test.\u003c/p>\n\u003cp>Willis said language barriers or economic factors — meaning the parents could not take time off from work when the kids needed to isolate at home — did not appear to be a factor for the family.\u003c/p>\n\u003cp>He also said it was \"quite simple” for people to know not to send their children to school if they test positive for the virus.\u003c/p>\n\u003cp>\"What I've heard from other parents is that they are definitely frustrated and there definitely was anger at the family that made this poor, or this lack of, judgment,\" Geithman, the superintendent, said.\u003c/p>\n\u003cp>On Nov. 18, public health officials contacted the school district after they noticed a discrepancy in records, according to Geithman.\u003c/p>\n\u003cp>“'We noticed you didn’t enter student X into the database'” of students with COVID-19, Geithman said district officials were told.\u003c/p>\n\u003cp>The district immediately contacted the families of students who were exposed and told them to report to the school for rapid testing the next morning.\u003c/p>\n\u003cp>A total of eight students tested positive: the original student, their sibling, three classmates with suspected school-based transmissions and three students with suspected household transmissions. None of the students experienced serious illness or had to be hospitalized.\u003c/p>\n\u003cp>About 75 students were exposed to the virus from the eight cases, the superintendent said. No staff members tested positive.\u003c/p>\n\u003cp>Schools have an indoor mask mandate.\u003c/p>\n\u003cp>“Had those children been unmasked, we would have seen a lot more transmission,” Willis said. “We depend on one another to prevent spread and this is kind of a stark and unfortunate lesson in what happens when we don’t follow the protocols.”\u003c/p>\n\u003cp>Geithman said he did not know whether the original student and their sibling had received any doses of the vaccine. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district reopened for in-person instruction in October 2020 and this is its first case of classroom-based transmission, Geithman said.\u003c/p>\n\u003cp>“This one family, as troubling as it's been, this is not the norm,\" he said.\u003c/p>\n\u003cp>It's also an example of their reporting system working, Geithman said. When discrepancies were found between the public health system and the school district, the government acted to evaluate what happened.\u003c/p>\n\u003cp>\"We have a number of checks and balances,\" Geithman said, \"and so it was these checks and balances that caught this unfortunate situation.\"\u003c/p>\n\u003cp>In May there was an outbreak at Our Lady of Loretto School, a private parochial elementary school also in Marin County, linked to an unvaccinated teacher. The teacher would unmask while reading aloud to students — despite an indoor mask mandate — and worked at the school despite a cough, fever and headache until testing positive later.\u003c/p>\n\u003cp>Altogether 26 other people — including students and their parents — were infected. A report by the Centers for Disease Control and Prevention, released in August, \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7035e2.htm?s_cid=mm7035e2_w\">identified the virus in that outbreak as the delta variant\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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