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"content": "\u003cp>The University of California’s historic move to abandon standardized exams may not be the last of changes coming to the admissions process for the public university system.\u003c/p>\n\u003cp>That’s the expectation of college access advocates and admissions experts who say ditching the SAT and ACT should be only the first step in making admissions more equitable across UC, which has nine undergraduate campuses. UC has stopped using those exams at all in admissions and \u003ca href=\"https://edsource.org/2021/university-of-california-sticks-with-test-free-admissions-wont-replace-sat-and-act-with-new-standardized-test/663870\">made clear last month that it has no intention of replacing them with a different standardized test\u003c/a>. UC made those decisions in response to criticism that the tests are biased against students from lower-income families, disabled students and Black and Latino students.\u003c/p>\n\u003cp>“I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different,” said Michal Kurlaender, a professor of education policy at UC Davis whose research includes college preparation and access. “There are definitely huge equity concerns with the SAT. But I am also worried that in removing it, there’s going to be this assumption that now our system is equitable and outcomes will look better. That isn’t going to happen naturally.”\u003c/p>\n\u003cp>Other ways the UC can make admissions more equitable include working more closely with K-12 schools to better understand their applicants and possibly even guaranteeing admission to more students who meet certain criteria, Kurlaender and other admissions experts say. UC campus officials also say they could use more funding to expand student capacity and hire more staff to help with reviewing the growing number of applications that have been submitted since the tests were dropped.\u003c/p>\n\u003cp>Admissions decisions are made by UC’s campuses, but system leaders also have acknowledged the need to make UC more accessible. Board of Regents Chair Cecilia Estolano said at last month’s regents meeting that when UC reviews student applications, they are dealing with “generations of educational inequity and baked-in discrimination,” adding that the university system must “continuously evaluate the effectiveness” of how admissions decisions are made.[pullquote size=\"medium\" align=\"right\" citation=\"Michal Kurlaender, professor of education policy at UC Davis\"]‘I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different.’[/pullquote]\u003c/p>\n\u003cp>At the state’s other public university system, California State University, the use of the SAT and ACT in admissions is currently suspended for fall 2022 decisions. That system plans to decide soon whether to use the test scores for decisions in fall 2023 and beyond.\u003c/p>\n\u003ch3>Investing in K-12\u003c/h3>\n\u003cp>Eliminating the SAT and ACT puts even more emphasis on a student’s high school grades. To be eligible for UC admission, students must take \u003ca href=\"https://edsource.org/glossary/a-g-courses\">a set of classes known as A-G courses\u003c/a>, which include math, science, history, English, art, foreign language and electives.\u003c/p>\n\u003cp>Taking advanced versions of those classes, such as honors or Advanced Placement courses, can give students a leg up when applying. But the students who would be at a disadvantage with a testing requirement also often have unequal chances to take those classes. Black and Latino students and students from lower-income families are less likely to have access to and enroll in advanced courses in high school than their white and Asian peers and those from higher-income families.\u003c/p>\n\u003cp>Kurlaender said there needs to be an investment in K-12 schools to ensure that there is equity across the state in the types of courses available to students.\u003c/p>\n\u003cp>“It’s more than just making sure that the A-G courses are available,” Kurlaender said. “It’s the richness of those courses, the weighted courses, the kind of courses it takes to be competitive at UC.”\u003c/p>\n\u003cp>Robert Penman, executive director of undergraduate admissions at UC Davis, started in his role in August and is now entering his first admissions cycle. He said his office has made it a top priority to meet with high school counselors across the state and understand the specific circumstances at different schools.[aside postID=\"news_11897034,news_11898137,news_11897105\" label=\"Related Posts\"]\u003c/p>\n\u003cp>For example, this year, some schools have had substitute teachers for two consecutive semesters in certain classes, Penman said. That’s something he said is worth considering in admissions because it “can make a big difference in a student’s learning experience,” as students \u003ca href=\"https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-report\">generally have better educational outcomes when they have stable and qualified teachers\u003c/a>.\u003c/p>\n\u003cp>It can be especially difficult for admission officials to fully understand the local context of schools that are located far away from their given campus. At UC Irvine in Orange County, admissions staff often have little information about schools in areas like the Central Valley and the northernmost parts of the state near the Oregon border, said Dale Leaman, executive director of undergraduate admissions at the campus.\u003c/p>\n\u003cp>Leaman said he “would love to have more resources” so his staff can visit those schools.\u003c/p>\n\u003cp>“I think we have a responsibility to the entire state. We have a responsibility to the students in Eureka and the students in Redding and the students in Chico,” Leaman said.\u003c/p>\n\u003ch3>Reading applications\u003c/h3>\n\u003cp>This year, UC \u003ca href=\"https://edsource.org/2021/why-the-university-of-california-is-seeing-a-massive-surge-in-freshman-applications/648309\">saw a major spike in the number of applications it received for freshman admission\u003c/a>. Across the nine campuses, about 32,000 more students applied for freshman admission in fall 2021 compared to fall 2020, an 18% jump.\u003c/p>\n\u003cp>The big increase has overwhelmed some campuses because they haven’t been able to hire more application readers to review and score applications. That can be a detriment to students because it means, on average, their applications are getting less attention than they did when the campuses received fewer applications.\u003c/p>\n\u003cp>“The increase in applications requires a lot more time. Our staff, they are stretched so thin,” said Michelle Whittingham, the associate vice chancellor of enrollment management at UC Santa Cruz. That campus received 61,708 applications for freshman admission in fall 2021, up from 55,003 the previous year.\u003c/p>\n\u003cp>Whittingham said the campus typically employs about 50 readers. Increasing that by anywhere from 25% to 50% would be a big help, she added.\u003c/p>\n\u003cp>Campuses across UC could also be more efficient with how they review applications, said Jesse Rothstein, a professor of public policy at UC Berkeley and an expert in college admissions. For example, Rothstein said he’s suggested that Berkeley admissions staff give more thorough reviews to applicants who have a realistic chance of being admitted and spend less time with applications that aren’t competitive.\u003c/p>\n\u003cp>UC \u003ca href=\"https://admission.universityofcalifornia.edu/how-to-apply/applying-as-a-freshman/how-applications-are-reviewed.html\">considers 13 factors when reviewing applications\u003c/a>, ranging from grade point average to extracurriculars to any special circumstances a student faces — such as a disability, low family income or a student being the first in their family to attend college.\u003c/p>\n\u003cp>“They have to read a lot of applications quickly,” Rothstein said. “They’re somewhat underfunded and under pressure. And that means that they don’t give each application the time it deserves. And I think there’s a lot that the universities can do in the details to make sure that applications do get the care they deserve.”\u003c/p>\n\u003ch3>Guaranteeing admission\u003c/h3>\n\u003cp>In-state students who graduate in the top 9% of their high school class are offered guaranteed admission to UC. But those students aren’t guaranteed that they will be admitted to the campus of their choice, just that they’ll be accepted to at least one of the campuses, even if it’s one they didn’t apply to.[pullquote size=\"medium\" align=\"right\" citation=\"Audrey Dow, senior vice president of The Campaign for College Opportunity\"]‘I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup.’[/pullquote]\u003c/p>\n\u003cp>UC could improve the current guarantee program by creating a local guarantee, where students would be promised admission to the campus closest to their high school if they meet certain criteria, said Audrey Dow, senior vice president of the Campaign for College Opportunity.\u003c/p>\n\u003cp>Black and Latino students attend the state’s CSU campuses and community colleges at higher rates than they do UC campuses, and those who do attend UC have a higher chance of graduating, Dow noted.\u003c/p>\n\u003cp>Dow said a local guarantee could go a long way in making Black and Latino students better represented at UC’s most competitive campuses. Latino students, for example, make up 25% of the undergraduate student population at UCLA but 65% of the K-12 population in Los Angeles County public schools.\u003c/p>\n\u003cp>“I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup. And one that is much more closely aligned with our California communities,” Dow said.\u003c/p>\n\u003cp>The idea, however, has lukewarm support at best from UC admissions officials. Leaman, the UC Irvine undergraduate admissions executive director, noted that the system already has a capacity issue. Most campuses receive more qualified applicants than can be admitted.\u003c/p>\n\u003cp>“There are a finite number of spots. Any time you make a guarantee to one population, you’re reducing the opportunities for another population,” Leaman said.\u003c/p>\n\u003cp>Leaman pointed out that Irvine does \u003ca href=\"https://admission.universityofcalifornia.edu/counselors/files/tag-matrix.pdf\">guarantee admission to community college transfers meeting specific criteria\u003c/a>. Irvine is one of six campuses with a transfer guarantee, along with Davis, Merced, Riverside, Santa Barbara and Santa Cruz.\u003c/p>\n\u003cfigure id=\"attachment_11898632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898632\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg\" alt=\"A broken yellow pencil on top of a standardized test.\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1536x1021.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Standardized test with a broken yellow pencil, on March 24, 2015. \u003ccite>(Michael Quirk/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Increasing capacity\u003c/h3>\n\u003cp>One straightforward way to give more students a real shot at being admitted to UC is to increase the number of spots at each campus. Each year, UC turns away tens of thousands of applicants, including many who are eligible. This year, the system made freshman admission offers to more than 132,000 students but rejected 35% of applicants, or about 71,000 of them.\u003c/p>\n\u003cp>“We don’t have enough seats for all eligible students, and it doesn’t match the demand for a higher education. Families and students want to make more than a living wage. And they know that college is their way to get there,” Dow said.\u003c/p>\n\u003cp>But campuses can’t add more seats without also having additional funding to support those increases. “We need to make sure that we have the infrastructure in place to be able to accept additional students,” said Debi Kammerer, interim director of admissions at UC San Diego. That includes having enough faculty, classroom space and housing to accommodate those students. Housing is already a problem at UC, \u003ca href=\"https://edsource.org/2021/thousands-of-uc-students-struggle-to-find-housing/661082\">with many of the campuses having dealt with housing shortages this fall\u003c/a>.\u003c/p>\n\u003cp>The system could soon be getting help from the state Legislature. Lawmakers have said they plan to allocate an additional $67.8 million to UC campuses in 2022-23 to increase the number of spots for California residents by 6,230 students. Whether they’ll follow through on that promise won’t be clear for months, since the final budget isn’t agreed to until the summer. It’s also not clear where Gov. Gavin Newsom, who negotiates the budget with lawmakers, stands on the issue. Eleni Kounalakis, the state’s lieutenant governor, serves on UC’s Board of Regents as a voting member.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/with-standardized-testing-out-whats-next-for-university-of-california-admissions/664408\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "With the University of California's decision to abandon standardized exams, experts are looking for more innovative ways to better understand their applicants and make UC more accessible to a diverse array of students.",
