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"title": "California's Reparations Task Force to Hear Testimony on Anti-Black Racism in Housing and Education Policy",
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"content": "\u003cp>Continuing their historic charge,\u003ca href=\"https://www.kqed.org/news/11876194/first-in-the-us-californias-task-force-on-reparations-looks-at-harms-of-slavery\"> California’s Reparations Task Force\u003c/a>, the first in the nation, will meet this Tuesday and Wednesday to hear testimony on housing and education segregation, the impacts of environmental racism, discrimination in banking and the wealth gap.\u003c/p>\n\u003cp>It's the fourth of at least 10 meetings as the group considers the history and impact of slavery in the state — and how best to repay Black Californians for those injustices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We're moving more towards detailing some of the contemporary crimes against Black Americans — specifically, discrimination in public and private life,\" said Kamilah Moore, a Los Angeles-based lawyer who was elected chair of the task force in June.\u003c/p>\n\u003cp>During this week's meetings, the task force will hear from experts such as \u003ca href=\"https://www.law.uci.edu/faculty/full-time/baradaran/\" target=\"_blank\" rel=\"noopener noreferrer\">M\u003c/a>\u003ca href=\"https://www.law.uci.edu/faculty/full-time/baradaran/\" target=\"_blank\" rel=\"noopener noreferrer\">ehrsa Baradaran\u003c/a>, a University of California Irvine law professor and author of \"The Color of Money.\" Detailing racism in banking against Black Americans also is on the schedule for Wednesday. [aside postID=news_11876194,news_11841801]\u003c/p>\n\u003cp>In addition to experts, the task force will listen to testimony from people with direct personal experience, like Kawika Smith, a young Black man who was a \u003ca href=\"http://www.publiccounsel.org/press_releases?id=0138\" target=\"_blank\" rel=\"noopener noreferrer\">plaintiff in a case against the University of California system\u003c/a> arguing that the use of the tests at UC campuses essentially create a two-tier system inaccessible to some students, and “rations access to public higher education on the bases of race, privilege, and wealth.”\u003c/p>\n\u003cp>A Tuesday morning panel on housing and education will include testimony from \u003ca href=\"https://www.kqed.org/arts/tag/bobby-seale\" target=\"_blank\" rel=\"noopener noreferrer\">Bobby Seale\u003c/a>, the co-founder and former chair of the Black Panther Party for Self-Defense, as well as author and researcher Stephen Menendian, who recently published a study called the \u003ca href=\"https://belonging.berkeley.edu/roots-structural-racism\" target=\"_blank\" rel=\"noopener noreferrer\">Roots of Structural Racism Project\u003cstrong>, \u003c/strong>\u003c/a>which aims to reveal the persistence of racial residential segregation.\u003c/p>\n\u003cp>The \u003ca href=\"https://oag.ca.gov/ab3121/members\">nine-member task force\u003c/a> has held meetings in June, July and September. But the September meetings marked the first in which witnesses presented personal and expert testimony. [pullquote size=\"medium\" align=\"right\" citation=\"Kamilah Moore, lawyer and chair of California's Reparations Task Force\"]'This is the first-in-the-nation task force. We beat the federal government in this effort.'[/pullquote]\u003c/p>\n\u003cp>The task force, created with the passage of \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=201920200AB3121\" target=\"_blank\" rel=\"noopener noreferrer\">Assembly Bill 3121\u003c/a> last fall, is charged with making recommendations to the state of California on how to eliminate discrimination in existing state laws and policies, what an apology might look like as well as what a compensation package could be, and who would qualify. The text of the bill specifies special consideration for descendants of those enslaved in the United States. The task force has until July 2023 to make recommendations to the state.\u003c/p>\n\u003cp>The group also is charged with determining how any potential compensation should be calculated and who would be eligible, as well as additional forms of reparations like rehabilitation or restitution. The \u003ca href=\"https://oag.ca.gov/ab3121/meetings\">two-day September meetings\u003c/a> covered national and international reparations efforts, the Great Migration and political disenfranchisement.\u003c/p>\n\u003cp>During the September meetings, the task force heard from well-known experts such as \u003ca href=\"https://www.isabelwilkerson.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Isabel Wilkerson\u003c/a>, author of the award-winning book \"Caste\" and another bestseller, \"The Warmth of Other Suns\" and academics such as \u003ca href=\"https://jmparman.people.wm.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">John M. Parman\u003c/a> and \u003ca href=\"https://belonging.berkeley.edu/john-powell\" target=\"_blank\" rel=\"noopener noreferrer\">john a. powell\u003c/a>, law professor at UC Berkeley and director of the Othering and Belonging Institute. But they also heard from those who provided more personal testimony.\u003c/p>\n\u003cp>“We had people come to testify like Dawn Basciano and Bertha Gorman, who is \u003ca href=\"https://www.youtube.com/watch?v=LZ055ilIiN4\">the poet Amanda Gorman\u003c/a>'s grandmother, to talk about their experience living in California and the discrimination that they and their families faced over time,” Moore said.\u003c/p>\n\u003cp>Gorman described how she grew up listening to the stories of enslaved people from her parents, grandparents and great-grandparents.[aside label=\"KQED's Forum on Bay Area Segregation\" link1=\"https://www.kqed.org/forum/2010101884131/how-3-decades-of-increased-segregation-in-the-bay-area-is-hurting-communities-of-color,How 3 Decades of Increased Segregation in the Bay Area Is Hurting Communities of Color\"]\u003c/p>\n\u003cp>When she came to California, she lost her first job as a babysitter when she signed up to take a test for a clerk position with the state. But she was not allowed to take the test. \"It was 1959, and I was given every imaginable excuse — they had already given the test, they lost my application,\" she said. She was never allowed to take the test. \"At every step of the way, in my growth, and in my career and in my education, I have experienced discrimination, pay inequities, sexism, [and] sexual harassment.\"\u003c/p>\n\u003cp>While the personal testimonies proved powerful and brought some task force members to tears, communication between the Department of Justice staff and the task force appeared tense at times — notably, when the DOJ said they would be unable to accommodate a request for future Saturday meetings. Also, during a brief discussion of who has final say over the agenda, the task force and the DOJ did not appear to come to an agreement.\u003c/p>\n\u003cp>“There ought to be a few meetings that fit the schedule of the oppressed,\" vice-chair Dr. \u003ca href=\"https://naacp.org/people/rev-amos-brown\" target=\"_blank\" rel=\"noopener noreferrer\">Amos C. Brown\u003c/a> said during the meeting. \"Not for us, but for the sake of the people.\" Brown has been a pastor at San Francisco's Third Baptist Church since 1976.\u003c/p>\n\u003cp>The DOJ told KQED in an email on Monday that these questions would be addressed in the updates portion of the task force meeting, but emphasized that the DOJ is taking direction from the task force itself.[pullquote size=\"medium\" align=\"right\" citation=\"Bertha Gorman\"]'At every step of the way, in my growth, and in my career and in my education, I have experienced discrimination, pay inequities, sexism, [and] sexual harassment.'[/pullquote]\u003c/p>\n\u003cp>Despite some minor administrative hiccups, and the plethora of testimony and information to sift through, Moore is optimistic. \"This is the first-in-the-nation task force. We beat the federal government in this effort,\" she said.\u003c/p>\n\u003cp>The \u003ca href=\"https://oag.ca.gov/system/files/media/task-force-notice-agenda-101221-101321.pdf\">full agenda is available\u003c/a>, and all meetings are open to the public. Moore said she welcomes the public both to attend the online meetings and participate in the public comment period. \"We definitely encourage public comment. It informs our work so much,\" she said.\u003c/p>\n\u003cp>After this week, the next scheduled meetings will be held in December.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Continuing their historic charge,\u003ca href=\"https://www.kqed.org/news/11876194/first-in-the-us-californias-task-force-on-reparations-looks-at-harms-of-slavery\"> California’s Reparations Task Force\u003c/a>, the first in the nation, will meet this Tuesday and Wednesday to hear testimony on housing and education segregation, the impacts of environmental racism, discrimination in banking and the wealth gap.\u003c/p>\n\u003cp>It's the fourth of at least 10 meetings as the group considers the history and impact of slavery in the state — and how best to repay Black Californians for those injustices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We're moving more towards detailing some of the contemporary crimes against Black Americans — specifically, discrimination in public and private life,\" said Kamilah Moore, a Los Angeles-based lawyer who was elected chair of the task force in June.\u003c/p>\n\u003cp>During this week's meetings, the task force will hear from experts such as \u003ca href=\"https://www.law.uci.edu/faculty/full-time/baradaran/\" target=\"_blank\" rel=\"noopener noreferrer\">M\u003c/a>\u003ca href=\"https://www.law.uci.edu/faculty/full-time/baradaran/\" target=\"_blank\" rel=\"noopener noreferrer\">ehrsa Baradaran\u003c/a>, a University of California Irvine law professor and author of \"The Color of Money.\" Detailing racism in banking against Black Americans also is on the schedule for Wednesday. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In addition to experts, the task force will listen to testimony from people with direct personal experience, like Kawika Smith, a young Black man who was a \u003ca href=\"http://www.publiccounsel.org/press_releases?id=0138\" target=\"_blank\" rel=\"noopener noreferrer\">plaintiff in a case against the University of California system\u003c/a> arguing that the use of the tests at UC campuses essentially create a two-tier system inaccessible to some students, and “rations access to public higher education on the bases of race, privilege, and wealth.”\u003c/p>\n\u003cp>A Tuesday morning panel on housing and education will include testimony from \u003ca href=\"https://www.kqed.org/arts/tag/bobby-seale\" target=\"_blank\" rel=\"noopener noreferrer\">Bobby Seale\u003c/a>, the co-founder and former chair of the Black Panther Party for Self-Defense, as well as author and researcher Stephen Menendian, who recently published a study called the \u003ca href=\"https://belonging.berkeley.edu/roots-structural-racism\" target=\"_blank\" rel=\"noopener noreferrer\">Roots of Structural Racism Project\u003cstrong>, \u003c/strong>\u003c/a>which aims to reveal the persistence of racial residential segregation.\u003c/p>\n\u003cp>The \u003ca href=\"https://oag.ca.gov/ab3121/members\">nine-member task force\u003c/a> has held meetings in June, July and September. But the September meetings marked the first in which witnesses presented personal and expert testimony. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The task force, created with the passage of \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=201920200AB3121\" target=\"_blank\" rel=\"noopener noreferrer\">Assembly Bill 3121\u003c/a> last fall, is charged with making recommendations to the state of California on how to eliminate discrimination in existing state laws and policies, what an apology might look like as well as what a compensation package could be, and who would qualify. The text of the bill specifies special consideration for descendants of those enslaved in the United States. The task force has until July 2023 to make recommendations to the state.\u003c/p>\n\u003cp>The group also is charged with determining how any potential compensation should be calculated and who would be eligible, as well as additional forms of reparations like rehabilitation or restitution. The \u003ca href=\"https://oag.ca.gov/ab3121/meetings\">two-day September meetings\u003c/a> covered national and international reparations efforts, the Great Migration and political disenfranchisement.\u003c/p>\n\u003cp>During the September meetings, the task force heard from well-known experts such as \u003ca href=\"https://www.isabelwilkerson.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Isabel Wilkerson\u003c/a>, author of the award-winning book \"Caste\" and another bestseller, \"The Warmth of Other Suns\" and academics such as \u003ca href=\"https://jmparman.people.wm.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">John M. Parman\u003c/a> and \u003ca href=\"https://belonging.berkeley.edu/john-powell\" target=\"_blank\" rel=\"noopener noreferrer\">john a. powell\u003c/a>, law professor at UC Berkeley and director of the Othering and Belonging Institute. But they also heard from those who provided more personal testimony.\u003c/p>\n\u003cp>“We had people come to testify like Dawn Basciano and Bertha Gorman, who is \u003ca href=\"https://www.youtube.com/watch?v=LZ055ilIiN4\">the poet Amanda Gorman\u003c/a>'s grandmother, to talk about their experience living in California and the discrimination that they and their families faced over time,” Moore said.\u003c/p>\n\u003cp>Gorman described how she grew up listening to the stories of enslaved people from her parents, grandparents and great-grandparents.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When she came to California, she lost her first job as a babysitter when she signed up to take a test for a clerk position with the state. But she was not allowed to take the test. \"It was 1959, and I was given every imaginable excuse — they had already given the test, they lost my application,\" she said. She was never allowed to take the test. \"At every step of the way, in my growth, and in my career and in my education, I have experienced discrimination, pay inequities, sexism, [and] sexual harassment.\"\u003c/p>\n\u003cp>While the personal testimonies proved powerful and brought some task force members to tears, communication between the Department of Justice staff and the task force appeared tense at times — notably, when the DOJ said they would be unable to accommodate a request for future Saturday meetings. Also, during a brief discussion of who has final say over the agenda, the task force and the DOJ did not appear to come to an agreement.\u003c/p>\n\u003cp>“There ought to be a few meetings that fit the schedule of the oppressed,\" vice-chair Dr. \u003ca href=\"https://naacp.org/people/rev-amos-brown\" target=\"_blank\" rel=\"noopener noreferrer\">Amos C. Brown\u003c/a> said during the meeting. \"Not for us, but for the sake of the people.\" Brown has been a pastor at San Francisco's Third Baptist Church since 1976.\u003c/p>\n\u003cp>The DOJ told KQED in an email on Monday that these questions would be addressed in the updates portion of the task force meeting, but emphasized that the DOJ is taking direction from the task force itself.\u003c/p>\u003c/div>",