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"title": "With Standardized Testing Out, UC Explores Next Steps in Making Admissions More Equitable | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California’s historic move to abandon standardized exams may not be the last of changes coming to the admissions process for the public university system.\u003c/p>\n\u003cp>That’s the expectation of college access advocates and admissions experts who say ditching the SAT and ACT should be only the first step in making admissions more equitable across UC, which has nine undergraduate campuses. UC has stopped using those exams at all in admissions and \u003ca href=\"https://edsource.org/2021/university-of-california-sticks-with-test-free-admissions-wont-replace-sat-and-act-with-new-standardized-test/663870\">made clear last month that it has no intention of replacing them with a different standardized test\u003c/a>. UC made those decisions in response to criticism that the tests are biased against students from lower-income families, disabled students and Black and Latino students.\u003c/p>\n\u003cp>“I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different,” said Michal Kurlaender, a professor of education policy at UC Davis whose research includes college preparation and access. “There are definitely huge equity concerns with the SAT. But I am also worried that in removing it, there’s going to be this assumption that now our system is equitable and outcomes will look better. That isn’t going to happen naturally.”\u003c/p>\n\u003cp>Other ways the UC can make admissions more equitable include working more closely with K-12 schools to better understand their applicants and possibly even guaranteeing admission to more students who meet certain criteria, Kurlaender and other admissions experts say. UC campus officials also say they could use more funding to expand student capacity and hire more staff to help with reviewing the growing number of applications that have been submitted since the tests were dropped.\u003c/p>\n\u003cp>Admissions decisions are made by UC’s campuses, but system leaders also have acknowledged the need to make UC more accessible. Board of Regents Chair Cecilia Estolano said at last month’s regents meeting that when UC reviews student applications, they are dealing with “generations of educational inequity and baked-in discrimination,” adding that the university system must “continuously evaluate the effectiveness” of how admissions decisions are made.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the state’s other public university system, California State University, the use of the SAT and ACT in admissions is currently suspended for fall 2022 decisions. That system plans to decide soon whether to use the test scores for decisions in fall 2023 and beyond.\u003c/p>\n\u003ch3>Investing in K-12\u003c/h3>\n\u003cp>Eliminating the SAT and ACT puts even more emphasis on a student’s high school grades. To be eligible for UC admission, students must take \u003ca href=\"https://edsource.org/glossary/a-g-courses\">a set of classes known as A-G courses\u003c/a>, which include math, science, history, English, art, foreign language and electives.\u003c/p>\n\u003cp>Taking advanced versions of those classes, such as honors or Advanced Placement courses, can give students a leg up when applying. But the students who would be at a disadvantage with a testing requirement also often have unequal chances to take those classes. Black and Latino students and students from lower-income families are less likely to have access to and enroll in advanced courses in high school than their white and Asian peers and those from higher-income families.\u003c/p>\n\u003cp>Kurlaender said there needs to be an investment in K-12 schools to ensure that there is equity across the state in the types of courses available to students.\u003c/p>\n\u003cp>“It’s more than just making sure that the A-G courses are available,” Kurlaender said. “It’s the richness of those courses, the weighted courses, the kind of courses it takes to be competitive at UC.”\u003c/p>\n\u003cp>Robert Penman, executive director of undergraduate admissions at UC Davis, started in his role in August and is now entering his first admissions cycle. He said his office has made it a top priority to meet with high school counselors across the state and understand the specific circumstances at different schools.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, this year, some schools have had substitute teachers for two consecutive semesters in certain classes, Penman said. That’s something he said is worth considering in admissions because it “can make a big difference in a student’s learning experience,” as students \u003ca href=\"https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-report\">generally have better educational outcomes when they have stable and qualified teachers\u003c/a>.\u003c/p>\n\u003cp>It can be especially difficult for admission officials to fully understand the local context of schools that are located far away from their given campus. At UC Irvine in Orange County, admissions staff often have little information about schools in areas like the Central Valley and the northernmost parts of the state near the Oregon border, said Dale Leaman, executive director of undergraduate admissions at the campus.\u003c/p>\n\u003cp>Leaman said he “would love to have more resources” so his staff can visit those schools.\u003c/p>\n\u003cp>“I think we have a responsibility to the entire state. We have a responsibility to the students in Eureka and the students in Redding and the students in Chico,” Leaman said.\u003c/p>\n\u003ch3>Reading applications\u003c/h3>\n\u003cp>This year, UC \u003ca href=\"https://edsource.org/2021/why-the-university-of-california-is-seeing-a-massive-surge-in-freshman-applications/648309\">saw a major spike in the number of applications it received for freshman admission\u003c/a>. Across the nine campuses, about 32,000 more students applied for freshman admission in fall 2021 compared to fall 2020, an 18% jump.\u003c/p>\n\u003cp>The big increase has overwhelmed some campuses because they haven’t been able to hire more application readers to review and score applications. That can be a detriment to students because it means, on average, their applications are getting less attention than they did when the campuses received fewer applications.\u003c/p>\n\u003cp>“The increase in applications requires a lot more time. Our staff, they are stretched so thin,” said Michelle Whittingham, the associate vice chancellor of enrollment management at UC Santa Cruz. That campus received 61,708 applications for freshman admission in fall 2021, up from 55,003 the previous year.\u003c/p>\n\u003cp>Whittingham said the campus typically employs about 50 readers. Increasing that by anywhere from 25% to 50% would be a big help, she added.\u003c/p>\n\u003cp>Campuses across UC could also be more efficient with how they review applications, said Jesse Rothstein, a professor of public policy at UC Berkeley and an expert in college admissions. For example, Rothstein said he’s suggested that Berkeley admissions staff give more thorough reviews to applicants who have a realistic chance of being admitted and spend less time with applications that aren’t competitive.\u003c/p>\n\u003cp>UC \u003ca href=\"https://admission.universityofcalifornia.edu/how-to-apply/applying-as-a-freshman/how-applications-are-reviewed.html\">considers 13 factors when reviewing applications\u003c/a>, ranging from grade point average to extracurriculars to any special circumstances a student faces — such as a disability, low family income or a student being the first in their family to attend college.\u003c/p>\n\u003cp>“They have to read a lot of applications quickly,” Rothstein said. “They’re somewhat underfunded and under pressure. And that means that they don’t give each application the time it deserves. And I think there’s a lot that the universities can do in the details to make sure that applications do get the care they deserve.”\u003c/p>\n\u003ch3>Guaranteeing admission\u003c/h3>\n\u003cp>In-state students who graduate in the top 9% of their high school class are offered guaranteed admission to UC. But those students aren’t guaranteed that they will be admitted to the campus of their choice, just that they’ll be accepted to at least one of the campuses, even if it’s one they didn’t apply to.\u003c/p>\u003c/div>",
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"content": "‘I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC could improve the current guarantee program by creating a local guarantee, where students would be promised admission to the campus closest to their high school if they meet certain criteria, said Audrey Dow, senior vice president of the Campaign for College Opportunity.\u003c/p>\n\u003cp>Black and Latino students attend the state’s CSU campuses and community colleges at higher rates than they do UC campuses, and those who do attend UC have a higher chance of graduating, Dow noted.\u003c/p>\n\u003cp>Dow said a local guarantee could go a long way in making Black and Latino students better represented at UC’s most competitive campuses. Latino students, for example, make up 25% of the undergraduate student population at UCLA but 65% of the K-12 population in Los Angeles County public schools.\u003c/p>\n\u003cp>“I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup. And one that is much more closely aligned with our California communities,” Dow said.\u003c/p>\n\u003cp>The idea, however, has lukewarm support at best from UC admissions officials. Leaman, the UC Irvine undergraduate admissions executive director, noted that the system already has a capacity issue. Most campuses receive more qualified applicants than can be admitted.\u003c/p>\n\u003cp>“There are a finite number of spots. Any time you make a guarantee to one population, you’re reducing the opportunities for another population,” Leaman said.\u003c/p>\n\u003cp>Leaman pointed out that Irvine does \u003ca href=\"https://admission.universityofcalifornia.edu/counselors/files/tag-matrix.pdf\">guarantee admission to community college transfers meeting specific criteria\u003c/a>. Irvine is one of six campuses with a transfer guarantee, along with Davis, Merced, Riverside, Santa Barbara and Santa Cruz.\u003c/p>\n\u003cfigure id=\"attachment_11898632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898632\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg\" alt=\"A broken yellow pencil on top of a standardized test.\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1536x1021.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Standardized test with a broken yellow pencil, on March 24, 2015. \u003ccite>(Michael Quirk/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Increasing capacity\u003c/h3>\n\u003cp>One straightforward way to give more students a real shot at being admitted to UC is to increase the number of spots at each campus. Each year, UC turns away tens of thousands of applicants, including many who are eligible. This year, the system made freshman admission offers to more than 132,000 students but rejected 35% of applicants, or about 71,000 of them.\u003c/p>\n\u003cp>“We don’t have enough seats for all eligible students, and it doesn’t match the demand for a higher education. Families and students want to make more than a living wage. And they know that college is their way to get there,” Dow said.\u003c/p>\n\u003cp>But campuses can’t add more seats without also having additional funding to support those increases. “We need to make sure that we have the infrastructure in place to be able to accept additional students,” said Debi Kammerer, interim director of admissions at UC San Diego. That includes having enough faculty, classroom space and housing to accommodate those students. Housing is already a problem at UC, \u003ca href=\"https://edsource.org/2021/thousands-of-uc-students-struggle-to-find-housing/661082\">with many of the campuses having dealt with housing shortages this fall\u003c/a>.\u003c/p>\n\u003cp>The system could soon be getting help from the state Legislature. Lawmakers have said they plan to allocate an additional $67.8 million to UC campuses in 2022-23 to increase the number of spots for California residents by 6,230 students. Whether they’ll follow through on that promise won’t be clear for months, since the final budget isn’t agreed to until the summer. It’s also not clear where Gov. Gavin Newsom, who negotiates the budget with lawmakers, stands on the issue. Eleni Kounalakis, the state’s lieutenant governor, serves on UC’s Board of Regents as a voting member.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/with-standardized-testing-out-whats-next-for-university-of-california-admissions/664408\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Substitute teachers are part of the national labor shortage, and their absence has been stressing school administrators in the Bay Area since school began three months ago.\u003c/p>\n\u003cp>Unfortunately, the problem is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction, adding to turmoil inside schools in a year already made disruptive by the pandemic. \u003ca href=\"https://4f730634-e809-4181-92d7-ed1dc705414a.filesusr.com/ugd/1394b9_7709c1ab926247469c2aa9c076b977bc.pdf\">According to a recent study by researchers at the University of Washington\u003c/a>, it has become “challenging to get a clear and timely picture about the staffing challenges schools face as comprehensive data on the supply and demand of school personnel is generally only available long after the fact.”[pullquote size=\"medium\" align=\"right\" citation=\"Neva Zamil, a senior at Berkeley High\"]‘There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.’[/pullquote]\u003c/p>\n\u003cp>Many school districts have had trouble filling teacher vacancies. And when the teachers on staff miss work, it’s crucial to have a sufficient number of substitute teachers available. But sub numbers have dwindled across the Bay Area, and the shortage appears to be at a crisis point at Berkeley High School, where students are walking out of empty classrooms.\u003c/p>\n\u003cp>“Just today, we don’t know what happened to our math teacher,” Berkeley High ninth grader Sascha Amendola replied when texted last week. “But she wasn’t here, so we waited 15 minutes and then we just left and wandered around school.”\u003c/p>\n\u003cfigure id=\"attachment_11898255\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898255\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"A young man wearing glasses and a grey t-shirt sits on the steps of a house with a laptop in his lap.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley High sophomore Sascha Amendola at his house on March 19, 2021. He says he’s gotten used to weekly fights and fire alarms being pulled. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing outside the high school on a warm fall afternoon, senior Neva Zamil spoke with frustration about how she sees the sub shortage adding to the mayhem.\u003c/p>\n\u003cp>“Half of the school’s population, the sophomores and the freshmen, have not been in school since middle school,” she said. “And so I would describe a lot of the behavior we’re seeing as middle school behavior. The fire alarm is pulled like once a week. There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.”\u003c/p>\n\u003cp>Zamil said she had teachers out in her anatomy, AP government and AP literature classes just that week.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ethnic studies teacher Dana Moran agrees with students that there has been\u003c/span>\u003cspan style=\"font-weight: 400\"> much more fighting and unruly behavior this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are also short of safety staff, so the hallways are unmonitored and students are roaming the halls, banging on classroom doors, vandalizing, etcetera,” said Moran.\u003c/span>\u003c/p>\n\u003cp>The situation has become so dire that the district has had to send teachers normally on special assignment for math or literacy coaching to work both as substitutes at the high school, and to replace administrators who typically would be on hall duty but are themselves subbing in classrooms.\u003c/p>\n\u003cp>The person charged with finding replacements for teachers who are out at Berkeley High is school secretary Marie Ferguson. She says the staffing shortages are across all grades. Each school day morning, she arrives and runs the staff report, which tells her who will be out for the day.\u003c/p>\n\u003cp>“We may have 12 teachers unfilled, and I have to fill those positions,” Ferguson said, “A lot of people [are] afraid that, you know, come to work with this COVID going on, so it’s putting yourself at risk, really. So I think that’s part of the problem.”\u003c/p>\n\u003cp>In 2018, Berkeley Unified overall was able to fill 69% of sub requests from the sub pool. That’s down to 58% in 2021.\u003c/p>\n\u003cp>Berkeley High has been getting creative. Zamil says when her anatomy teacher was out sick for three weeks, a rotation of teachers had to fill in.\u003c/p>\n\u003cp>“That teacher does not teach the subject, does not have any training in that subject and it just keeps spiraling and spiraling,” she said. “We didn’t learn anything in those three weeks.”[aside postID=\"news_11887194\" label=\"Related Post\"] Zamil thinks the frequent disruption to classroom teaching is especially harmful for freshmen and sophomores, who may be less engaged in school compared with seniors bent on graduating.\u003c/p>\n\u003cp>“If you don’t have a teacher there for an important subject and you’re just forced to do busywork, you lose focus, you lose energy, you lose motivation,” Zamil said.\u003c/p>\n\u003cp>Administrators and other support staff in Bay Area school districts being called away from their regular responsibilities to step into classrooms creates its own kind of staffing shortage.\u003c/p>\n\u003cp>At Oakland Technical High School, junior Georgia Wallace said it has been nearly impossible to connect with her counselors.\u003c/p>\n\u003cfigure id=\"attachment_11898424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898424\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg\" alt=\"A young woman wearing a white long sleeved t-shirt and grey jeans holding a mask in her right hand stands outside a house.\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Tech junior Georgia Wallace, outside her home in Oakland in 2021, says staffing issues have made it hard to get help from counselors this year. \u003ccite>(Courtesy of Jo Townson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You don’t go to their office anymore, you fill out a Google Form,” she said. “But they never really get back to you, or you email them and they don’t respond.”\u003c/p>\n\u003cp>Wallace called the staff “overwhelmed” at a time when they are supposed to be helping her plan her way into college.\u003c/p>\n\u003cp>“They’re just kind of like, I don’t know, like, figure it out,” she said. “Like, it’s kind of, like, ‘Fend for yourself because I have too much work and I can’t deal with you.’”\u003c/p>\n\u003cp>The principal at Oakland Tech referred questions about staffing shortages to the district, which acknowledged the lack of substitutes district-wide, adding that it’s common for some staff-juggling to take place when a sub can’t be found. Also, the teacher staffing problem in the Bay Area is not a result of COVID outbreaks and quarantines, unlike in other parts of the country where staffing shortages also are widespread.\u003c/p>\n\u003cp>Recently, Katie Rodgers, a special education teacher at Oakland International High School, decided to take a leave day to visit her sister. Since she and her co-worker fill in for one another when they need time off, she wasn’t worried about leaving her students.\u003c/p>\n\u003cp>“I didn’t really take any days off last year,” she said. “And this year I’m just like, ‘What am I doing with my life?’ So I took four days in October to go to a friend’s wedding, and to take care of myself.”\u003c/p>\n\u003cp>Rodgers says this year, demands on teachers are more intense than ever.\u003c/p>\n\u003cp>“I think there’s so much we’re taking on, because so many kids just need so much from us that, like, we do, we have to step out sometimes,” she said.\u003c/p>\n\u003cp>The problem is there are so many fewer subs available.\u003c/p>\n\u003cp>Over at San Francisco Unified, before the pandemic, the pool of substitutes was over 500 people. Now it’s down to about 200 regular subs, according to Nathalie Hrizi, who oversees substitutes for the United Educators of San Francisco, the teacher’s union.\u003c/p>\n\u003cp>In elementary school classes, Hrizi says, when a sub can’t be found, that class is split up and sent to other classrooms for the day.\u003c/p>\n\u003cp>“And so educators are really struggling with that and it’s having an impact on our students themselves,” she said.\u003c/p>\n\u003cp>San Francisco substitute Erica Junghans works across the district in 25 different elementary schools. She is a full-time sub who, pre-pandemic, would start each week with a couple of assignments. This year, however, she’s booked solid all the way through to March.\u003c/p>\n\u003cfigure id=\"attachment_11898419\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898419\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg\" alt=\"A woman wearing glasses, a dark red jacket and grey shirt stand outside with a school in the background.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD substitute Erica Junghans in 2021. She said work dried up when schools moved to virtual learning last year, and many of her colleagues left to find other work. \u003ccite>(Courtesy of Erica Junghans)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says on a day when she was accidentally double-booked, the second school begged her to show up.\u003c/p>\n\u003cp>“They said, ‘Oh, please come, because we really need you’,” she recalled. “I was in the classroom for literally 40, 45 minutes and they still wanted me. They’re desperate.”\u003c/p>\n\u003cp>Many Bay Area districts have increased sub pay up to $240 a day for some positions, but that hasn’t solved the shortage. When teachers began working from home during the pandemic last year, sub work dried up, Junghans said.\u003c/p>\n\u003cp>“There were no jobs, zero jobs. So I didn’t get paid. So a lot of people gave up,” Junghans said, adding that her regular salary of $38,000 per year is not enough to afford to live in San Francisco, even under normal conditions.\u003c/p>\n\u003cp>Junghans said she became a sub after volunteering for two years at her daughter’s school. She thinks San Francisco could do more to encourage parents like her to step into the role. And she says a guarantee of stable, year-round pay would go a long way. As it stands, subs get paid a maximum of 180 days, the length of the school year.