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"content": "\u003cp>Nevada Joint Union High School District Superintendent Brett McFadden expects the vast majority of his students and staff to abide by the forthcoming COVID-19 vaccine mandate from Gov. Gavin Newsom last week.\u003c/p>\n\u003cp>But he also expects around 10 of his employees to quit out of personal or political opposition to it.\u003c/p>\n\u003cp>“It’s a really small number, but the individuals who are upset about it are vocal,” said McFadden, whose district in Nevada County is about 65 miles northwest of Sacramento. “The silent, vast majority of educators are saying, ‘OK, we’ll get vaccinated.’”\u003c/p>\n\u003cp>As a \u003ca href=\"https://www.latimes.com/california/story/2021-10-05/covid-vaccine-mask-fury-shakes-up-california-schools\">small minority of teachers and parents across the state protest vaccine mandates\u003c/a>, one legislator is considering ways to strengthen the new immunization requirement by eliminating a controversial public-health loophole that state lawmakers previously removed for the \u003ca href=\"https://www.shotsforschool.org/\">10 other vaccines California students are required to get\u003c/a>.\u003c/p>\n\u003cp>“The purpose of these laws is not to make anyone vaccinate their children, it’s to keep schools safe,” said state Sen. Richard Pan of Sacramento, a Democrat and pediatrician who chairs the Senate Health Committee. “You don’t want schools having to close, and people having to be sent home and quarantined.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">vaccine mandate announced last week\u003c/a> will take effect as soon as the U.S. Food and Drug Administration fully approves the vaccine for younger age groups. The Newsom administration expects the first vaccine deadline for grades 7-12 to be July 1, 2022, or possibly earlier. The COVID-19 vaccine has so far \u003ca href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\">only been fully approved by the FDA for those 16 and over\u003c/a>.\u003c/p>\n\u003cp>The mandate, however, allows for personal belief exemptions. This means students and staff could opt out of the COVID-19 vaccine for religious or ideological reasons.\u003c/p>\n\u003cp>The process for personal belief exemptions for vaccinations varies across the country for students and employees, according to Dorit Reiss, a UC Hastings law professor.\u003c/p>\n\u003cp>“Some just ask to check a box on a form,” she said. “Others have a different process like submitting a letter.”\u003c/p>\n\u003cp>Pan has long worked to strengthen vaccine rules for students. In 2012, he authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201120120AB2109\">a law that required parents seeking a personal belief exemption to consult with a medical expert\u003c/a> about the benefits and risks of vaccinations.\u003c/p>\n\u003cp>In 2015, he co-authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160SB277\">a law that eliminated the personal belief exemption\u003c/a> for childhood immunizations altogether.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"vaccine-mandates\"]Pan then successfully \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB276\">tightened regulations on medical exemptions\u003c/a> in 2019 with a bill that required the California Department of Public Health to audit all medical exemptions at schools with immunization rates less than 95%, as well as any doctor who submits more than five medical exemptions per calendar year. \u003ca href=\"https://calmatters.org/politics/inside-california-capitol/2019/09/california-legislature-protest-menstrual-blood-ani-vaccine/\">Anti-vaccine protesters opposed the bill.\u003c/a>\u003c/p>\n\u003cp>Friday’s COVID-19 vaccine mandate revived the issue of the personal belief exemption because the 2015 law requires any immunization requirements issued by the state health department without a vote from the Legislature to include the provision.\u003c/p>\n\u003cp>“At the time, we were more concerned about routine vaccinations. We were thinking, why have a fight that doesn’t really matter?” Pan said. “The laws that we wrote for school mandates were not written with pandemics in mind. That’s why that provision is in there.”\u003c/p>\n\u003cp>Pan says he’ll consider authoring legislation that would eliminate the exemption if COVID-19 cases spike across the state or if districts report a high number of students and staff who abuse this provision to avoid the vaccine.\u003c/p>\n\u003cp>A possible bill, Pan said, would require the COVID vaccine to be treated like the 10 required inoculations that don’t allow for a personal belief exemption.\u003c/p>\n\u003cp>“The problem with the personal belief exemption is that if there are too many people who use it, we’ll have schools that are unsafe,” he said. “We need to be sure kids can stay in school and learn and not have to be sent home for two weeks.”\u003c/p>\n\u003cp>The California chapter of the American Academy of Pediatrics released a statement in support of the mandate.\u003c/p>\n\u003cp>“The eradication of smallpox and polio, as well as prevention of meningitis, measles and whooping cough, show that vaccines work,” said chapter Chair Yasuko Fukuda. “New vaccines are developed and evaluated by a long-standing rigorous process to ensure effectiveness and safety.”\u003c/p>\n\u003cp>Catherine Martin, executive director of the California Immunization Coalition, a public-health advocacy group, said she understands the concerns of the parents who are hesitant about the COVID-19 vaccine, but agrees that the personal belief exemption should be eliminated.\u003c/p>\n\u003cp>“The No. 1 reason to eliminate the personal belief exemption is to be consistent,” Martin said. “This vaccine is no riskier than any other vaccine.”\u003c/p>\n\u003cp>Martin said her organization will spend the coming months supporting pediatricians and school administrators as they explain the benefits and risks of the COVID-19 vaccine to students and their families.\u003c/p>\n\u003cp>“Parents are suffering because they really are scared,” she said. “Doctors are really going to need to up their game in terms of taking time and answering their questions.”\u003c/p>\n\u003cp>However, Martin has less sympathy for teachers and school staff who refuse to get vaccinated for political reasons.\u003c/p>\n\u003cp>“If they’re not believing in the science or if it’s a political belief, perhaps they need to find other work,” she said. “Perhaps this is going to weed out folks who don’t believe in the science.”\u003c/p>\n\u003cp>California Teachers Association President E. Toby Boyd released a statement last week supporting the vaccine mandate for students, saying the vast majority of teachers have already been fully vaccinated.\u003c/p>\n\u003cp>“While recognizing the need for medical and religious exemptions, we believe vaccinations are key for both student and educator safety, keeping our schools open for in-person instruction and for combating this pandemic,” Boyd said.\u003c/p>\n\u003cp>CTA Spokesperson Lisa Gardiner declined to comment on whether the union would support the elimination of the personal belief exemption if legislators were to propose a bill.\u003c/p>\n\u003cp>McFadden, from the Nevada Joint Union High School District, expects that most of his employees, even those opposing the mandate, will eventually get their vaccines so they can keep their jobs. He said when \u003ca href=\"https://calmatters.org/education/2021/08/california-teacher-vaccines-mandate-newsom/\">the governor issued a previous mandate requiring teachers to be vaccinated\u003c/a> or undergo regular testing, many teachers complained, but most came around.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“They said, ‘I don’t want to do this,’ but then they realized they have to pay the rent,” he said. “I might have five or 10 that don’t get vaccinated, and they’ll leave.”\u003c/p>\n\u003cdiv class=\"entry-content\">\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/student-covid-vaccination-loophole/\">CalMatters\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\n",
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"excerpt": "California's recently issued COVID-19 vaccination mandate for K-12 students and staff allows them to opt out for religious or ideological reasons. One state lawmaker says he may push legislation to eliminate that exemption.",
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"title": "Major Loophole Remains in California's Upcoming Student COVID-19 Vaccine Mandate | KQED",
"description": "California's recently issued COVID-19 vaccination mandate for K-12 students and staff allows them to opt out for religious or ideological reasons. One state lawmaker says he may push legislation to eliminate that exemption.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nevada Joint Union High School District Superintendent Brett McFadden expects the vast majority of his students and staff to abide by the forthcoming COVID-19 vaccine mandate from Gov. Gavin Newsom last week.\u003c/p>\n\u003cp>But he also expects around 10 of his employees to quit out of personal or political opposition to it.\u003c/p>\n\u003cp>“It’s a really small number, but the individuals who are upset about it are vocal,” said McFadden, whose district in Nevada County is about 65 miles northwest of Sacramento. “The silent, vast majority of educators are saying, ‘OK, we’ll get vaccinated.’”\u003c/p>\n\u003cp>As a \u003ca href=\"https://www.latimes.com/california/story/2021-10-05/covid-vaccine-mask-fury-shakes-up-california-schools\">small minority of teachers and parents across the state protest vaccine mandates\u003c/a>, one legislator is considering ways to strengthen the new immunization requirement by eliminating a controversial public-health loophole that state lawmakers previously removed for the \u003ca href=\"https://www.shotsforschool.org/\">10 other vaccines California students are required to get\u003c/a>.\u003c/p>\n\u003cp>“The purpose of these laws is not to make anyone vaccinate their children, it’s to keep schools safe,” said state Sen. Richard Pan of Sacramento, a Democrat and pediatrician who chairs the Senate Health Committee. “You don’t want schools having to close, and people having to be sent home and quarantined.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">vaccine mandate announced last week\u003c/a> will take effect as soon as the U.S. Food and Drug Administration fully approves the vaccine for younger age groups. The Newsom administration expects the first vaccine deadline for grades 7-12 to be July 1, 2022, or possibly earlier. The COVID-19 vaccine has so far \u003ca href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\">only been fully approved by the FDA for those 16 and over\u003c/a>.\u003c/p>\n\u003cp>The mandate, however, allows for personal belief exemptions. This means students and staff could opt out of the COVID-19 vaccine for religious or ideological reasons.\u003c/p>\n\u003cp>The process for personal belief exemptions for vaccinations varies across the country for students and employees, according to Dorit Reiss, a UC Hastings law professor.\u003c/p>\n\u003cp>“Some just ask to check a box on a form,” she said. “Others have a different process like submitting a letter.”\u003c/p>\n\u003cp>Pan has long worked to strengthen vaccine rules for students. In 2012, he authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201120120AB2109\">a law that required parents seeking a personal belief exemption to consult with a medical expert\u003c/a> about the benefits and risks of vaccinations.\u003c/p>\n\u003cp>In 2015, he co-authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160SB277\">a law that eliminated the personal belief exemption\u003c/a> for childhood immunizations altogether.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Pan then successfully \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB276\">tightened regulations on medical exemptions\u003c/a> in 2019 with a bill that required the California Department of Public Health to audit all medical exemptions at schools with immunization rates less than 95%, as well as any doctor who submits more than five medical exemptions per calendar year. \u003ca href=\"https://calmatters.org/politics/inside-california-capitol/2019/09/california-legislature-protest-menstrual-blood-ani-vaccine/\">Anti-vaccine protesters opposed the bill.\u003c/a>\u003c/p>\n\u003cp>Friday’s COVID-19 vaccine mandate revived the issue of the personal belief exemption because the 2015 law requires any immunization requirements issued by the state health department without a vote from the Legislature to include the provision.\u003c/p>\n\u003cp>“At the time, we were more concerned about routine vaccinations. We were thinking, why have a fight that doesn’t really matter?” Pan said. “The laws that we wrote for school mandates were not written with pandemics in mind. That’s why that provision is in there.”\u003c/p>\n\u003cp>Pan says he’ll consider authoring legislation that would eliminate the exemption if COVID-19 cases spike across the state or if districts report a high number of students and staff who abuse this provision to avoid the vaccine.\u003c/p>\n\u003cp>A possible bill, Pan said, would require the COVID vaccine to be treated like the 10 required inoculations that don’t allow for a personal belief exemption.\u003c/p>\n\u003cp>“The problem with the personal belief exemption is that if there are too many people who use it, we’ll have schools that are unsafe,” he said. “We need to be sure kids can stay in school and learn and not have to be sent home for two weeks.”\u003c/p>\n\u003cp>The California chapter of the American Academy of Pediatrics released a statement in support of the mandate.\u003c/p>\n\u003cp>“The eradication of smallpox and polio, as well as prevention of meningitis, measles and whooping cough, show that vaccines work,” said chapter Chair Yasuko Fukuda. “New vaccines are developed and evaluated by a long-standing rigorous process to ensure effectiveness and safety.”\u003c/p>\n\u003cp>Catherine Martin, executive director of the California Immunization Coalition, a public-health advocacy group, said she understands the concerns of the parents who are hesitant about the COVID-19 vaccine, but agrees that the personal belief exemption should be eliminated.\u003c/p>\n\u003cp>“The No. 1 reason to eliminate the personal belief exemption is to be consistent,” Martin said. “This vaccine is no riskier than any other vaccine.”\u003c/p>\n\u003cp>Martin said her organization will spend the coming months supporting pediatricians and school administrators as they explain the benefits and risks of the COVID-19 vaccine to students and their families.\u003c/p>\n\u003cp>“Parents are suffering because they really are scared,” she said. “Doctors are really going to need to up their game in terms of taking time and answering their questions.”\u003c/p>\n\u003cp>However, Martin has less sympathy for teachers and school staff who refuse to get vaccinated for political reasons.\u003c/p>\n\u003cp>“If they’re not believing in the science or if it’s a political belief, perhaps they need to find other work,” she said. “Perhaps this is going to weed out folks who don’t believe in the science.”\u003c/p>\n\u003cp>California Teachers Association President E. Toby Boyd released a statement last week supporting the vaccine mandate for students, saying the vast majority of teachers have already been fully vaccinated.\u003c/p>\n\u003cp>“While recognizing the need for medical and religious exemptions, we believe vaccinations are key for both student and educator safety, keeping our schools open for in-person instruction and for combating this pandemic,” Boyd said.\u003c/p>\n\u003cp>CTA Spokesperson Lisa Gardiner declined to comment on whether the union would support the elimination of the personal belief exemption if legislators were to propose a bill.\u003c/p>\n\u003cp>McFadden, from the Nevada Joint Union High School District, expects that most of his employees, even those opposing the mandate, will eventually get their vaccines so they can keep their jobs. He said when \u003ca href=\"https://calmatters.org/education/2021/08/california-teacher-vaccines-mandate-newsom/\">the governor issued a previous mandate requiring teachers to be vaccinated\u003c/a> or undergo regular testing, many teachers complained, but most came around.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They said, ‘I don’t want to do this,’ but then they realized they have to pay the rent,” he said. “I might have five or 10 that don’t get vaccinated, and they’ll leave.”\u003c/p>\n\u003cdiv class=\"entry-content\">\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/student-covid-vaccination-loophole/\">CalMatters\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reading as a Civil Right: Inside a Richmond Elementary School's Approach",
"title": "Reading as a Civil Right: Inside a Richmond Elementary School's Approach",
"headTitle": "KQED News",
"content": "\u003cp>For Richmond’s Nystrom Elementary School, students’ longstanding struggle with reading is not only an academic issue but one about civil rights.\u003c/p>\n\u003cp>The Bay Area school began the year with a \u003ca href=\"https://sites.google.com/wccusd.net/nystrom/reading-is-a-civil-right\">proclamation that acknowledges that systemic racism has led to disproportionate outcomes in reading skills for children of color\u003c/a> for generations. It asserts that every student is capable of reading and that it’s the school’s responsibility to ensure every child leaves Nystrom a skilled reader. The school committed to overhauling its literacy program with a new curriculum and research-based classroom practices in an effort to bring every student to grade-level reading.\u003c/p>\n\u003cp>“When you think about equity, reading and literacy instruction has to be tied to that,” said Jamie Allardice, principal of the school, which comprises mostly \u003ca href=\"http://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Nystrom-Elementary\">Black and Latino students\u003c/a> in one of the Bay Area’s \u003ca href=\"https://www.mercurynews.com/2019/12/08/the-bay-areas-10-poorest-neighborhoods/\">lowest-income ZIP codes\u003c/a>. “If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.”\u003c/p>\n\u003cp>The school’s plan this year has a greater emphasis on phonics in lessons and one-on-one intervention, as well as in classroom discussions and culturally relevant texts.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jamie Allardice, Nystrom Elementary School principal\"]'When you think about equity, reading and literacy instruction has to be tied to that. If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.'[/pullquote]\u003c/p>\n\u003cp>During the 2018-2019 school year, only 19.34% of Nystrom’s third through sixth grade students tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=07&lstDistrict=61796-000&lstSchool=6004881\">Smarter Balanced\u003c/a> tests. That was up from 13.34% in 2017-2018. But it was still far below the average for California, where 51.1% of students in third through 11th grade tested at or above grade level for English language arts in 2018-2019. West Contra Costa Unified School District, as a whole, only had 35% of students testing at grade level or above in English language arts that year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California has long been challenged by its low reading scores, as well as with \u003ca href=\"https://edsource.org/2016/higher-test-scores-yes-but-no-narrowing-of-achievement-gaps-in-california/568467\">disparities between students from lower-income families and Black and Latino students and their classmates who are white and from higher-income families\u003c/a>. The latest effort to change this inequality is \u003ca href=\"https://edsource.org/2021/state-superintendent-sets-goal-get-every-california-third-grade-student-reading-by-2026/661411\">an initiative by State Superintendent of Public Instruction Tony Thurmond and lawmakers to get every third grade student reading by 2026\u003c/a>. Research shows that \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">students who aren’t reading at grade level by the third grade will struggle to catch up throughout their educational career\u003c/a>.\u003c/p>\n\u003cp>How Thurmond’s lofty goal will be accomplished is yet to be determined. He’s forming a task force of educators, parents and education experts that will make policy recommendations, which Assemblymember Mia Bonta, D-Alameda, will propose in a bill for the upcoming legislative cycle.\u003c/p>\n\u003cp>Because Nystrom’s reading performance lagged prior to the pandemic, Allardice said he’s shying away from the “learning loss mindset,” or the idea that students’ academic progress slowed or reversed during the pandemic.\u003c/p>\n\u003cp>“I feel like the learning loss terminology puts the onus on the kids,” Allardice said. “They’re saying the kids have lost something, but in many cases, it’s not the kids, it’s we as adults who need to do better for our kids.”\u003c/p>\n\u003cp>Allardice said teachers conducted \u003ca href=\"https://dibels.uoregon.edu/\">DIBELS\u003c/a> assessments to determine students’ literacy skills. DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills and consists of grade-specific assessments, such as naming letters for kindergartners and reading aloud for sixth graders.\u003c/p>\n\u003cp>The results of the assessment, Allardice said, showed a clear need for more “explicit and systematic foundational skills instruction” than the school was previously providing. Foundational reading skills include phonics, the ability to decode words by correlating sounds with letters or groups of letters, as well as to derive meaning from them through language comprehension. Teachers will up their instruction and practice opportunities for foundational skills from 10-12 minutes a day to 30 minutes a day, Allardice said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jamie Allardice, Nystrom Elementary School principal\"]'I feel like the learning loss terminology puts the onus on the kids. They're saying the kids have lost something, but in many cases, it's not the kids, it's we as adults who need to do better for our kids.'[/pullquote]\u003c/p>\n\u003cp>Teachers will also be doing “targeted work” to help build students’ reading skills, which are often “discreet” and require one-on-one attention.\u003c/p>\n\u003cp>The assessments will continue at the end of each trimester to measure growth and identify whether adjustments need to be made, he said.\u003c/p>\n\u003cp>One of the biggest changes the school has made was switching English language arts curriculums from McGraw Hill’s Treasures — now available as Wonders — to EL Education. A major difference between the two curriculums is that EL Education has students reading high-quality books every day; whereas, the Treasures curriculum had students reading portions of books within an anthology. Each week was a new story, Allardice said, instead of “building knowledge of the world through meaningful texts and discussion.”\u003c/p>\n\u003cp>EL Education is open source, meaning its instruction guides are available for free online — the only cost is for printed reading material. Four other West Contra Costa Unified elementary schools also have switched to EL Education, Allardice said.\u003c/p>\n\u003cp>EL Education takes the “\u003ca href=\"https://www.whatisthescienceofreading.org/science-of-reading-guide\">science of reading\u003c/a>” approach, which refers to a growing body of research on how children learn to read that calls for a phonics-heavy program. Nystrom will focus its literacy program on this approach, as are a growing number of schools seeking to move away from the “whole language” strategy, which focuses on growing a child’s love for literature. The decades-old disagreement between the two camps has been referred to as the “\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-we-have-a-national-reading-crisis/2019/03\">reading wars\u003c/a>.”\u003c/p>\n\u003cp>The “science of reading” approach centers on the idea that learning to read is not a natural process like learning to talk. Instead, it comes from explicitly teaching children how to connect letters and words. The ability to decode words through phonics, as well as to derive meaning from them through language comprehension, is what makes a skilled reader.\u003c/p>\n\u003cp>Another benefit of EL Education, Allardice said, is its “content modules,” which have students reading grade-level texts while also doing activities that help build phonics skills through classroom discussion. He said the discussion aspect is particularly important for English learners, who make up 56% of the school’s students.\u003c/p>\n\u003cp>“Those opportunities to use and apply language are particularly important for English learners,” Allardice said. “We are a school with a lot of English learners, and we know that creating language-rich classrooms will increase their proficiency in English and develop biliteracy.\"\u003c/p>\n\u003cp>In light of calls across the country to focus more on phonics, \u003ca href=\"https://edsource.org/2021/why-phonics-instruction-is-not-enough-for-english-learners/661487\">researchers and advocates for students who are learning English as a second language have recommended\u003c/a> that teachers also give English learners experience reading aloud, vocabulary lessons and lots of practice speaking.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Posts\"]\u003c/p>\n\u003cp>Allardice said “it’s not an either/or” with phonics or language development; teachers will need to vary the amount of both according to student need.\u003c/p>\n\u003cp>Providing all students with grade-level texts on a daily basis will also be critical to getting students to grade-level standards during the next year, Allardice said. For example, he said, if a fourth grade student is reading at a second grade level, if they are only provided with second grade level texts, “that doesn’t do much to catch them up.”\u003c/p>\n\u003cp>“If we give students access to grade-level content, that will accelerate them more than the idea of remediation,” Allardice said.\u003c/p>\n\u003cp>Allardice said the school plans to feature “\u003ca href=\"https://www.avid.org/cultural-relevance\">culturally relevant and responsive\u003c/a>” reading materials during the year, courtesy of \u003ca href=\"https://achievethecore.org/\">Student Achievement Partners\u003c/a>, a national provider of classroom resources. Gloria Ladson-Billings coined the term \"culturally relevant teaching\" in 1994 as a teaching style that uses “cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning more relevant and effective.”\u003c/p>\n\u003cp>Third graders will start the year with a module that teaches them about what school looks like in different parts of the world. They will read “Waiting for the Biblioburro,” which takes place in Colombia, and “Nasreen’s Secret School,” which is about a girl in Afghanistan, Allardice said.\u003c/p>\n\u003cp>Fifth graders, for example, will read “Esperanza Rising” — an award-winning novel about a Mexican girl who immigrated to California to work in a farm labor camp during the Great Depression — alongside the United Nations’ Universal Declaration of Human Rights.\u003c/p>\n\u003cp>“To see the kids analyze two texts and apply a novel like ‘Esperanza Rising’ to the UDHR is amazing to see, and the type of learning experiences I want for my kid,” Allardice said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/districts-anticipate-major-hits-to-their-2022-23-budgets-as-enrollments-drop/662448\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Richmond’s Nystrom Elementary School, students’ longstanding struggle with reading is not only an academic issue but one about civil rights.\u003c/p>\n\u003cp>The Bay Area school began the year with a \u003ca href=\"https://sites.google.com/wccusd.net/nystrom/reading-is-a-civil-right\">proclamation that acknowledges that systemic racism has led to disproportionate outcomes in reading skills for children of color\u003c/a> for generations. It asserts that every student is capable of reading and that it’s the school’s responsibility to ensure every child leaves Nystrom a skilled reader. The school committed to overhauling its literacy program with a new curriculum and research-based classroom practices in an effort to bring every student to grade-level reading.\u003c/p>\n\u003cp>“When you think about equity, reading and literacy instruction has to be tied to that,” said Jamie Allardice, principal of the school, which comprises mostly \u003ca href=\"http://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Nystrom-Elementary\">Black and Latino students\u003c/a> in one of the Bay Area’s \u003ca href=\"https://www.mercurynews.com/2019/12/08/the-bay-areas-10-poorest-neighborhoods/\">lowest-income ZIP codes\u003c/a>. “If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.”\u003c/p>\n\u003cp>The school’s plan this year has a greater emphasis on phonics in lessons and one-on-one intervention, as well as in classroom discussions and culturally relevant texts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'When you think about equity, reading and literacy instruction has to be tied to that. If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the 2018-2019 school year, only 19.34% of Nystrom’s third through sixth grade students tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=07&lstDistrict=61796-000&lstSchool=6004881\">Smarter Balanced\u003c/a> tests. That was up from 13.34% in 2017-2018. But it was still far below the average for California, where 51.1% of students in third through 11th grade tested at or above grade level for English language arts in 2018-2019. West Contra Costa Unified School District, as a whole, only had 35% of students testing at grade level or above in English language arts that year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California has long been challenged by its low reading scores, as well as with \u003ca href=\"https://edsource.org/2016/higher-test-scores-yes-but-no-narrowing-of-achievement-gaps-in-california/568467\">disparities between students from lower-income families and Black and Latino students and their classmates who are white and from higher-income families\u003c/a>. The latest effort to change this inequality is \u003ca href=\"https://edsource.org/2021/state-superintendent-sets-goal-get-every-california-third-grade-student-reading-by-2026/661411\">an initiative by State Superintendent of Public Instruction Tony Thurmond and lawmakers to get every third grade student reading by 2026\u003c/a>. Research shows that \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">students who aren’t reading at grade level by the third grade will struggle to catch up throughout their educational career\u003c/a>.