\u003c/p>\n\u003cp>UESF’s Hrizi says because of the low pay, there has always been a sub shortage. It has just reached epic proportions this year.\u003c/p>\n\u003cp>“I think we’re seeing the same trend with substitute educators as we are with many other workers across the country, which is that given the conditions, the treatment, the challenges, the pay and the benefits and the working stability aren’t sufficient to keep people coming to work,” she said.\u003c/p>\n\u003cp>Meanwhile, other districts are trying more aggressive tactics to recruit substitutes. In Marin, where the sub pool has plummeted from 545 in March of 2020 to 298 currently, the County Superintendent of Schools, Mary Jane Burke, says staff will be out at vaccine clinics handing out small cards with a QR code linking to district job openings.\u003c/p>\n\u003cp>“We are targeting Marin residents, and over-age 50 residents and talking about this as, ‘We are all in this together,’” Burke said.\u003c/p>\n\u003cfigure id=\"attachment_11898418\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg\" alt=\"A woman standing outside wearing a black mask, a cream colored sweater and a white shirt.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Joanna Lam outside Lowell High on Dec. 7, 2021. She says rotating counselors have filled in as substitutes in her classes this year. \u003ccite>(Courtesy of Adrianna Zhang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who are trying to stay on track academically when their regular teachers are out, there is a bit of hope. Joanna Lam, a senior at Lowell High in San Francisco, said her teachers are coming up with ways to stay in touch if they can’t be in the classroom.\u003c/p>\n\u003cp>“Because of distance learning last year, a lot of us use online platforms like Google Classroom,” Lam said. “So the teacher will just say, ‘Hey, I’m out today, here’s the work for the day,’ and so the sub is just kind of there to take attendance.”\u003c/p>\n\u003cp>That is, if there is a sub.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Substitute teachers are part of the national labor shortage, and their absence has been stressing school administrators in the Bay Area since school began three months ago.\u003c/p>\n\u003cp>Unfortunately, the problem is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction, adding to turmoil inside schools in a year already made disruptive by the pandemic. \u003ca href=\"https://4f730634-e809-4181-92d7-ed1dc705414a.filesusr.com/ugd/1394b9_7709c1ab926247469c2aa9c076b977bc.pdf\">According to a recent study by researchers at the University of Washington\u003c/a>, it has become “challenging to get a clear and timely picture about the staffing challenges schools face as comprehensive data on the supply and demand of school personnel is generally only available long after the fact.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many school districts have had trouble filling teacher vacancies. And when the teachers on staff miss work, it’s crucial to have a sufficient number of substitute teachers available. But sub numbers have dwindled across the Bay Area, and the shortage appears to be at a crisis point at Berkeley High School, where students are walking out of empty classrooms.\u003c/p>\n\u003cp>“Just today, we don’t know what happened to our math teacher,” Berkeley High ninth grader Sascha Amendola replied when texted last week. “But she wasn’t here, so we waited 15 minutes and then we just left and wandered around school.”\u003c/p>\n\u003cfigure id=\"attachment_11898255\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898255\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"A young man wearing glasses and a grey t-shirt sits on the steps of a house with a laptop in his lap.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley High sophomore Sascha Amendola at his house on March 19, 2021. He says he’s gotten used to weekly fights and fire alarms being pulled. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing outside the high school on a warm fall afternoon, senior Neva Zamil spoke with frustration about how she sees the sub shortage adding to the mayhem.\u003c/p>\n\u003cp>“Half of the school’s population, the sophomores and the freshmen, have not been in school since middle school,” she said. “And so I would describe a lot of the behavior we’re seeing as middle school behavior. The fire alarm is pulled like once a week. There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.”\u003c/p>\n\u003cp>Zamil said she had teachers out in her anatomy, AP government and AP literature classes just that week.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ethnic studies teacher Dana Moran agrees with students that there has been\u003c/span>\u003cspan style=\"font-weight: 400\"> much more fighting and unruly behavior this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are also short of safety staff, so the hallways are unmonitored and students are roaming the halls, banging on classroom doors, vandalizing, etcetera,” said Moran.\u003c/span>\u003c/p>\n\u003cp>The situation has become so dire that the district has had to send teachers normally on special assignment for math or literacy coaching to work both as substitutes at the high school, and to replace administrators who typically would be on hall duty but are themselves subbing in classrooms.\u003c/p>\n\u003cp>The person charged with finding replacements for teachers who are out at Berkeley High is school secretary Marie Ferguson. She says the staffing shortages are across all grades. Each school day morning, she arrives and runs the staff report, which tells her who will be out for the day.\u003c/p>\n\u003cp>“We may have 12 teachers unfilled, and I have to fill those positions,” Ferguson said, “A lot of people [are] afraid that, you know, come to work with this COVID going on, so it’s putting yourself at risk, really. So I think that’s part of the problem.”\u003c/p>\n\u003cp>In 2018, Berkeley Unified overall was able to fill 69% of sub requests from the sub pool. That’s down to 58% in 2021.\u003c/p>\n\u003cp>Berkeley High has been getting creative. Zamil says when her anatomy teacher was out sick for three weeks, a rotation of teachers had to fill in.\u003c/p>\n\u003cp>“That teacher does not teach the subject, does not have any training in that subject and it just keeps spiraling and spiraling,” she said. “We didn’t learn anything in those three weeks.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> Zamil thinks the frequent disruption to classroom teaching is especially harmful for freshmen and sophomores, who may be less engaged in school compared with seniors bent on graduating.\u003c/p>\n\u003cp>“If you don’t have a teacher there for an important subject and you’re just forced to do busywork, you lose focus, you lose energy, you lose motivation,” Zamil said.\u003c/p>\n\u003cp>Administrators and other support staff in Bay Area school districts being called away from their regular responsibilities to step into classrooms creates its own kind of staffing shortage.\u003c/p>\n\u003cp>At Oakland Technical High School, junior Georgia Wallace said it has been nearly impossible to connect with her counselors.\u003c/p>\n\u003cfigure id=\"attachment_11898424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898424\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg\" alt=\"A young woman wearing a white long sleeved t-shirt and grey jeans holding a mask in her right hand stands outside a house.\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Tech junior Georgia Wallace, outside her home in Oakland in 2021, says staffing issues have made it hard to get help from counselors this year. \u003ccite>(Courtesy of Jo Townson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You don’t go to their office anymore, you fill out a Google Form,” she said. “But they never really get back to you, or you email them and they don’t respond.”\u003c/p>\n\u003cp>Wallace called the staff “overwhelmed” at a time when they are supposed to be helping her plan her way into college.\u003c/p>\n\u003cp>“They’re just kind of like, I don’t know, like, figure it out,” she said. “Like, it’s kind of, like, ‘Fend for yourself because I have too much work and I can’t deal with you.’”\u003c/p>\n\u003cp>The principal at Oakland Tech referred questions about staffing shortages to the district, which acknowledged the lack of substitutes district-wide, adding that it’s common for some staff-juggling to take place when a sub can’t be found. Also, the teacher staffing problem in the Bay Area is not a result of COVID outbreaks and quarantines, unlike in other parts of the country where staffing shortages also are widespread.\u003c/p>\n\u003cp>Recently, Katie Rodgers, a special education teacher at Oakland International High School, decided to take a leave day to visit her sister. Since she and her co-worker fill in for one another when they need time off, she wasn’t worried about leaving her students.\u003c/p>\n\u003cp>“I didn’t really take any days off last year,” she said. “And this year I’m just like, ‘What am I doing with my life?’ So I took four days in October to go to a friend’s wedding, and to take care of myself.”\u003c/p>\n\u003cp>Rodgers says this year, demands on teachers are more intense than ever.\u003c/p>\n\u003cp>“I think there’s so much we’re taking on, because so many kids just need so much from us that, like, we do, we have to step out sometimes,” she said.\u003c/p>\n\u003cp>The problem is there are so many fewer subs available.\u003c/p>\n\u003cp>Over at San Francisco Unified, before the pandemic, the pool of substitutes was over 500 people. Now it’s down to about 200 regular subs, according to Nathalie Hrizi, who oversees substitutes for the United Educators of San Francisco, the teacher’s union.\u003c/p>\n\u003cp>In elementary school classes, Hrizi says, when a sub can’t be found, that class is split up and sent to other classrooms for the day.\u003c/p>\n\u003cp>“And so educators are really struggling with that and it’s having an impact on our students themselves,” she said.\u003c/p>\n\u003cp>San Francisco substitute Erica Junghans works across the district in 25 different elementary schools. She is a full-time sub who, pre-pandemic, would start each week with a couple of assignments. This year, however, she’s booked solid all the way through to March.\u003c/p>\n\u003cfigure id=\"attachment_11898419\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898419\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg\" alt=\"A woman wearing glasses, a dark red jacket and grey shirt stand outside with a school in the background.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD substitute Erica Junghans in 2021. She said work dried up when schools moved to virtual learning last year, and many of her colleagues left to find other work. \u003ccite>(Courtesy of Erica Junghans)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says on a day when she was accidentally double-booked, the second school begged her to show up.\u003c/p>\n\u003cp>“They said, ‘Oh, please come, because we really need you’,” she recalled. “I was in the classroom for literally 40, 45 minutes and they still wanted me. They’re desperate.”\u003c/p>\n\u003cp>Many Bay Area districts have increased sub pay up to $240 a day for some positions, but that hasn’t solved the shortage. When teachers began working from home during the pandemic last year, sub work dried up, Junghans said.\u003c/p>\n\u003cp>“There were no jobs, zero jobs. So I didn’t get paid. So a lot of people gave up,” Junghans said, adding that her regular salary of $38,000 per year is not enough to afford to live in San Francisco, even under normal conditions.\u003c/p>\n\u003cp>Junghans said she became a sub after volunteering for two years at her daughter’s school. She thinks San Francisco could do more to encourage parents like her to step into the role. And she says a guarantee of stable, year-round pay would go a long way. As it stands, subs get paid a maximum of 180 days, the length of the school year.