\u003c/p>\n\u003cp>How Thurmond’s lofty goal will be accomplished is yet to be determined. He’s forming a task force of educators, parents and education experts that will make policy recommendations, which Assemblymember Mia Bonta, D-Alameda, will propose in a bill for the upcoming legislative cycle.\u003c/p>\n\u003cp>Because Nystrom’s reading performance lagged prior to the pandemic, Allardice said he’s shying away from the “learning loss mindset,” or the idea that students’ academic progress slowed or reversed during the pandemic.\u003c/p>\n\u003cp>“I feel like the learning loss terminology puts the onus on the kids,” Allardice said. “They’re saying the kids have lost something, but in many cases, it’s not the kids, it’s we as adults who need to do better for our kids.”\u003c/p>\n\u003cp>Allardice said teachers conducted \u003ca href=\"https://dibels.uoregon.edu/\">DIBELS\u003c/a> assessments to determine students’ literacy skills. DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills and consists of grade-specific assessments, such as naming letters for kindergartners and reading aloud for sixth graders.\u003c/p>\n\u003cp>The results of the assessment, Allardice said, showed a clear need for more “explicit and systematic foundational skills instruction” than the school was previously providing. Foundational reading skills include phonics, the ability to decode words by correlating sounds with letters or groups of letters, as well as to derive meaning from them through language comprehension. Teachers will up their instruction and practice opportunities for foundational skills from 10-12 minutes a day to 30 minutes a day, Allardice said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers will also be doing “targeted work” to help build students’ reading skills, which are often “discreet” and require one-on-one attention.\u003c/p>\n\u003cp>The assessments will continue at the end of each trimester to measure growth and identify whether adjustments need to be made, he said.\u003c/p>\n\u003cp>One of the biggest changes the school has made was switching English language arts curriculums from McGraw Hill’s Treasures — now available as Wonders — to EL Education. A major difference between the two curriculums is that EL Education has students reading high-quality books every day; whereas, the Treasures curriculum had students reading portions of books within an anthology. Each week was a new story, Allardice said, instead of “building knowledge of the world through meaningful texts and discussion.”\u003c/p>\n\u003cp>EL Education is open source, meaning its instruction guides are available for free online — the only cost is for printed reading material. Four other West Contra Costa Unified elementary schools also have switched to EL Education, Allardice said.\u003c/p>\n\u003cp>EL Education takes the “\u003ca href=\"https://www.whatisthescienceofreading.org/science-of-reading-guide\">science of reading\u003c/a>” approach, which refers to a growing body of research on how children learn to read that calls for a phonics-heavy program. Nystrom will focus its literacy program on this approach, as are a growing number of schools seeking to move away from the “whole language” strategy, which focuses on growing a child’s love for literature. The decades-old disagreement between the two camps has been referred to as the “\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-we-have-a-national-reading-crisis/2019/03\">reading wars\u003c/a>.”\u003c/p>\n\u003cp>The “science of reading” approach centers on the idea that learning to read is not a natural process like learning to talk. Instead, it comes from explicitly teaching children how to connect letters and words. The ability to decode words through phonics, as well as to derive meaning from them through language comprehension, is what makes a skilled reader.\u003c/p>\n\u003cp>Another benefit of EL Education, Allardice said, is its “content modules,” which have students reading grade-level texts while also doing activities that help build phonics skills through classroom discussion. He said the discussion aspect is particularly important for English learners, who make up 56% of the school’s students.\u003c/p>\n\u003cp>“Those opportunities to use and apply language are particularly important for English learners,” Allardice said. “We are a school with a lot of English learners, and we know that creating language-rich classrooms will increase their proficiency in English and develop biliteracy.\"\u003c/p>\n\u003cp>In light of calls across the country to focus more on phonics, \u003ca href=\"https://edsource.org/2021/why-phonics-instruction-is-not-enough-for-english-learners/661487\">researchers and advocates for students who are learning English as a second language have recommended\u003c/a> that teachers also give English learners experience reading aloud, vocabulary lessons and lots of practice speaking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Allardice said “it’s not an either/or” with phonics or language development; teachers will need to vary the amount of both according to student need.\u003c/p>\n\u003cp>Providing all students with grade-level texts on a daily basis will also be critical to getting students to grade-level standards during the next year, Allardice said. For example, he said, if a fourth grade student is reading at a second grade level, if they are only provided with second grade level texts, “that doesn’t do much to catch them up.”\u003c/p>\n\u003cp>“If we give students access to grade-level content, that will accelerate them more than the idea of remediation,” Allardice said.\u003c/p>\n\u003cp>Allardice said the school plans to feature “\u003ca href=\"https://www.avid.org/cultural-relevance\">culturally relevant and responsive\u003c/a>” reading materials during the year, courtesy of \u003ca href=\"https://achievethecore.org/\">Student Achievement Partners\u003c/a>, a national provider of classroom resources. Gloria Ladson-Billings coined the term \"culturally relevant teaching\" in 1994 as a teaching style that uses “cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning more relevant and effective.”\u003c/p>\n\u003cp>Third graders will start the year with a module that teaches them about what school looks like in different parts of the world. They will read “Waiting for the Biblioburro,” which takes place in Colombia, and “Nasreen’s Secret School,” which is about a girl in Afghanistan, Allardice said.\u003c/p>\n\u003cp>Fifth graders, for example, will read “Esperanza Rising” — an award-winning novel about a Mexican girl who immigrated to California to work in a farm labor camp during the Great Depression — alongside the United Nations’ Universal Declaration of Human Rights.\u003c/p>\n\u003cp>“To see the kids analyze two texts and apply a novel like ‘Esperanza Rising’ to the UDHR is amazing to see, and the type of learning experiences I want for my kid,” Allardice said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cb>Sea Level Rise in East Palo Alto\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">As the impact of climate change is being felt in the form of bigger wildfires, deeper droughts and longer heatwaves, the community of East Palo Alto is preparing for another kind of climate impact: rising sea levels. Built on the edge of rolling wetlands, this town is figuring out how to adapt to potential flooding and storms. KQED climate reporter Ezra David Romero has this story. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tackling Climate Change in California\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">California has 3,000 miles of coastline to consider when it comes to sea level rise. U.S. Rep. Jared Huffman’s district covers the entire northern coastline, from Marin County to the state’s border with Oregon. Huffman, D-San Rafael, serves as chair of the House Water, Oceans and Wildlife Subcommittee, where he has focused on combating climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U.S. Rep. Jared Huffman, D-San Rafael\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>This Week in California Politics\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Gov. Gavin Newsom announced Friday that California will be the first state in the nation to require a COVID-19 vaccination for all eligible children in public and private schools, pending full FDA approval. Meanwhile, a statewide ban on evictions during the pandemic ended Friday. And a game of political musical chairs is underway, as Assemblymember David Chiu leaves Sacramento to become San Francisco’s next city attorney.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guests:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Scott Shafer, KQED senior editor of politics and government\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Marisa Lagos, KQED politics and government correspondent \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Something Beautiful: Palace of Fine Arts\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">The Palace of Fine Arts in San Francisco was originally built for the 1915 Panama-Pacific Exposition to showcase works of art. It includes a 162 foot high rotunda that is ringed by colonnades and enclosed by a lagoon. If you go there, you might catch a glimpse of the palace’s swan, Blanche.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>Sea Level Rise in East Palo Alto\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">As the impact of climate change is being felt in the form of bigger wildfires, deeper droughts and longer heatwaves, the community of East Palo Alto is preparing for another kind of climate impact: rising sea levels. Built on the edge of rolling wetlands, this town is figuring out how to adapt to potential flooding and storms. KQED climate reporter Ezra David Romero has this story. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tackling Climate Change in California\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">California has 3,000 miles of coastline to consider when it comes to sea level rise. U.S. Rep. Jared Huffman’s district covers the entire northern coastline, from Marin County to the state’s border with Oregon. Huffman, D-San Rafael, serves as chair of the House Water, Oceans and Wildlife Subcommittee, where he has focused on combating climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U.S. Rep. Jared Huffman, D-San Rafael\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>This Week in California Politics\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Gov. Gavin Newsom announced Friday that California will be the first state in the nation to require a COVID-19 vaccination for all eligible children in public and private schools, pending full FDA approval. Meanwhile, a statewide ban on evictions during the pandemic ended Friday. And a game of political musical chairs is underway, as Assemblymember David Chiu leaves Sacramento to become San Francisco’s next city attorney.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guests:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Scott Shafer, KQED senior editor of politics and government\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Marisa Lagos, KQED politics and government correspondent \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Something Beautiful: Palace of Fine Arts\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">The Palace of Fine Arts in San Francisco was originally built for the 1915 Panama-Pacific Exposition to showcase works of art. It includes a 162 foot high rotunda that is ringed by colonnades and enclosed by a lagoon. If you go there, you might catch a glimpse of the palace’s swan, Blanche.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Parents in California on Friday had mixed reactions to Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">plan to mandate coronavirus vaccinations for schoolchildren after they gain final federal approval\u003c/a>.\u003c/p>\n\u003cp>Some welcomed the move as a way to keep children safe and classrooms open for learning and to try to put the pandemic behind. Others blasted the decision as premature, noting there is still no vaccine approved for children under 12 and there were more questions than answers about the potential impacts of the shots, and need for them, for youngsters.\u003c/p>\n\u003cp>Sarah Burwick, a lawyer in Los Angeles and parent of a soon-to-be 5-year-old, said she is fully vaccinated but that it isn’t clear at this time whether the risk to her child is greater from getting the shot or not getting it.\u003c/p>\n\u003cp>“I think any mandate on this vaccine for kids is way too soon,” she said. “We keep hearing the buzzwords ‘safe’ and ‘effective,’ but I think the question for kids should be: Is this necessary?”\u003c/p>\n\u003cp>Newsom on Friday announced a plan to have all students in grades 7-12 vaccinated by next fall once the shots gain final federal approval for everyone 12 and over. The Democratic governor said he expects the U.S. government to give that final sign-off sometime next year, and that the state would require K-6 students to get the vaccine once final federal approval comes for children 5 to 11.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The move comes as several public school districts in the state have said they will require the coronavirus vaccine. In Los Angeles, a vaccine mandate for eligible students is set to take effect in January for the nation’s second-largest school district.\u003c/p>\n\u003cp>Jenna Schwartz, co-founder of the Los Angeles Unified group Parents Supporting Teachers, welcomed the state’s move after supporting her district’s. She said she believes it will prevent parents from pulling their children from public schools thinking they can avoid vaccine requirements and encourage students who are learning from home due to health concerns to return to campuses.[aside postID=\"news_11890715\" label=\"Newsom announces student vaccine mandate\"]\u003c/p>\n\u003cp>“I think this is just a great way to back up science and back up data and say, ‘This is actually what’s best and safest for all students,’” she said. “We’re hearing from families who opposed, [saying], ‘We’re going to form our own schools.’ Well, that’s terrifying.”\u003c/p>\n\u003cp>Janet Meadows, whose children are in first grade and preschool, said she’d consider homeschooling her children before vaccinating them. The 41-year-old from Kern County said she’s worried about the health effects of the not-yet-approved shots for children and a potential exodus of families from public schools.\u003c/p>\n\u003cp>“I don’t think we know enough about the vaccine to make our children get it,” she said. “There’s just a lot of unknowns. We don’t need to rush into this right now.”