\u003c/p>\n\u003cp>UESF’s Hrizi says because of the low pay, there has always been a sub shortage. It has just reached epic proportions this year.\u003c/p>\n\u003cp>“I think we’re seeing the same trend with substitute educators as we are with many other workers across the country, which is that given the conditions, the treatment, the challenges, the pay and the benefits and the working stability aren’t sufficient to keep people coming to work,” she said.\u003c/p>\n\u003cp>Meanwhile, other districts are trying more aggressive tactics to recruit substitutes. In Marin, where the sub pool has plummeted from 545 in March of 2020 to 298 currently, the County Superintendent of Schools, Mary Jane Burke, says staff will be out at vaccine clinics handing out small cards with a QR code linking to district job openings.\u003c/p>\n\u003cp>“We are targeting Marin residents, and over-age 50 residents and talking about this as, ‘We are all in this together,’” Burke said.\u003c/p>\n\u003cfigure id=\"attachment_11898418\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg\" alt=\"A woman standing outside wearing a black mask, a cream colored sweater and a white shirt.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Joanna Lam outside Lowell High on Dec. 7, 2021. She says rotating counselors have filled in as substitutes in her classes this year. \u003ccite>(Courtesy of Adrianna Zhang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who are trying to stay on track academically when their regular teachers are out, there is a bit of hope. Joanna Lam, a senior at Lowell High in San Francisco, said her teachers are coming up with ways to stay in touch if they can’t be in the classroom.\u003c/p>\n\u003cp>“Because of distance learning last year, a lot of us use online platforms like Google Classroom,” Lam said. “So the teacher will just say, ‘Hey, I’m out today, here’s the work for the day,’ and so the sub is just kind of there to take attendance.”\u003c/p>\n\u003cp>That is, if there is a sub.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Why Some California School Districts Are Changing How Students Earn Grades",
"title": "Why Some California School Districts Are Changing How Students Earn Grades",
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"content": "\u003cp>Some of California’s largest school districts are trying an unconventional tactic to help students reengage in school after distance learning and boost their chances of acceptance into the state’s public colleges: by dropping D and F grades.\u003c/p>\n\u003cp>Los Angeles Unified, \u003ca href=\"https://oaklandside.org/2021/11/08/oakland-unified-considers-dropping-the-d-grade/\">Oakland Unified\u003c/a>, Sacramento City Unified, San Diego Unified and other districts are phasing out grades below a C for high school students. If a student fails a test or doesn’t complete their homework, they’ll be able to retake the test and get more time to turn in assignments.\u003c/p>\n\u003cp>The idea is to encourage students to learn the course material and not be derailed by a low grade that could potentially disqualify them from admission to the University of California and California State University. Students who don’t learn the material, pass the final exam or finish homework by the end of the semester would earn an “incomplete.”\u003c/p>\n\u003cp>“Our hope is that students begin to see school as a place of learning, where they can take risks and learn from mistakes, instead of a place of compliance,” said Nidya Baez, assistant principal at Fremont High in Oakland Unified. “Right now, we have a system where we give a million points for a million pieces of paper that students turn in, without much attention to what they’re actually learning.”\u003c/p>\n\u003cp>Although education reform advocates have been pushing for this for years, the pandemic offered an opportunity for districts to put it into action. With so many students \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\">languishing academically after a year of distance learning\u003c/a>, districts see dropping D’s and F’s as a way to help students who were most affected by the pandemic, especially Black and Latino students and those from lower-income families.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the move is also, potentially, a step toward an entirely different learning system, in which students are assessed by what they’ve learned, not how well they perform on tests on a given day or whether they turn in their homework on time. Known as competency — or \u003ca href=\"https://www.chalkbeat.org/2020/5/28/21272602/ed-tech-mastery-competency-based-learning-coronavirus\">mastery-based learning\u003c/a> — the style has been a staple of some private and charter schools for years, and a goal for education reformers trying to overhaul the traditional high school system.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"H. Alix Gallagher, director of strategic partnerships, Policy Analysis for California Education\"]'Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading.'[/pullquote]\u003c/p>\n\u003cp>While traditional grading may have worked for previous generations, a competency-based system is better suited for the rapidly changing workplace of the future, said Devin Vodicka, former superintendent of Vista Unified in San Diego County and chief executive of the \u003ca href=\"https://learnercentered.org/our-story/\">Learner-Centered Collaborative\u003c/a>, a nonprofit that helps districts shift to competency-based learning.\u003c/p>\n\u003cp>“We need a system that gets beyond the institutional model and provides more meaningful feedback for students,” Vodicka said. “The future is going to require less focus on time and more focus on what we can do and contribute, and the quality of our performance. We need to prepare our students for this.”\u003c/p>\n\u003cp>At most high schools, grades are linked to time, and a grade reflects how well a student has performed on tests and homework by the end of a semester. Grades can open doors to advanced classes and are the primary component of college admissions, especially since universities like UC and CSU temporarily dropped standardized tests as part of the admissions criteria.\u003c/p>\n\u003cp>But they’re notoriously subjective. The state \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49066.\" target=\"_blank\" rel=\"noopener noreferrer\">Education Code\u003c/a> gives teachers the authority to issue grades, but it doesn’t specify how those grades should be determined. Some teachers grade on a curve, with only a set number of students earning A’s or B’s, while others are more lax.\u003c/p>\n\u003cp>An informal EdSource survey of about two dozen California teachers found that 57% rarely or never gave D's and F’s. Only 7% said they did frequently.\u003c/p>\n\u003cp>“Grades are punitive and provide no information on standards mastery,” one teacher wrote. “I would love [grading] to be based on mastery of standards and … authentic feedback.”\u003c/p>\n\u003cp>But for some teachers, D's and F's play an important role in the classroom. They signal that a student did not learn the material and needs extra help. Dropping D's and F's doesn’t guarantee that students will learn the material, even with extra help, and may lead to grade inflation, said Debora Rinehart, a math and science teacher at St. Theresa School, a Catholic school in Oakland.\u003c/p>\n\u003cp>“I will work with any student before or after school or even on the weekend to help them learn. However, I will never lie about their knowledge level,” she said. “Not reporting D's and F's is the equivalent of lying about a student’s progress.”\u003c/p>\n\u003cp>But the vast difference in teachers’ grading styles has resulted in a system where grades are nearly useless as an indicator of students’ abilities, said H. Alix Gallagher, director of strategic partnerships at Policy Analysis for California Education.\u003c/p>\n\u003cp>“What does a grade mean? It’s a mix of things, and it’s different from teacher to teacher. It can actually be radically different,” she said. “As it’s practiced now, grading is idiosyncratic, and that’s not a good thing.”\u003c/p>\n\u003cp>Too often, she said, grades take on outsized importance for students, and those who get D's or F's become discouraged or disengage even further, never learning the material they missed to begin with.\u003c/p>\n\u003cp>“Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading,” she said.\u003c/p>\n\u003cp>Patricia Russell is the chief learning officer at the \u003ca href=\"https://mastery.org/mtc-team/\">Mastery Transcript Consortium\u003c/a>, a nonprofit that advises school districts and colleges on alternatives to grades. Interest in the topic has been soaring, she said. In the three years since the group started, membership has increased from four districts to more than two dozen nationwide.\u003c/p>\n\u003cp>For college applications, Russell’s group encourages students to submit a portfolio that includes essays, tests with high scores, videos showing oral presentations, lab projects or other items that showcase a student’s best work. [aside tag=\"education\" label=\"Related Coverage\"]The idea is to show colleges evidence of what a student can actually do, not a teacher’s interpretation based on a limited grading scale.\u003c/p>\n\u003cp>“We’re talking about people who are very young, and labeling them at such an early age as ‘less than’ or ‘more than’ can have significant psychological repercussions,” Russell said. “Some things in life are zero-sum games, but learning should not be.”\u003c/p>\n\u003cp>Two large school improvement networks, supported by foundations, have made reexamining grading policies a priority.\u003c/p>\n\u003cp>Laura Schwalm, a retired superintendent of Garden Grove Unified who is now chief of staff of California Education Partners, said the aim is a grading system that puts students on track for admission to the UC and CSU, as well as trade schools.\u003c/p>\n\u003cp>“Graduating with a D, in career and technology courses, too, leaves students with few choices,” she said. “No one is saying water down grades. This is about giving support, not lowering standards, and looking for simple ways to make grading more fair, to give kids a fighting chance and to measure what students know with multiple opportunities to show that.”\u003c/p>\n\u003cp>Lynn Rocha-Salazar, a former principal in Fresno Unified who is now CORE Districts’ senior improvement coach, said the work on grading preceded COVID-19, but the pandemic underscored the need for it.\u003c/p>\n\u003cp>“Those who had not been well served were penalized the most … so now is a time to examine grading practices to see the harm that was done,” she said.\u003c/p>\n\u003cp>Lindsay Unified, in rural Tulare County, has been moving toward a competency-based system for several years, and results are promising. Students at Lindsay High School, nearly all of whom are Latino and come from lower-income families, scored higher than the state average among all student groups on math and English language arts tests, as well as in college and career readiness, according to the 2019 \u003ca class=\"external\" href=\"https://www.caschooldashboard.org/reports/54719935432414/2019#college-career-card\" target=\"_blank\" rel=\"noopener noreferrer\">California School Dashboard\u003c/a>.\u003c/p>\n\u003cp>In Oakland, high schools are moving gradually toward a new system of assessment that doesn’t include D’s and F’s. Baez, the assistant principal at Fremont High, said the change will not happen overnight. Parents, students and especially teachers need time to understand what’s expected of them, and they must “buy in” to the change, she said.\u003c/p>\n\u003cp>“It has to be a cultural shift at the school. You have to build trust because we’re really rebuilding an entire system,” Baez said. “It will be a lot of work, but it’s important we do this because traditional grades benefit some kids, but they don’t help everyone.