\u003c/p>\n\u003cp>Los Angeles mother of two Jenny Monir said she feels Newsom’s mandate was made more for political reasons than public health. She predicts that parents like her, who oppose the idea of a vaccine mandate, will act by pulling their kids out of public schools.[pullquote size=\"medium\" align=\"right\" citation=\"Jenna Schwartz, co-founder of Parents Supporting Teachers\"]\"I think this is just a great way to back up science and back up data and say, 'This is actually what's best and safest for all students.'\"[/pullquote]\u003c/p>\n\u003cp>“I’m furious. On so many levels,” she said. “We’re just pawns in an elite game.”\u003c/p>\n\u003cp>But some parents said they felt the time was right to require the vaccines, especially in light of widespread school closures and coronavirus cases among schoolchildren in other states. At Edna Brewer Middle School in Oakland, parent Adam Silverman said everyone he knows has been vaccinated without a problem.\u003c/p>\n\u003cp>“I’m delighted to see that we’re trying to get this health crisis under control,” said Andrew Patterson, father of an elementary school student in San Francisco. “And we have lots of other vaccine requirements. I don’t see why this one would be any different.”\u003c/p>\n\u003cp>But Fabio Zamora, whose eighth-grader attends the Oakland middle school, said he doesn’t trust the shot, and the state shouldn’t be requiring it for kids.\u003c/p>\n\u003cp>“I just think it’s a parent’s decision, you know. Period. The government in no shape or form should be having mandates like that,” Zamora said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Amy Taxin reported from Orange County. Associated Press reporters Jocelyn Gecker and Haven Daley in San Francisco contributed to this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents in California on Friday had mixed reactions to Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">plan to mandate coronavirus vaccinations for schoolchildren after they gain final federal approval\u003c/a>.\u003c/p>\n\u003cp>Some welcomed the move as a way to keep children safe and classrooms open for learning and to try to put the pandemic behind. Others blasted the decision as premature, noting there is still no vaccine approved for children under 12 and there were more questions than answers about the potential impacts of the shots, and need for them, for youngsters.\u003c/p>\n\u003cp>Sarah Burwick, a lawyer in Los Angeles and parent of a soon-to-be 5-year-old, said she is fully vaccinated but that it isn’t clear at this time whether the risk to her child is greater from getting the shot or not getting it.\u003c/p>\n\u003cp>“I think any mandate on this vaccine for kids is way too soon,” she said. “We keep hearing the buzzwords ‘safe’ and ‘effective,’ but I think the question for kids should be: Is this necessary?”\u003c/p>\n\u003cp>Newsom on Friday announced a plan to have all students in grades 7-12 vaccinated by next fall once the shots gain final federal approval for everyone 12 and over. The Democratic governor said he expects the U.S. government to give that final sign-off sometime next year, and that the state would require K-6 students to get the vaccine once final federal approval comes for children 5 to 11.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think this is just a great way to back up science and back up data and say, ‘This is actually what’s best and safest for all students,’” she said. “We’re hearing from families who opposed, [saying], ‘We’re going to form our own schools.’ Well, that’s terrifying.”\u003c/p>\n\u003cp>Janet Meadows, whose children are in first grade and preschool, said she’d consider homeschooling her children before vaccinating them. The 41-year-old from Kern County said she’s worried about the health effects of the not-yet-approved shots for children and a potential exodus of families from public schools.\u003c/p>\n\u003cp>“I don’t think we know enough about the vaccine to make our children get it,” she said. “There’s just a lot of unknowns. We don’t need to rush into this right now.”\u003c/p>\n\u003cp>Los Angeles mother of two Jenny Monir said she feels Newsom’s mandate was made more for political reasons than public health. She predicts that parents like her, who oppose the idea of a vaccine mandate, will act by pulling their kids out of public schools.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m furious. On so many levels,” she said. “We’re just pawns in an elite game.”\u003c/p>\n\u003cp>But some parents said they felt the time was right to require the vaccines, especially in light of widespread school closures and coronavirus cases among schoolchildren in other states. At Edna Brewer Middle School in Oakland, parent Adam Silverman said everyone he knows has been vaccinated without a problem.\u003c/p>\n\u003cp>“I’m delighted to see that we’re trying to get this health crisis under control,” said Andrew Patterson, father of an elementary school student in San Francisco. “And we have lots of other vaccine requirements. I don’t see why this one would be any different.”\u003c/p>\n\u003cp>But Fabio Zamora, whose eighth-grader attends the Oakland middle school, said he doesn’t trust the shot, and the state shouldn’t be requiring it for kids.\u003c/p>\n\u003cp>“I just think it’s a parent’s decision, you know. Period. The government in no shape or form should be having mandates like that,” Zamora said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Amy Taxin reported from Orange County. Associated Press reporters Jocelyn Gecker and Haven Daley in San Francisco contributed to this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>All eligible K-12 students in California will have to be vaccinated against the coronavirus to attend classes in person, Gov. Gavin Newsom announced Friday.\u003c/p>\n\u003cp>The new statewide mandate, the first of its kind in the nation, will go into effect once federal regulators fully approve the vaccine for younger age groups.\u003c/p>\n\u003cp>“We want to end this pandemic. We are all exhausted by it,” Newsom said at a press conference at James Denman Middle School in San Francisco. “We are humbled by the challenge, but we want to get this thing done.”\u003c/p>\n\u003cp>Families who choose not to vaccinate their kids will be able to enroll students in independent study outside of classrooms, but those students will not be allowed to attend in-person classes unless they have a medical or religious exemption.\u003c/p>\n\u003cp>Schools are “closing frequently” in states that don’t take a data-driven approach, Newsom said. “That’s why we recognize our responsibility to do more and what we’re announcing here today.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The U.S. Food and Drug Administration has already fully approved the COVID vaccine for those 16 and over, but only granted an emergency authorization for kids 12 to 15. Once federal regulators fully approve the vaccine for that younger age group, students in seventh through 12th grades will be required to get it.\u003c/p>\n\u003cp>Based on when federal regulators grant that approval, Newsom said he expects to enact the statewide regulations by either January 1 or July 1.\u003c/p>\n\u003cp>The vaccine will subsequently be required for students in kindergarten through sixth grades after it receives final federal approval for children 5 to 11.\u003c/p>\n\u003cp>Newsom cited the disparate politics of California’s many school districts for his decision to hold off on the student vaccine requirement until full FDA approval is given.\u003c/p>\n\u003cp>“We’ve got 1,000 school districts, we’ve got a lot of different points of views and opinions, a lot of regionality, a lot of distinctions. We thought this was the best and most appropriate next step for California,” he said.\u003c/p>\n\u003cp>“We recognize in a state that’s larger than 21 states combined, that one size cannot fit all, with one caveat, and that’s baseline expectations,” Newsom added. “That’s what we’re providing here, a baseline expectation.”\u003c/p>\n\u003cp>More than 6 million students attend K-12 schools in California, representing some 12% of all students in the country.\u003c/p>\n\u003cp>The announcement comes as COVID-19 infections across most of California have dropped markedly in the last month, and just weeks after \u003ca href=\"https://apnews.com/hub/california-recall\">Newsom easily defeated a recall effort\u003c/a>, emboldening his drive to impose additional statewide vaccine mandates.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.shotsforschool.org/k-12/\">new rule adds the COVID-19 vaccine to the list of immunizations children in California must receive\u003c/a> in order to attend school in person. Students are already required to be vaccinated against a host of diseases, including measles, chicken pox, polio and tetanus.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"vaccine-mandate\"]When the new order takes effect, all school staff must also be vaccinated and will no longer have the option to take weekly tests as an alternative.\u003c/p>\n\u003cp>Newsom pointed to the success of the San Francisco school district, which already has a staff vaccine requirement, and has only reported \u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/health-and-safety-guidelines/when-someone-gets-sick/covid-19-testing-dashboard\">46 new COVID infections\u003c/a> among its staff of nearly 10,000 since in-person school resumed in August.\u003c/p>\n\u003cp>“San Francisco Unified School District has overwhelmingly succeeded in getting staff across the spectrum vaccinated,” he said.\u003c/p>\n\u003cp>Until now, Newsom had left the decision on student vaccine mandates to local school districts, leading to a variety of different orders across some of the state’s largest districts. Five districts in California have already imposed their own requirements, including Los Angeles, the nation’s second-largest school district, which is set to take effect in January.\u003c/p>\n\u003cp>Under Newsom’s mandate, those districts can proceed with their plans and “accelerate” the requirements.\u003c/p>\n\u003cp>Dr. Peter N. Bretan, president of the California Medical Association, said his organization “strongly supports” the governor’s decision.\u003c/p>\n\u003cp>“This is not a new idea. We already require vaccines against several known deadly diseases before students can enroll in schools,” he said in a statement. “The Newsom administration is simply extending existing public health protections to cover this new disease, which has caused so much pain and suffering across our state, our nation and the entire globe over the last 18 months.”\u003c/p>\n\u003cp>Newsom has made it a point of pride to be the first in the nation to issue a variety of pandemic-related school mandates.\u003c/p>\n\u003cp>In August, California became the first state to require all teachers and staff in K-12 public and private schools to get vaccinated or undergo weekly COVID-19 testing. Newsom also issued a school mask mandate earlier in the summer for indoor classes that applies to all teachers and students.\u003c/p>\n\u003cp>“I believe we are the first state in America to move forward with this [new vaccine] mandate, but I do not believe by any stretch we’ll be the last state,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes additional reporting from KQED’s Holly McDede and The Associated Press.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>All eligible K-12 students in California will have to be vaccinated against the coronavirus to attend classes in person, Gov. Gavin Newsom announced Friday.\u003c/p>\n\u003cp>The new statewide mandate, the first of its kind in the nation, will go into effect once federal regulators fully approve the vaccine for younger age groups.\u003c/p>\n\u003cp>“We want to end this pandemic. We are all exhausted by it,” Newsom said at a press conference at James Denman Middle School in San Francisco. “We are humbled by the challenge, but we want to get this thing done.”\u003c/p>\n\u003cp>Families who choose not to vaccinate their kids will be able to enroll students in independent study outside of classrooms, but those students will not be allowed to attend in-person classes unless they have a medical or religious exemption.\u003c/p>\n\u003cp>Schools are “closing frequently” in states that don’t take a data-driven approach, Newsom said. “That’s why we recognize our responsibility to do more and what we’re announcing here today.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The U.S. Food and Drug Administration has already fully approved the COVID vaccine for those 16 and over, but only granted an emergency authorization for kids 12 to 15. Once federal regulators fully approve the vaccine for that younger age group, students in seventh through 12th grades will be required to get it.\u003c/p>\n\u003cp>Based on when federal regulators grant that approval, Newsom said he expects to enact the statewide regulations by either January 1 or July 1.\u003c/p>\n\u003cp>The vaccine will subsequently be required for students in kindergarten through sixth grades after it receives final federal approval for children 5 to 11.\u003c/p>\n\u003cp>Newsom cited the disparate politics of California’s many school districts for his decision to hold off on the student vaccine requirement until full FDA approval is given.\u003c/p>\n\u003cp>“We’ve got 1,000 school districts, we’ve got a lot of different points of views and opinions, a lot of regionality, a lot of distinctions. We thought this was the best and most appropriate next step for California,” he said.\u003c/p>\n\u003cp>“We recognize in a state that’s larger than 21 states combined, that one size cannot fit all, with one caveat, and that’s baseline expectations,” Newsom added. “That’s what we’re providing here, a baseline expectation.”\u003c/p>\n\u003cp>More than 6 million students attend K-12 schools in California, representing some 12% of all students in the country.\u003c/p>\n\u003cp>The announcement comes as COVID-19 infections across most of California have dropped markedly in the last month, and just weeks after \u003ca href=\"https://apnews.com/hub/california-recall\">Newsom easily defeated a recall effort\u003c/a>, emboldening his drive to impose additional statewide vaccine mandates.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.shotsforschool.org/k-12/\">new rule adds the COVID-19 vaccine to the list of immunizations children in California must receive\u003c/a> in order to attend school in person. Students are already required to be vaccinated against a host of diseases, including measles, chicken pox, polio and tetanus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>When the new order takes effect, all school staff must also be vaccinated and will no longer have the option to take weekly tests as an alternative.\u003c/p>\n\u003cp>Newsom pointed to the success of the San Francisco school district, which already has a staff vaccine requirement, and has only reported \u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/health-and-safety-guidelines/when-someone-gets-sick/covid-19-testing-dashboard\">46 new COVID infections\u003c/a> among its staff of nearly 10,000 since in-person school resumed in August.\u003c/p>\n\u003cp>“San Francisco Unified School District has overwhelmingly succeeded in getting staff across the spectrum vaccinated,” he said.\u003c/p>\n\u003cp>Until now, Newsom had left the decision on student vaccine mandates to local school districts, leading to a variety of different orders across some of the state’s largest districts. Five districts in California have already imposed their own requirements, including Los Angeles, the nation’s second-largest school district, which is set to take effect in January.\u003c/p>\n\u003cp>Under Newsom’s mandate, those districts can proceed with their plans and “accelerate” the requirements.\u003c/p>\n\u003cp>Dr. Peter N. Bretan, president of the California Medical Association, said his organization “strongly supports” the governor’s decision.\u003c/p>\n\u003cp>“This is not a new idea. We already require vaccines against several known deadly diseases before students can enroll in schools,” he said in a statement. “The Newsom administration is simply extending existing public health protections to cover this new disease, which has caused so much pain and suffering across our state, our nation and the entire globe over the last 18 months.”\u003c/p>\n\u003cp>Newsom has made it a point of pride to be the first in the nation to issue a variety of pandemic-related school mandates.\u003c/p>\n\u003cp>In August, California became the first state to require all teachers and staff in K-12 public and private schools to get vaccinated or undergo weekly COVID-19 testing. Newsom also issued a school mask mandate earlier in the summer for indoor classes that applies to all teachers and students.\u003c/p>\n\u003cp>“I believe we are the first state in America to move forward with this [new vaccine] mandate, but I do not believe by any stretch we’ll be the last state,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes additional reporting from KQED’s Holly McDede and The Associated Press.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "As In-Person Classes Resume, School Districts See a Surge in Absenteeism",
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"content": "\u003cp>A month into in-person learning for most California schools, some districts are reporting soaring rates of absenteeism due to stay-at-home quarantines, fear of COVID and general disengagement from school.\u003c/p>\n\u003cp>Even districts like Elk Grove and Long Beach that had relatively high attendance before COVID have seen big increases in chronic absenteeism — students who have missed more than 10% of school days.\u003c/p>\n\u003cp>“It’s very concerning. We need to pay close attention to these students,” said Hedy Chang, executive director of Attendance Works, a nonprofit aimed at boosting school attendance. “Not only are they missing out on opportunities to connect with their peers, but they’re missing valuable classroom time to help them recover from learning loss from the previous year.”\u003c/p>\n\u003cp>The California Department of Education has not yet released statewide attendance data for the 2021-22 school year, but some school districts reported their attendance rates to EdSource. \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?:embed=y&:display_count=no&:render=false#40\">Oakland Unified posts its attendance publicly.\u003c/a>\u003c/p>\n\u003cp>Stockton Unified said that so far, 39% of its students have been chronically absent, more than double the rate two years ago. The district’s truancy outreach workers are visiting up to 60 homes a day, offering incentives like prizes and backpacks, to encourage students to come to school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2021/09/25/sf-human-rights-group-pushes-liberia-to-prosecute-former-military-commander-found-liable-for-1990-massacre/\">Oakland Unified reported that almost 33% of students were chronically absent as of mid-September.\u003c/a> Among transitional kindergartners to fifth graders, the rate was higher than 37%. Two years ago, only 14% in that age group were chronically absent.\u003c/p>\n\u003cp>Elk Grove Unified, outside Sacramento, reported that more than 26% of its students have been chronically absent since school started, nearly three times the rate two years ago.\u003c/p>\n\u003cp>Long Beach Unified hasn’t compiled its chronic absenteeism data yet, but administrators expect it to be high. The attendance rate — the percentage of enrolled students who show up for school every day — has fallen to 91%, down from almost 96% two years ago. That translates to about 4,000 fewer students showing up for school every day.\u003c/p>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education\"]\u003c/p>\n\u003cp>Schools receive funding based on their average daily attendance, so they have a financial incentive to keep students in class. Drops in attendance this year would affect districts’ funding in the 2022-23 school year.\u003c/p>\n\u003cp>In the spring, Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billHistoryClient.xhtml?bill_id=202120220AB86\">Assembly Bill 86\u003c/a>, urging all schools to reopen for in-person learning for the 2021-22 school year, with an option for independent study in some cases. Independent study has been one reason for high levels of absenteeism. Students who are enrolled in long-term independent study still must log on every day and complete their work or the district may mark them absent. Likewise, students who are home for a few days while they’re sick or in quarantine must also complete their schoolwork, or they’ll be marked absent.\u003c/p>\n\u003cp>Students in quarantine make up the bulk of absences, Chang said, but not all. Some students are skipping school because of lingering mental health or behavior challenges, while others are afraid of contracting COVID. Some have gotten out of the habit of daily school attendance or simply don’t want to be there, she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2019/lost-days-poverty-isolation-drive-students-away-from-school-in-californias-rural-districts/613048\">In many rural districts, chronic absenteeism was a problem\u003c/a> long before the pandemic. Poverty and geographic isolation make it difficult for some children to get to school regularly, and districts are constantly trying to address the underlying causes.\u003c/p>\n\u003cp>Thermalito Union Elementary, a 1,500-student mostly lower-income rural district in Butte County in Northern California, reported 46% of its students have been chronically absent this year, up from 8.8% two years ago.\u003c/p>\n\u003cp>“My heart goes out to these kids. They’ve lost a year of instruction, and now this,” said Lisa Cruikshank, the district’s director of special projects. “What keeps me up at night is all these kids losing out on high-quality instruction, falling behind, falling through the cracks. We’ve been working so hard to keep kids engaged, but it’s tough.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Director of Special Projects Lisa Cruikshank, Thermalito Union Elementary School District\"]'What keeps me up at night is all these kids losing out on high-quality instruction, falling behind, falling through the cracks.'[/pullquote]\u003c/p>\n\u003cp>Three years ago, Thermalito won a grant to boost student attendance. The district hired extra staff at each school to work with families who struggled to get their children to school. School staff visited families at home, called them personally when their students were absent and made a point to greet students individually when they arrived at school.\u003c/p>\n\u003cp>At one campus, the principal led a “walking school bus” every morning, escorting children from an apartment complex near the school to class. At another school, staff helped a student’s mother find a job, bringing financial stability to the family and making it easier for the student to get to school.\u003c/p>\n\u003cp>All those efforts paid off: In just two years, chronic absenteeism dropped by half. But this year has seen that progress erased, Cruikshank said.\u003c/p>\n\u003cp>Due to a high infection rate in the community, students are frequently exposed to someone who’s tested positive for the virus and are required to stay home for up to 10 days. Once at home, many students aren’t finishing their homework packets, so they’re counted as “absent” during that time, Cruikshank said.\u003c/p>\n\u003cp>“We have so many families who are struggling, just trying to survive, it’s hard for them to keep their kids engaged in school,” Cruikshank said. “But if we hadn’t made connections before the pandemic, I’m sure we’d see even more families checked out.”\u003c/p>\n\u003cp>In Long Beach Unified, in Los Angeles County, the spike in absenteeism has been due to students in quarantine who don’t complete their schoolwork, as well as students experiencing behavior issues that make them not want to attend school or who are otherwise disengaged from school, said Erin Simon, assistant superintendent.\u003c/p>\n\u003cp>Prior to the pandemic, the district had worked for years to improve its attendance figures, offering free bus passes, prizes, school supplies, mentoring and other services to encourage students to attend school. Staff sent personal emails, made calls and visited families, trying to address whatever barriers kept students from getting to class. By 2018-19, the chronic absenteeism rate was down to 15%.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Assistant Superintendent Erin Simon, Long Beach Unified School District \"]'We’re doing our best to mitigate it, but it’s not easy because our staff is already overwhelmed.'[/pullquote]\u003c/p>\n\u003cp>Anticipating problems with student engagement due to the pandemic, the district expanded its social-emotional offerings before campuses reopened in August. High schools opened wellness centers, the district hired more social workers and teachers honed their skills in recognizing and addressing trauma.\u003c/p>\n\u003cp>It wasn’t enough, Simon said. After more than a year of remote learning, some students continue to suffer mental health challenges, she said. Suicide threats and misbehavior have soared, as has absenteeism.\u003c/p>\n\u003cp>“We thought we were prepared, but we were caught by surprise. … It’s just mind-blowing, and it’s scary,” Simon said, noting that the same phenomenon is happening at schools throughout the country. “We’re doing our best to mitigate it, but it’s not easy because our staff is already overwhelmed. … Our main concern right now is for the wellness of our students and staff.”\u003c/p>\n\u003cp>Chang, at Attendance Works, said that keeping students in school is more important now than ever, especially after they’ve been out for so long. Attendance is linked to academic performance, discipline and other measures of student success, she said, and a student’s attendance during the beginning of the school year is often a harbinger of their attendance throughout the year.\u003c/p>\n\u003cp>Students are already facing a host of challenges — learning loss, anxiety and depression due to social isolation, general upheaval due to the pandemic, and, in some cases, grief — and missing school may only exacerbate their hardships, she said.\u003c/p>\n\u003cp>“We need to do everything we can to support these kids,” Chang said. “There’s so much at stake.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A month into in-person learning for most California schools, some districts are reporting soaring rates of absenteeism due to stay-at-home quarantines, fear of COVID and general disengagement from school.\u003c/p>\n\u003cp>Even districts like Elk Grove and Long Beach that had relatively high attendance before COVID have seen big increases in chronic absenteeism — students who have missed more than 10% of school days.\u003c/p>\n\u003cp>“It’s very concerning. We need to pay close attention to these students,” said Hedy Chang, executive director of Attendance Works, a nonprofit aimed at boosting school attendance. “Not only are they missing out on opportunities to connect with their peers, but they’re missing valuable classroom time to help them recover from learning loss from the previous year.”\u003c/p>\n\u003cp>The California Department of Education has not yet released statewide attendance data for the 2021-22 school year, but some school districts reported their attendance rates to EdSource. \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?:embed=y&:display_count=no&:render=false#40\">Oakland Unified posts its attendance publicly.\u003c/a>\u003c/p>\n\u003cp>Stockton Unified said that so far, 39% of its students have been chronically absent, more than double the rate two years ago. The district’s truancy outreach workers are visiting up to 60 homes a day, offering incentives like prizes and backpacks, to encourage students to come to school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools receive funding based on their average daily attendance, so they have a financial incentive to keep students in class. Drops in attendance this year would affect districts’ funding in the 2022-23 school year.\u003c/p>\n\u003cp>In the spring, Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billHistoryClient.xhtml?bill_id=202120220AB86\">Assembly Bill 86\u003c/a>, urging all schools to reopen for in-person learning for the 2021-22 school year, with an option for independent study in some cases. Independent study has been one reason for high levels of absenteeism. Students who are enrolled in long-term independent study still must log on every day and complete their work or the district may mark them absent. Likewise, students who are home for a few days while they’re sick or in quarantine must also complete their schoolwork, or they’ll be marked absent.\u003c/p>\n\u003cp>Students in quarantine make up the bulk of absences, Chang said, but not all. Some students are skipping school because of lingering mental health or behavior challenges, while others are afraid of contracting COVID. Some have gotten out of the habit of daily school attendance or simply don’t want to be there, she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2019/lost-days-poverty-isolation-drive-students-away-from-school-in-californias-rural-districts/613048\">In many rural districts, chronic absenteeism was a problem\u003c/a> long before the pandemic. Poverty and geographic isolation make it difficult for some children to get to school regularly, and districts are constantly trying to address the underlying causes.\u003c/p>\n\u003cp>Thermalito Union Elementary, a 1,500-student mostly lower-income rural district in Butte County in Northern California, reported 46% of its students have been chronically absent this year, up from 8.8% two years ago.\u003c/p>\n\u003cp>“My heart goes out to these kids. They’ve lost a year of instruction, and now this,” said Lisa Cruikshank, the district’s director of special projects. “What keeps me up at night is all these kids losing out on high-quality instruction, falling behind, falling through the cracks. We’ve been working so hard to keep kids engaged, but it’s tough.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Three years ago, Thermalito won a grant to boost student attendance. The district hired extra staff at each school to work with families who struggled to get their children to school. School staff visited families at home, called them personally when their students were absent and made a point to greet students individually when they arrived at school.