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2021/why-some-california-school-districts-are-changing-how-students-earn-grades/664226\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some of California’s largest school districts are trying an unconventional tactic to help students reengage in school after distance learning and boost their chances of acceptance into the state’s public colleges: by dropping D and F grades.\u003c/p>\n\u003cp>Los Angeles Unified, \u003ca href=\"https://oaklandside.org/2021/11/08/oakland-unified-considers-dropping-the-d-grade/\">Oakland Unified\u003c/a>, Sacramento City Unified, San Diego Unified and other districts are phasing out grades below a C for high school students. If a student fails a test or doesn’t complete their homework, they’ll be able to retake the test and get more time to turn in assignments.\u003c/p>\n\u003cp>The idea is to encourage students to learn the course material and not be derailed by a low grade that could potentially disqualify them from admission to the University of California and California State University. Students who don’t learn the material, pass the final exam or finish homework by the end of the semester would earn an “incomplete.”\u003c/p>\n\u003cp>“Our hope is that students begin to see school as a place of learning, where they can take risks and learn from mistakes, instead of a place of compliance,” said Nidya Baez, assistant principal at Fremont High in Oakland Unified. “Right now, we have a system where we give a million points for a million pieces of paper that students turn in, without much attention to what they’re actually learning.”\u003c/p>\n\u003cp>Although education reform advocates have been pushing for this for years, the pandemic offered an opportunity for districts to put it into action. With so many students \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\">languishing academically after a year of distance learning\u003c/a>, districts see dropping D’s and F’s as a way to help students who were most affected by the pandemic, especially Black and Latino students and those from lower-income families.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the move is also, potentially, a step toward an entirely different learning system, in which students are assessed by what they’ve learned, not how well they perform on tests on a given day or whether they turn in their homework on time. Known as competency — or \u003ca href=\"https://www.chalkbeat.org/2020/5/28/21272602/ed-tech-mastery-competency-based-learning-coronavirus\">mastery-based learning\u003c/a> — the style has been a staple of some private and charter schools for years, and a goal for education reformers trying to overhaul the traditional high school system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While traditional grading may have worked for previous generations, a competency-based system is better suited for the rapidly changing workplace of the future, said Devin Vodicka, former superintendent of Vista Unified in San Diego County and chief executive of the \u003ca href=\"https://learnercentered.org/our-story/\">Learner-Centered Collaborative\u003c/a>, a nonprofit that helps districts shift to competency-based learning.\u003c/p>\n\u003cp>“We need a system that gets beyond the institutional model and provides more meaningful feedback for students,” Vodicka said. “The future is going to require less focus on time and more focus on what we can do and contribute, and the quality of our performance. We need to prepare our students for this.”\u003c/p>\n\u003cp>At most high schools, grades are linked to time, and a grade reflects how well a student has performed on tests and homework by the end of a semester. Grades can open doors to advanced classes and are the primary component of college admissions, especially since universities like UC and CSU temporarily dropped standardized tests as part of the admissions criteria.\u003c/p>\n\u003cp>But they’re notoriously subjective. The state \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49066.\" target=\"_blank\" rel=\"noopener noreferrer\">Education Code\u003c/a> gives teachers the authority to issue grades, but it doesn’t specify how those grades should be determined. Some teachers grade on a curve, with only a set number of students earning A’s or B’s, while others are more lax.\u003c/p>\n\u003cp>An informal EdSource survey of about two dozen California teachers found that 57% rarely or never gave D's and F’s. Only 7% said they did frequently.\u003c/p>\n\u003cp>“Grades are punitive and provide no information on standards mastery,” one teacher wrote. “I would love [grading] to be based on mastery of standards and … authentic feedback.”\u003c/p>\n\u003cp>But for some teachers, D's and F's play an important role in the classroom. They signal that a student did not learn the material and needs extra help. Dropping D's and F's doesn’t guarantee that students will learn the material, even with extra help, and may lead to grade inflation, said Debora Rinehart, a math and science teacher at St. Theresa School, a Catholic school in Oakland.\u003c/p>\n\u003cp>“I will work with any student before or after school or even on the weekend to help them learn. However, I will never lie about their knowledge level,” she said. “Not reporting D's and F's is the equivalent of lying about a student’s progress.”\u003c/p>\n\u003cp>But the vast difference in teachers’ grading styles has resulted in a system where grades are nearly useless as an indicator of students’ abilities, said H. Alix Gallagher, director of strategic partnerships at Policy Analysis for California Education.\u003c/p>\n\u003cp>“What does a grade mean? It’s a mix of things, and it’s different from teacher to teacher. It can actually be radically different,” she said. “As it’s practiced now, grading is idiosyncratic, and that’s not a good thing.”\u003c/p>\n\u003cp>Too often, she said, grades take on outsized importance for students, and those who get D's or F's become discouraged or disengage even further, never learning the material they missed to begin with.\u003c/p>\n\u003cp>“Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading,” she said.\u003c/p>\n\u003cp>Patricia Russell is the chief learning officer at the \u003ca href=\"https://mastery.org/mtc-team/\">Mastery Transcript Consortium\u003c/a>, a nonprofit that advises school districts and colleges on alternatives to grades. Interest in the topic has been soaring, she said. In the three years since the group started, membership has increased from four districts to more than two dozen nationwide.\u003c/p>\n\u003cp>For college applications, Russell’s group encourages students to submit a portfolio that includes essays, tests with high scores, videos showing oral presentations, lab projects or other items that showcase a student’s best work. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The idea is to show colleges evidence of what a student can actually do, not a teacher’s interpretation based on a limited grading scale.\u003c/p>\n\u003cp>“We’re talking about people who are very young, and labeling them at such an early age as ‘less than’ or ‘more than’ can have significant psychological repercussions,” Russell said. “Some things in life are zero-sum games, but learning should not be.”\u003c/p>\n\u003cp>Two large school improvement networks, supported by foundations, have made reexamining grading policies a priority.\u003c/p>\n\u003cp>Laura Schwalm, a retired superintendent of Garden Grove Unified who is now chief of staff of California Education Partners, said the aim is a grading system that puts students on track for admission to the UC and CSU, as well as trade schools.\u003c/p>\n\u003cp>“Graduating with a D, in career and technology courses, too, leaves students with few choices,” she said. “No one is saying water down grades. This is about giving support, not lowering standards, and looking for simple ways to make grading more fair, to give kids a fighting chance and to measure what students know with multiple opportunities to show that.”\u003c/p>\n\u003cp>Lynn Rocha-Salazar, a former principal in Fresno Unified who is now CORE Districts’ senior improvement coach, said the work on grading preceded COVID-19, but the pandemic underscored the need for it.\u003c/p>\n\u003cp>“Those who had not been well served were penalized the most … so now is a time to examine grading practices to see the harm that was done,” she said.\u003c/p>\n\u003cp>Lindsay Unified, in rural Tulare County, has been moving toward a competency-based system for several years, and results are promising. Students at Lindsay High School, nearly all of whom are Latino and come from lower-income families, scored higher than the state average among all student groups on math and English language arts tests, as well as in college and career readiness, according to the 2019 \u003ca class=\"external\" href=\"https://www.caschooldashboard.org/reports/54719935432414/2019#college-career-card\" target=\"_blank\" rel=\"noopener noreferrer\">California School Dashboard\u003c/a>.\u003c/p>\n\u003cp>In Oakland, high schools are moving gradually toward a new system of assessment that doesn’t include D’s and F’s. Baez, the assistant principal at Fremont High, said the change will not happen overnight. Parents, students and especially teachers need time to understand what’s expected of them, and they must “buy in” to the change, she said.\u003c/p>\n\u003cp>“It has to be a cultural shift at the school. You have to build trust because we’re really rebuilding an entire system,” Baez said. “It will be a lot of work, but it’s important we do this because traditional grades benefit some kids, but they don’t help everyone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In Marin County, a couple knowingly sent their COVID-19-positive child and a sibling to school last month in violation of isolation and quarantine rules, causing a coronavirus outbreak in an elementary school, officials said Saturday.\u003c/p>\n\u003cp>The parents could face a fine or a misdemeanor charge for violating \u003ca href=\"https://coronavirus.marinhhs.org/isolation-and-quarantine-order\">Marin County’s health order\u003c/a>, under which people who test positive for the virus must isolate themselves for at least 10 days.\u003c/p>\n\u003cp>Dr. Matt Willis, the county’s public health officer, told The Associated Press that a decision will be made early next week on whether the family will face a penalty.[pullquote size=\"medium\" align=\"right\" citation=\"Dr. Matt Willis, Marin County public health officer\"]'It's a violation of the law that we've put in place. More importantly it's also a violation of just basic ethics of community responsibility.'[/pullquote]\u003c/p>\n\u003cp>“It’s a violation of the law that we’ve put in place,” he said. “More importantly it’s also a violation of just basic ethics of community responsibility.”\u003c/p>\n\u003cp>In the meantime, the children's school district issued a “corrective action” against the family, Superintendent of the Larkspur-Corte Madera School District Brett Geithman told KQED.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Geithman said that exactly what action was issued against the family is confidential. The family, however, caused a “safety risk” to students, staff and the school community that easily could have spread further over the Thanksgiving break if the exposed families had not been informed, he said.\u003c/p>\n\u003cp>\"I think it's important for them, which they do, to understand the gravity of their decision and the impact it had on our school, and how much worse it could have actually been,\" Geithman said. \"When you look at the numbers, in this particular case, it could have been a lot worse.\"\u003c/p>\n\u003cp>Mary Jane Burke, Marin superintendent of schools, said the parents' actions compromised the health and well-being of others.\u003c/p>\n\u003cp>\"It is obviously very unsettling to find ourselves in a situation with this type of a breach that affects the health and welfare of, frankly, an entire community. This is not just school-based,\" she said.