\u003c/p>\n\u003cp>At one campus, the principal led a “walking school bus” every morning, escorting children from an apartment complex near the school to class. At another school, staff helped a student’s mother find a job, bringing financial stability to the family and making it easier for the student to get to school.\u003c/p>\n\u003cp>All those efforts paid off: In just two years, chronic absenteeism dropped by half. But this year has seen that progress erased, Cruikshank said.\u003c/p>\n\u003cp>Due to a high infection rate in the community, students are frequently exposed to someone who’s tested positive for the virus and are required to stay home for up to 10 days. Once at home, many students aren’t finishing their homework packets, so they’re counted as “absent” during that time, Cruikshank said.\u003c/p>\n\u003cp>“We have so many families who are struggling, just trying to survive, it’s hard for them to keep their kids engaged in school,” Cruikshank said. “But if we hadn’t made connections before the pandemic, I’m sure we’d see even more families checked out.”\u003c/p>\n\u003cp>In Long Beach Unified, in Los Angeles County, the spike in absenteeism has been due to students in quarantine who don’t complete their schoolwork, as well as students experiencing behavior issues that make them not want to attend school or who are otherwise disengaged from school, said Erin Simon, assistant superintendent.\u003c/p>\n\u003cp>Prior to the pandemic, the district had worked for years to improve its attendance figures, offering free bus passes, prizes, school supplies, mentoring and other services to encourage students to attend school. Staff sent personal emails, made calls and visited families, trying to address whatever barriers kept students from getting to class. By 2018-19, the chronic absenteeism rate was down to 15%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anticipating problems with student engagement due to the pandemic, the district expanded its social-emotional offerings before campuses reopened in August. High schools opened wellness centers, the district hired more social workers and teachers honed their skills in recognizing and addressing trauma.\u003c/p>\n\u003cp>It wasn’t enough, Simon said. After more than a year of remote learning, some students continue to suffer mental health challenges, she said. Suicide threats and misbehavior have soared, as has absenteeism.\u003c/p>\n\u003cp>“We thought we were prepared, but we were caught by surprise. … It’s just mind-blowing, and it’s scary,” Simon said, noting that the same phenomenon is happening at schools throughout the country. “We’re doing our best to mitigate it, but it’s not easy because our staff is already overwhelmed. … Our main concern right now is for the wellness of our students and staff.”\u003c/p>\n\u003cp>Chang, at Attendance Works, said that keeping students in school is more important now than ever, especially after they’ve been out for so long. Attendance is linked to academic performance, discipline and other measures of student success, she said, and a student’s attendance during the beginning of the school year is often a harbinger of their attendance throughout the year.\u003c/p>\n\u003cp>Students are already facing a host of challenges — learning loss, anxiety and depression due to social isolation, general upheaval due to the pandemic, and, in some cases, grief — and missing school may only exacerbate their hardships, she said.\u003c/p>\n\u003cp>“We need to do everything we can to support these kids,” Chang said. “There’s so much at stake.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889790\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\" alt='Cartoon: a retro-looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school, since 1962.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Oakland Unified on Wednesday became \u003ca href=\"https://bit.ly/fioreousdvaccines\">the first school district in Northern California to require a COVID-19 vaccine for students\u003c/a> 12 and up.\u003c/p>\n\u003cp>California Health and Human Services Secretary Dr. Mark Ghaly left open the possibility that a statewide mandate may be on the way.\u003c/p>\n\u003cp>In the early 1960s, \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Polio.pdf\">legislators enacted a law that required a polio vaccine to attend school\u003c/a> in the state. They did so only after a campaign to incentivize students to voluntarily get the shot fell short.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\" alt='Cartoon: an old-timey looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school since 1889.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Upon further research, I found that \u003ca href=\"https://pediatrics.aappublications.org/content/145/4/e20192551\">the very first California law that required a vaccine to attend school was way back in 1889\u003c/a>!\u003c/p>\n\u003cp>People battled over these early vaccine mandates in the courts for years, it wasn’t until the 1960s and the polio vaccine that the state mandates really took hold.\u003c/p>\n\u003cp>I guess that goes to show you just how effective vaccine mandates are that I forgot about a once prevalent horrible disease called smallpox.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889790\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\" alt='Cartoon: a retro-looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school, since 1962.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Oakland Unified on Wednesday became \u003ca href=\"https://bit.ly/fioreousdvaccines\">the first school district in Northern California to require a COVID-19 vaccine for students\u003c/a> 12 and up.\u003c/p>\n\u003cp>California Health and Human Services Secretary Dr. Mark Ghaly left open the possibility that a statewide mandate may be on the way.\u003c/p>\n\u003cp>In the early 1960s, \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Polio.pdf\">legislators enacted a law that required a polio vaccine to attend school\u003c/a> in the state. They did so only after a campaign to incentivize students to voluntarily get the shot fell short.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\" alt='Cartoon: an old-timey looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school since 1889.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Upon further research, I found that \u003ca href=\"https://pediatrics.aappublications.org/content/145/4/e20192551\">the very first California law that required a vaccine to attend school was way back in 1889\u003c/a>!\u003c/p>\n\u003cp>People battled over these early vaccine mandates in the courts for years, it wasn’t until the 1960s and the polio vaccine that the state mandates really took hold.\u003c/p>\n\u003cp>I guess that goes to show you just how effective vaccine mandates are that I forgot about a once prevalent horrible disease called smallpox.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The Oakland Board of Education voted late Wednesday to require district students 12 and older to be vaccinated against the coronavirus as a prerequisite for attending in-person school.\u003c/p>\n\u003cp>The move makes Oakland Unified the first school district in Northern California to adopt a student vaccine requirement. It follows similar mandates imposed earlier this month by Los Angeles Unified, the state’s largest school district, and the smaller Southern California district of Culver City.\u003c/p>\n\u003cp>Several other school boards in the Bay Area are considering similar measures, including West Contra Costa County Unified and Berkeley Unified, as schools try to navigate in-person instruction amid ongoing concerns over the highly contagious delta variant.\u003c/p>\n\u003cp>[aside postID=news_11889297 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS42264_006_KQED_Pittsburg_MaliaJohnson_03242020-qut-1020x680.jpg']The plan in Oakland, which serves about 50,000 students, will require all students age 12 and older to be fully vaccinated against COVID-19 unless they are granted medical or “personal belief” exemptions.\u003c/p>\n\u003cp>The resolution does not specify a timeline or say how students’ vaccination status will be tracked. It requires OUSD Superintendent Kyla Johnson-Trammell to “develop recommendations for enforcement of this vaccine requirement” and report them to the board by October.\u003c/p>\n\u003cp>Sam Davis, the school board vice president who \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5126010&GUID=8D190D58-237F-4085-8620-499EFCBB54FC&Options=&Search=\">introduced the vaccine resolution\u003c/a>, cited district data showing that 40% of the \u003ca href=\"https://dashboards.ousd.org/views/COVIDCaseDashboard/SchoolLevelData?%3Aembed=y\" target=\"_blank\" rel=\"noopener noreferrer\">positive cases \u003c/a>have involved students in middle and high schools, who are old enough to be vaccinated.\u003c/p>\n\u003cp>“We know that if more students were vaccinated, those numbers would go down really sharply,” he said. “That’s what’s creating the urgency around this.”\u003c/p>\n\u003cp>There is no data on how many students are already vaccinated in Oakland Unified, but in the city of Oakland, 54% of 12- to 17-year-olds are fully vaccinated, and 71% have received at least one dose, according to data cited in the school board’s proposal.\u003c/p>\n\u003cp>Davis says the district’s efforts to reach more high school students, including mobile vaccine clinics and free donuts, simply aren’t getting enough traction.\u003c/p>\n\u003cp>He says he sees the resolution as a starting point. “It just feels like this is an urgent conversation that we need to have,” he said. “And I know it’s a hard conversation, but I don’t want to shy away from it.”\u003c/p>\n\u003cp>Vocal critics of the vaccine mandate — including the school board president, Shanthi Gonzales — say the plan could easily backfire, exposing the district to major litigation and driving a significant number of students out of the classroom.\u003c/p>\n\u003cp>“It will push more students to distance learning, where we don’t have space for more students,” she said in a statement. “Or worse, to charters or other districts.”\u003c/p>\n\u003cp>School board member Mike Hutchinson, who also opposes the new requirement, says any such mandate should come from the state.\u003c/p>\n\u003cp>“We’re talking about potentially thousands of students being told that you can’t attend school until you get this vaccination,” said Hutchinson. “That makes me nervous that some families will respond by not attending school.”\u003c/p>\n\u003cp>Some education officials also have questioned the legality of mandating the coronavirus vaccine for students under 16 while it’s still under emergency use authorization. Currently, only the Pfizer-BioNTech vaccine has been granted full FDA authorization, and only for those 16 and older.\u003c/p>\n\u003cp>California currently requires public school staff to either be vaccinated or submit to weekly testing starting Oct. 15, but there is no similar statewide rule regarding students.\u003c/p>\n\u003cp>Asked at a Thursday media briefing if the state is considering requiring eligible schoolchildren to be vaccinated to attend in-person classes, Dr. Mark Ghaly, California’s secretary of health and human services, said there is “no definitive action or decision” right now. But he left open the possibility of such a mandate, noting that students have \u003ca href=\"https://www.shotsforschool.org/k-12/\">long been required\u003c/a> to receive vaccinations against other viruses — including polio, hepatitis B, measles and diphtheria — to attend school in person.[aside tag=\"education\" label=\"Related Coverage\"]“We’re watching the experience in Los Angeles, understanding what it means for students and families alike, staff as well, and watching as other counties consider the same,” he said. “So that conversation is happening.”\u003c/p>\n\u003cp>California State Superintendent of Public Instruction Tony Thurmond has \u003ca href=\"https://edsource.org/2021/culver-city-unified-mandates-covid-vaccine-for-students-possibly-the-states-first/659929\" target=\"_blank\" rel=\"noopener noreferrer\">expressed support\u003c/a> for mandatory student vaccination, \u003ca href=\"https://www.reuters.com/world/us/fauci-backs-covid-19-vaccine-mandate-us-school-children-2021-08-29/\" target=\"_blank\" rel=\"noopener noreferrer\">as has Dr. Anthony Fauci\u003c/a>. A \u003ca href=\"https://apnews.com/article/lifestyle-health-education-coronavirus-pandemic-only-on-ap-0440d83602da918c571d506a3de9f44b\" target=\"_blank\" rel=\"noopener noreferrer\">poll by the Associated Press\u003c/a> found that 6 out of 10 Americans support requiring vaccines for eligible students.\u003c/p>\n\u003cp>Still, Oakland’s new requirement is likely to face significant backlash among students and families who are already on the fence about the vaccine.\u003c/p>\n\u003cp>McClymonds High School student L’Shawna Fletcher, 14, says she thinks a vaccine mandate will keep more students out of class.\u003c/p>\n\u003cp>“Everybody’s just gonna choose to go home instead of getting the vaccine,” she said. “My mom don’t even want me with the vaccine. I would have to do distance learning.”\u003c/p>\n\u003cp>For parent advocate Lakisha Young, the resolution also raises equity concerns. “Looking at the data, our families would probably have the most challenges meeting the requirement,” said Young, who runs The Oakland REACH, an organization that helps support the needs of many of the district’s families.\u003c/p>\n\u003cp>California’s Black, Latino, and lower-income residents are \u003ca href=\"https://www.latimes.com/projects/california-coronavirus-cases-tracking-outbreak/covid-19-vaccines-distribution/\" target=\"_blank\" rel=\"noopener noreferrer\">significantly less likely\u003c/a> to be vaccinated than white residents, data shows.\u003c/p>\n\u003cp>“If I was a board member and I knew these communities were less likely to be vaccinated, I’d be going to them to say, ‘How does this impact you?'” she said. “Why not make sure that you understand and hear from them?”\u003c/p>\n\u003cp>\u003cem>This post includes additional reporting from the Associated Press.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The plan in Oakland, which serves about 50,000 students, will require all students age 12 and older to be fully vaccinated against COVID-19 unless they are granted medical or “personal belief” exemptions.\u003c/p>\n\u003cp>The resolution does not specify a timeline or say how students’ vaccination status will be tracked. It requires OUSD Superintendent Kyla Johnson-Trammell to “develop recommendations for enforcement of this vaccine requirement” and report them to the board by October.\u003c/p>\n\u003cp>Sam Davis, the school board vice president who \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5126010&GUID=8D190D58-237F-4085-8620-499EFCBB54FC&Options=&Search=\">introduced the vaccine resolution\u003c/a>, cited district data showing that 40% of the \u003ca href=\"https://dashboards.ousd.org/views/COVIDCaseDashboard/SchoolLevelData?%3Aembed=y\" target=\"_blank\" rel=\"noopener noreferrer\">positive cases \u003c/a>have involved students in middle and high schools, who are old enough to be vaccinated.\u003c/p>\n\u003cp>“We know that if more students were vaccinated, those numbers would go down really sharply,” he said. “That’s what’s creating the urgency around this.”\u003c/p>\n\u003cp>There is no data on how many students are already vaccinated in Oakland Unified, but in the city of Oakland, 54% of 12- to 17-year-olds are fully vaccinated, and 71% have received at least one dose, according to data cited in the school board’s proposal.\u003c/p>\n\u003cp>Davis says the district’s efforts to reach more high school students, including mobile vaccine clinics and free donuts, simply aren’t getting enough traction.\u003c/p>\n\u003cp>He says he sees the resolution as a starting point. “It just feels like this is an urgent conversation that we need to have,” he said. “And I know it’s a hard conversation, but I don’t want to shy away from it.”\u003c/p>\n\u003cp>Vocal critics of the vaccine mandate — including the school board president, Shanthi Gonzales — say the plan could easily backfire, exposing the district to major litigation and driving a significant number of students out of the classroom.\u003c/p>\n\u003cp>“It will push more students to distance learning, where we don’t have space for more students,” she said in a statement. “Or worse, to charters or other districts.”\u003c/p>\n\u003cp>School board member Mike Hutchinson, who also opposes the new requirement, says any such mandate should come from the state.\u003c/p>\n\u003cp>“We’re talking about potentially thousands of students being told that you can’t attend school until you get this vaccination,” said Hutchinson. “That makes me nervous that some families will respond by not attending school.”\u003c/p>\n\u003cp>Some education officials also have questioned the legality of mandating the coronavirus vaccine for students under 16 while it’s still under emergency use authorization. Currently, only the Pfizer-BioNTech vaccine has been granted full FDA authorization, and only for those 16 and older.\u003c/p>\n\u003cp>California currently requires public school staff to either be vaccinated or submit to weekly testing starting Oct. 15, but there is no similar statewide rule regarding students.\u003c/p>\n\u003cp>Asked at a Thursday media briefing if the state is considering requiring eligible schoolchildren to be vaccinated to attend in-person classes, Dr. Mark Ghaly, California’s secretary of health and human services, said there is “no definitive action or decision” right now. But he left open the possibility of such a mandate, noting that students have \u003ca href=\"https://www.shotsforschool.org/k-12/\">long been required\u003c/a> to receive vaccinations against other viruses — including polio, hepatitis B, measles and diphtheria — to attend school in person.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We’re watching the experience in Los Angeles, understanding what it means for students and families alike, staff as well, and watching as other counties consider the same,” he said. “So that conversation is happening.”\u003c/p>\n\u003cp>California State Superintendent of Public Instruction Tony Thurmond has \u003ca href=\"https://edsource.org/2021/culver-city-unified-mandates-covid-vaccine-for-students-possibly-the-states-first/659929\" target=\"_blank\" rel=\"noopener noreferrer\">expressed support\u003c/a> for mandatory student vaccination, \u003ca href=\"https://www.reuters.com/world/us/fauci-backs-covid-19-vaccine-mandate-us-school-children-2021-08-29/\" target=\"_blank\" rel=\"noopener noreferrer\">as has Dr. Anthony Fauci\u003c/a>. A \u003ca href=\"https://apnews.com/article/lifestyle-health-education-coronavirus-pandemic-only-on-ap-0440d83602da918c571d506a3de9f44b\" target=\"_blank\" rel=\"noopener noreferrer\">poll by the Associated Press\u003c/a> found that 6 out of 10 Americans support requiring vaccines for eligible students.\u003c/p>\n\u003cp>Still, Oakland’s new requirement is likely to face significant backlash among students and families who are already on the fence about the vaccine.\u003c/p>\n\u003cp>McClymonds High School student L’Shawna Fletcher, 14, says she thinks a vaccine mandate will keep more students out of class.\u003c/p>\n\u003cp>“Everybody’s just gonna choose to go home instead of getting the vaccine,” she said. “My mom don’t even want me with the vaccine. I would have to do distance learning.”\u003c/p>\n\u003cp>For parent advocate Lakisha Young, the resolution also raises equity concerns. “Looking at the data, our families would probably have the most challenges meeting the requirement,” said Young, who runs The Oakland REACH, an organization that helps support the needs of many of the district’s families.\u003c/p>\n\u003cp>California’s Black, Latino, and lower-income residents are \u003ca href=\"https://www.latimes.com/projects/california-coronavirus-cases-tracking-outbreak/covid-19-vaccines-distribution/\" target=\"_blank\" rel=\"noopener noreferrer\">significantly less likely\u003c/a> to be vaccinated than white residents, data shows.\u003c/p>\n\u003cp>“If I was a board member and I knew these communities were less likely to be vaccinated, I’d be going to them to say, ‘How does this impact you?'” she said. “Why not make sure that you understand and hear from them?”\u003c/p>\n\u003cp>\u003cem>This post includes additional reporting from the Associated Press.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>After years in which reading scores throughout the state fell short, State Superintendent of Public Instruction Tony Thurmond announced a new initiative Tuesday that would get all California third grade students reading by 2026.\u003c/p>\n\u003cp>Though the specifics of the initiative have not been worked out, Thurmond said he plans to put together a task force of educators, parents and education experts within the next few weeks that will eventually make policy recommendations. Assemblymember Mia Bonta, D-Oakland, will author a bill for the upcoming legislative cycle that will address and fund those recommendations.\u003c/p>\n\u003cp>Research shows that students who aren’t reading at grade level by the third grade \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">will struggle to catch up throughout their education career\u003c/a>. During the 2018-19 school year, only 51% of California students in grades three through 11 tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">Smarter Balanced tests\u003c/a>; only 48.5% of third graders tested at grade level or above in English language arts.\u003cbr>\n[ad fullwidth]\u003cbr>\nResearch also shows that students who struggle with reading in the third grade \u003ca href=\"https://assets.aecf.org/m/resourcedoc/AECF-Early_Warning_Full_Report-2010.pdf\">can also be at greater risk of dropping out of school and end up in the criminal justice system\u003c/a>, Thurmond said.\u003c/p>\n\u003cp>“This is a strategy about helping children learn to read, but also about putting them on a path that can create success,” said Thurmond, speaking at West Contra Costa Unified School District’s West County Mandarin School.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Christopher Nellum, The Education Trust-West executive director\"]‘This campaign launches at a time when we have all seen how drastically our education systems can change in a crisis.’[/pullquote]Accountability measurements for the initiative will be determined by the task force, Thurmond said. It will also focus on school readiness, professional learning, reducing chronic absenteeism, bilingual education and support that will offset some social and economic impacts that can become a barrier to students, he said.\u003c/p>\n\u003cp>The task force will decide if the goal is to have all third graders able to read or to have them reading at grade level.\u003c/p>\n\u003cp>Early literacy has been a focus for policymakers for years. Thurmond said it’s been a priority of his since he was elected in 2018; however, he said, the pandemic has “upended” some of his team’s efforts to address the issue.\u003c/p>\n\u003cp>In 2020, the state \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">settled a lawsuit filed on behalf of students\u003c/a> who struggled with reading at three elementary schools by rewarding 75 elementary schools across the state a total of $50 million in state block grants. The money pays for literacy coaches, teachers aides, training for teachers and reading material that reflects the cultural makeup of the student population.\u003c/p>\n\u003cp>What makes this new initiative different from the others, Thurmond said, is that it will set a concrete goal of getting students reading by the third grade. This will help “stitch together” other available resources and work that’s already been done, he said.\u003c/p>\n\u003cp>[aside label ='More on Education' tag='education']One of the challenges to the 2026 goal is research suggesting that many children \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">have lost momentum on fundamental literacy skills\u003c/a> during the coronavirus pandemic. The university-based research organization \u003ca href=\"https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis\">PACE\u003c/a> found that reading fluency in second and third graders fell about 30% behind the usual benchmark in a study comparing data from fall 2020 with fall 2019.\u003c/p>\n\u003cp>“This campaign launches at a time when we have all seen how drastically our education systems can change in a crisis,” said Christopher Nellum, executive director of The Education Trust-West. “We’ve seen it all across the state in the last 18-20 months, and in our opinion now is the time to act with the same sense of urgency with regard to our literacy crisis in California.”\u003c/p>\n\u003cp>Another challenge is a \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\">statewide shortage of teachers and paraprofessionals\u003c/a>. Though the task force may end up calling for more reading coaches and other specialists, districts may struggle to find them.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After years in which reading scores throughout the state fell short, State Superintendent of Public Instruction Tony Thurmond announced a new initiative Tuesday that would get all California third grade students reading by 2026.\u003c/p>\n\u003cp>Though the specifics of the initiative have not been worked out, Thurmond said he plans to put together a task force of educators, parents and education experts within the next few weeks that will eventually make policy recommendations. Assemblymember Mia Bonta, D-Oakland, will author a bill for the upcoming legislative cycle that will address and fund those recommendations.\u003c/p>\n\u003cp>Research shows that students who aren’t reading at grade level by the third grade \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">will struggle to catch up throughout their education career\u003c/a>. During the 2018-19 school year, only 51% of California students in grades three through 11 tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">Smarter Balanced tests\u003c/a>; only 48.5% of third graders tested at grade level or above in English language arts.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Accountability measurements for the initiative will be determined by the task force, Thurmond said. It will also focus on school readiness, professional learning, reducing chronic absenteeism, bilingual education and support that will offset some social and economic impacts that can become a barrier to students, he said.\u003c/p>\n\u003cp>The task force will decide if the goal is to have all third graders able to read or to have them reading at grade level.\u003c/p>\n\u003cp>Early literacy has been a focus for policymakers for years. Thurmond said it’s been a priority of his since he was elected in 2018; however, he said, the pandemic has “upended” some of his team’s efforts to address the issue.\u003c/p>\n\u003cp>In 2020, the state \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">settled a lawsuit filed on behalf of students\u003c/a> who struggled with reading at three elementary schools by rewarding 75 elementary schools across the state a total of $50 million in state block grants. The money pays for literacy coaches, teachers aides, training for teachers and reading material that reflects the cultural makeup of the student population.\u003c/p>\n\u003cp>What makes this new initiative different from the others, Thurmond said, is that it will set a concrete goal of getting students reading by the third grade. This will help “stitch together” other available resources and work that’s already been done, he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>One of the challenges to the 2026 goal is research suggesting that many children \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">have lost momentum on fundamental literacy skills\u003c/a> during the coronavirus pandemic. The university-based research organization \u003ca href=\"https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis\">PACE\u003c/a> found that reading fluency in second and third graders fell about 30% behind the usual benchmark in a study comparing data from fall 2020 with fall 2019.\u003c/p>\n\u003cp>“This campaign launches at a time when we have all seen how drastically our education systems can change in a crisis,” said Christopher Nellum, executive director of The Education Trust-West. “We’ve seen it all across the state in the last 18-20 months, and in our opinion now is the time to act with the same sense of urgency with regard to our literacy crisis in California.”\u003c/p>\n\u003cp>Another challenge is a \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\">statewide shortage of teachers and paraprofessionals\u003c/a>. Though the task force may end up calling for more reading coaches and other specialists, districts may struggle to find them.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>Oakland Unified’s Board of Education is considering a proposal that would require all students 12 and older to get vaccinated against COVID-19. Some say it’s a necessary step to make schools safer, while others worry that it will create another barrier to in-person learning.\u003c/p>\n\u003cp>The resolution could be voted on as early as tonight, and if passed, OUSD would become the first district in Northern California to mandate vaccines for students.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/Page/15597\" target=\"_blank\" rel=\"noopener noreferrer\">OUSD’s Board of Education meeting today starts at 4 p.m.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"http://twitter.com/vanessarancano\" target=\"_blank\" rel=\"noopener noreferrer\">Vanessa Rancaño\u003c/a>, KQED education reporter\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3CBwLKx\">Episode transcript\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3449707158&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003ci>Follow \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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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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"radiolab": {
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},
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"title": "Rightnowish",
"tagline": "Art is where you find it",
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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