\u003c/p>\n\u003cp>Some students in schools are immunocompromised, Burke said, or for other reasons may be particularly vulnerable should they be infected with COVID-19.\u003c/p>\n\u003cp>Of a parent sending their COVID-19-positive child to school, Burke said, \"I consider that to be basic child endangerment.\"\u003c/p>\n\u003cp>The child tested positive for the virus during the week of Nov. 8, Geithman said. Both children continued to attend school the rest of that week and into the following week.\u003c/p>\n\u003cp>The child and their sibling, who later tested positive as well, are students in the district's Neil Cummins Elementary School in Corte Madera, a town in Marin County 15 miles north of San Francisco.\u003c/p>\n\u003cp>The parents did not notify the school of the positive test or return multiple calls from public health contact tracers, Geithman said.\u003c/p>\n\u003cp>\"Our enforcement team is evaluating the circumstances and will respond accordingly,\" Marin County Public Health said in a statement. “Thankfully, this is the only known occurrence of a household knowingly sending a COVID-19 positive student to school.”\u003c/p>\n\u003cp>Willis, the county health officer, said when the school's principal spoke to the family, “they had cited that they were not clear on the protocol” to isolate the child after the positive test.\u003c/p>\n\u003cp>Willis said language barriers or economic factors — meaning the parents could not take time off from work when the kids needed to isolate at home — did not appear to be a factor for the family.\u003c/p>\n\u003cp>He also said it was \"quite simple” for people to know not to send their children to school if they test positive for the virus.\u003c/p>\n\u003cp>\"What I've heard from other parents is that they are definitely frustrated and there definitely was anger at the family that made this poor, or this lack of, judgment,\" Geithman, the superintendent, said.\u003c/p>\n\u003cp>On Nov. 18, public health officials contacted the school district after they noticed a discrepancy in records, according to Geithman.\u003c/p>\n\u003cp>“'We noticed you didn’t enter student X into the database'” of students with COVID-19, Geithman said district officials were told.\u003c/p>\n\u003cp>The district immediately contacted the families of students who were exposed and told them to report to the school for rapid testing the next morning.\u003c/p>\n\u003cp>A total of eight students tested positive: the original student, their sibling, three classmates with suspected school-based transmissions and three students with suspected household transmissions. None of the students experienced serious illness or had to be hospitalized.\u003c/p>\n\u003cp>About 75 students were exposed to the virus from the eight cases, the superintendent said. No staff members tested positive.\u003c/p>\n\u003cp>Schools have an indoor mask mandate.\u003c/p>\n\u003cp>“Had those children been unmasked, we would have seen a lot more transmission,” Willis said. “We depend on one another to prevent spread and this is kind of a stark and unfortunate lesson in what happens when we don’t follow the protocols.”\u003c/p>\n\u003cp>Geithman said he did not know whether the original student and their sibling had received any doses of the vaccine. [aside tag=\"covid, coronavirus\" label=\"More COVID News\"]The district reopened for in-person instruction in October 2020 and this is its first case of classroom-based transmission, Geithman said.\u003c/p>\n\u003cp>“This one family, as troubling as it's been, this is not the norm,\" he said.\u003c/p>\n\u003cp>It's also an example of their reporting system working, Geithman said. When discrepancies were found between the public health system and the school district, the government acted to evaluate what happened.\u003c/p>\n\u003cp>\"We have a number of checks and balances,\" Geithman said, \"and so it was these checks and balances that caught this unfortunate situation.\"\u003c/p>\n\u003cp>In May there was an outbreak at Our Lady of Loretto School, a private parochial elementary school also in Marin County, linked to an unvaccinated teacher. The teacher would unmask while reading aloud to students — despite an indoor mask mandate — and worked at the school despite a cough, fever and headache until testing positive later.\u003c/p>\n\u003cp>Altogether 26 other people — including students and their parents — were infected. A report by the Centers for Disease Control and Prevention, released in August, \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7035e2.htm?s_cid=mm7035e2_w\">identified the virus in that outbreak as the delta variant\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The Associated Press and KQED's Sara Hossaini contributed to this report. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In Marin County, a couple knowingly sent their COVID-19-positive child and a sibling to school last month in violation of isolation and quarantine rules, causing a coronavirus outbreak in an elementary school, officials said Saturday.\u003c/p>\n\u003cp>The parents could face a fine or a misdemeanor charge for violating \u003ca href=\"https://coronavirus.marinhhs.org/isolation-and-quarantine-order\">Marin County’s health order\u003c/a>, under which people who test positive for the virus must isolate themselves for at least 10 days.\u003c/p>\n\u003cp>Dr. Matt Willis, the county’s public health officer, told The Associated Press that a decision will be made early next week on whether the family will face a penalty.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a violation of the law that we’ve put in place,” he said. “More importantly it’s also a violation of just basic ethics of community responsibility.”\u003c/p>\n\u003cp>In the meantime, the children's school district issued a “corrective action” against the family, Superintendent of the Larkspur-Corte Madera School District Brett Geithman told KQED.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Geithman said that exactly what action was issued against the family is confidential. The family, however, caused a “safety risk” to students, staff and the school community that easily could have spread further over the Thanksgiving break if the exposed families had not been informed, he said.\u003c/p>\n\u003cp>\"I think it's important for them, which they do, to understand the gravity of their decision and the impact it had on our school, and how much worse it could have actually been,\" Geithman said. \"When you look at the numbers, in this particular case, it could have been a lot worse.\"\u003c/p>\n\u003cp>Mary Jane Burke, Marin superintendent of schools, said the parents' actions compromised the health and well-being of others.\u003c/p>\n\u003cp>\"It is obviously very unsettling to find ourselves in a situation with this type of a breach that affects the health and welfare of, frankly, an entire community. This is not just school-based,\" she said.\u003c/p>\n\u003cp>Some students in schools are immunocompromised, Burke said, or for other reasons may be particularly vulnerable should they be infected with COVID-19.\u003c/p>\n\u003cp>Of a parent sending their COVID-19-positive child to school, Burke said, \"I consider that to be basic child endangerment.\"\u003c/p>\n\u003cp>The child tested positive for the virus during the week of Nov. 8, Geithman said. Both children continued to attend school the rest of that week and into the following week.\u003c/p>\n\u003cp>The child and their sibling, who later tested positive as well, are students in the district's Neil Cummins Elementary School in Corte Madera, a town in Marin County 15 miles north of San Francisco.\u003c/p>\n\u003cp>The parents did not notify the school of the positive test or return multiple calls from public health contact tracers, Geithman said.\u003c/p>\n\u003cp>\"Our enforcement team is evaluating the circumstances and will respond accordingly,\" Marin County Public Health said in a statement. “Thankfully, this is the only known occurrence of a household knowingly sending a COVID-19 positive student to school.”\u003c/p>\n\u003cp>Willis, the county health officer, said when the school's principal spoke to the family, “they had cited that they were not clear on the protocol” to isolate the child after the positive test.\u003c/p>\n\u003cp>Willis said language barriers or economic factors — meaning the parents could not take time off from work when the kids needed to isolate at home — did not appear to be a factor for the family.\u003c/p>\n\u003cp>He also said it was \"quite simple” for people to know not to send their children to school if they test positive for the virus.\u003c/p>\n\u003cp>\"What I've heard from other parents is that they are definitely frustrated and there definitely was anger at the family that made this poor, or this lack of, judgment,\" Geithman, the superintendent, said.\u003c/p>\n\u003cp>On Nov. 18, public health officials contacted the school district after they noticed a discrepancy in records, according to Geithman.\u003c/p>\n\u003cp>“'We noticed you didn’t enter student X into the database'” of students with COVID-19, Geithman said district officials were told.\u003c/p>\n\u003cp>The district immediately contacted the families of students who were exposed and told them to report to the school for rapid testing the next morning.\u003c/p>\n\u003cp>A total of eight students tested positive: the original student, their sibling, three classmates with suspected school-based transmissions and three students with suspected household transmissions. None of the students experienced serious illness or had to be hospitalized.\u003c/p>\n\u003cp>About 75 students were exposed to the virus from the eight cases, the superintendent said. No staff members tested positive.\u003c/p>\n\u003cp>Schools have an indoor mask mandate.\u003c/p>\n\u003cp>“Had those children been unmasked, we would have seen a lot more transmission,” Willis said. “We depend on one another to prevent spread and this is kind of a stark and unfortunate lesson in what happens when we don’t follow the protocols.”\u003c/p>\n\u003cp>Geithman said he did not know whether the original student and their sibling had received any doses of the vaccine. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district reopened for in-person instruction in October 2020 and this is its first case of classroom-based transmission, Geithman said.\u003c/p>\n\u003cp>“This one family, as troubling as it's been, this is not the norm,\" he said.\u003c/p>\n\u003cp>It's also an example of their reporting system working, Geithman said. When discrepancies were found between the public health system and the school district, the government acted to evaluate what happened.\u003c/p>\n\u003cp>\"We have a number of checks and balances,\" Geithman said, \"and so it was these checks and balances that caught this unfortunate situation.\"\u003c/p>\n\u003cp>In May there was an outbreak at Our Lady of Loretto School, a private parochial elementary school also in Marin County, linked to an unvaccinated teacher. The teacher would unmask while reading aloud to students — despite an indoor mask mandate — and worked at the school despite a cough, fever and headache until testing positive later.\u003c/p>\n\u003cp>Altogether 26 other people — including students and their parents — were infected. A report by the Centers for Disease Control and Prevention, released in August, \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7035e2.htm?s_cid=mm7035e2_w\">identified the virus in that outbreak as the delta variant\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The Associated Press and KQED's Sara Hossaini contributed to this report. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Oakland’s Impending Student Vaccine Mandate Could Strain District’s Distance Learning Program | KQED",
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"content": "\u003cp>Oakland’s Sojourner Truth Independent Study distance learning program is expecting a large, new wave of enrollments \u003ca class=\"c-link\" href=\"https://www.ousd.org/Page/21114\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.ousd.org/Page/21114\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">after Jan. 31\u003c/a>.\u003c/p>\n\u003cp>That’s when Oakland Unified School District students age 12 and over who aren’t fully vaccinated or haven’t received exemptions will have to transfer to the program — or get on the waitlist — or unenroll from the district altogether.\u003c/p>\n\u003cp>But questions remain about whether the program, which serves K-12 students, is prepared to handle the influx.\u003c/p>\n\u003cp>“If it does happen that there’s some flood of students who are unvaccinated, we could take a few more, but I don’t see how they could expand the program forever,” said Mark Airgood, a middle school math and science teacher at Sojourner Truth. “They would have to come up with plan B.”\u003c/p>\n\u003cp>About 60% of students 12 and over are at least partially vaccinated, according to district data. Oakland school board director Mike Hutchinson, who opposed the vaccine mandate, said despite ongoing outreach efforts, that rate isn’t rising fast enough, and stark disparities among neighborhoods remain.\u003c/p>\n\u003cfigure id=\"attachment_11897994\" class=\"wp-caption aligncenter\" style=\"max-width: 1100px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Main-1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11897994 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Main-1.png\" alt=\"A map and a chart showing vaccination rates in among students 12 and older in Oakland.\" width=\"1100\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1.png 1100w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1-800x582.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1-1020x742.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1-160x116.png 160w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">District student vaccine data as of Dec. 3, 2021.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m very worried about what it’s going to look like in a month,” he said. “This is going to have a huge impact in some areas of Oakland and not in others and we’re not prepared.”[pullquote size=\"medium\" align=\"right\" citation=\"Gary Middleton, executive director of alternative education for OUSD\"]‘If we’re not prepared, we’re going to experience some of the aches and pains that we did previously.’[/pullquote]In a presentation to the school board this week, Gary Middleton, the district’s executive director of alternative education, said Sojourner Truth will need to hire more teachers to meet increased demand.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\" target=\"_blank\" rel=\"noopener noreferrer\">The program got off to a rough start this school year\u003c/a>, when more than a thousand students enrolled, far exceeding district expectations, amid the spread of the delta variant. There weren’t nearly enough teachers — and students, parents and staff complained about a lack of communication and disorganization. The district \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5209943&GUID=88E18BE8-61BE-4137-8A73-D8E6D64D6487\" target=\"_blank\" rel=\"noopener noreferrer\">spent more than $5.2 million\u003c/a> in federal COVID relief funds to expand the program.\u003c/p>\n\u003cp>“We just don’t want to repeat that cycle,” Middleton told the board. “If we’re not prepared, we’re going to experience some of the aches and pains that we did previously.”\u003c/p>\n\u003cp>He said he hopes to have a new assistant principal in place by spring semester. “I just really want to be clear,” he said. “What we hear on the ground is that there may be a huge increase due to the vaccine mandate.”\u003c/p>\n\u003cp>Middleton’s team is surveying Sojourner Truth families to inform enrollment projections. So far, only about a quarter of families have responded, but 90% of those said they plan to stay put for the spring semester. Far fewer, 54%, said they’ll be sticking with the program next fall.\u003c/p>\n\u003cp>Still, Chief Academic Officer Sondra Aguilera told the board that 4,500 students had not yet submitted proof of vaccination. So far only 29 have told the district they want to transfer to Sojourner Truth. But that possibly leaves thousands of students in the district without placement.\u003c/p>\n\u003cp>Aguilera said her team was looking into other ways to accommodate students.\u003c/p>\n\u003cp>“We will likely need to identify additional sites so that we’re not only impacting Sojourner Truth,” she said.\u003c/p>\n\u003cp>In the meantime, students who are waitlisted for the program will be allowed to attend school in person — unvaccinated — until they can enroll.\u003c/p>\n\u003cp>Despite the rocky start to the year, 17-year-old senior Aniyah Story said the school is largely working out for her. Story opted to stay online this year as a way to simplify her busy life and keep her pregnant mom safe. She has a job at a restaurant and volunteers on the Oakland Youth Advisory Commission, a group that advises the mayor and city council.[aside postID=\"mindshift_58749,news_11887707,news_11896682\" label=\"Related Posts\"]\u003c/p>\n\u003cp>“It’s just a really heavy workload outside of school,” she said. “I felt like by coming into Sojourner Truth, I’d be able to be in more control and set my own pace.”\u003c/p>\n\u003cp>Her family also moved to the Central Valley during the pandemic, making the logistics of finishing at Oakland High School complicated.\u003c/p>\n\u003cp>In some ways, Story is thriving. She’s found she learns better by reading, rather than trying to absorb information from teachers’ lectures.\u003c/p>\n\u003cp>“I actually am learning a lot about myself,” she said. “The teachers I have this year, they’ve been really amazing. I can tell they’re working hard to just make it the best that they can.”\u003c/p>\n\u003cp>Sixteen-year-old Rochelle Berdan is also doing well academically, but unlike Story, she’s struggling with the program’s approach to remote learning.\u003c/p>\n\u003cp>“My grades look great, but I still feel super lonely in this school,” she said. “I just don’t feel connected to any single teacher at all.”\u003c/p>\n\u003cp>The differences in their experiences reflect the tension between the program’s independent study roots and new requirements put in place this year by state lawmakers.\u003c/p>\n\u003cp>Last year, legislators allowed schools to run distance learning as an emergency alternative during the pandemic. Ahead of this school year, \u003ca href=\"https://edsource.org/2021/california-directs-districts-to-offer-remote-independent-study-this-fall/657578\" target=\"_blank\" rel=\"noopener noreferrer\">they limited distance learning to independent study\u003c/a> in an effort to ensure districts fully reopened schools.\u003c/p>\n\u003cp>Traditionally, independent study offered an individualized alternative to classroom learning. With the pandemic dragging on, the programs have had to serve more students than ever while meeting more stringent curriculum and class time requirements newly imposed by the state Legislature.\u003c/p>\n\u003cp>Before COVID, the Sojourner Truth Independent Study program enrolled about 200 students, and fewer than 20 were elementary school age, according to the school’s principal, Willie Thompson. It’s now serving 1,019 students, including 450 TK through fifth graders.\u003c/p>\n\u003cp>As Sojourner Truth brought in new teachers to meet the demand, it has led to a mixture of teaching styles. According to students and teachers, some instructors expect students to work largely on their own, in a more traditional independent study approach, while others give lectures and lessons that mirror the kind of distance learning students experienced last year.\u003c/p>\n\u003cp>For Berdan and Story, this means taking some classes through an online learning platform called Apex Learning with limited teacher interaction.\u003c/p>\n\u003cp>“I just log in to Zoom and I’ll do my work,” Story said. “I don’t have to work with the teacher.”\u003c/p>\n\u003cp>Meanwhile, other classes “are like the traditional format where the teacher will do a lecture and we’ll do classwork,” she said.\u003c/p>\n\u003cp>Story was hoping for more independence.\u003c/p>\n\u003cp>“I thought I was going to be able to set my own schedule, finish classes at my own pace and have more time of my day to work and do all my volunteering,” she said.\u003c/p>\n\u003cp>When school started, she learned the law had changed and she’d be required to attend Zoom classes regularly. On her longest days, Story is on Zoom from 8:30 a.m. to 2:30 p.m., with breaks between classes.\u003c/p>\n\u003cp>“It’s almost as if they just took the traditional in-person school format and moved it online,” she said.\u003c/p>\n\u003cp>While Story misses the freedom of a true independent study program, Berdan wants more interaction with teachers, not less. She longs for the kind of distance learning she’d come to expect from her Oakland High teachers.\u003c/p>\n\u003cp>“I think you can make some room to be doing independent work, but also make time to build relationships with your students and help your students build relationships with one another,” she said.\u003c/p>\n\u003cp>Both Berdan and Story say they could use more social time with schoolmates. The two described classes almost entirely devoid of peer interaction. Even for students like Story, who mostly like the program, the isolation is difficult to cope with.\u003c/p>\n\u003cp>“I’m in my room all day doing schoolwork by myself,” Story said. “On Zoom, in class, I have students there, but it’s usually just a black screen with the name across it. I don’t really know any of the students personally. I’ve never met them before. Most of them, I don’t even know what they look like.”\u003c/p>\n\u003cp>For teacher Airgood, things are going better than expected given how the year began. He was told what he’d be teaching on the second day of school, when, despite his 20 years of experience teaching special education, he was assigned to middle school math and science. He’s now teaching eight classes per week.\u003c/p>\n\u003cp>Airgood has seen students slowly get more comfortable speaking in class, or participating via chat, and he’s impressed with the interactive teaching materials available online.\u003c/p>\n\u003cp>“It’s actually been quite fun,” said Airgood, who adds that he’s averaged just under 30 students in class, with four kids unaccounted for since the start of the school year.\u003c/p>\n\u003cp>Poor attendance is one reason Tamia Green’s 12-year-old daughter, who’s in seventh grade, is struggling in the program. Green is critical of school staff for not alerting her that her daughter had been missing class sooner. “I had no idea,” she said.\u003c/p>\n\u003cp>Sending her daughter back to school in person is not an option, Green said, in part because she doesn’t want her vaccinated. “I know a lot of people who got the vaccine and still got COVID,” Green said. “So why would I get something that’s not going to protect me?”\u003c/p>\n\u003cp>Both Story and Berdan are vaccinated, but they plan to stay in the program. Berdan often questions that decision and thinks about transferring back to Oakland High School. But neither she nor her parents feel it’s safe to return in person just yet.\u003c/p>\n\u003cp>“I don’t want to take that chance, especially for my family,” she said. “What’s sad about it is I feel like I’m sacrificing in order to be safe.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "As of Friday, about 4,500 Oakland Unified students had not yet submitted proof of COVID-19 vaccination. They have until Jan. 31 to try to enroll in the district's independent learning program — which has a current capacity of just over 1,000 students — or be disenrolled from the district.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland’s Sojourner Truth Independent Study distance learning program is expecting a large, new wave of enrollments \u003ca class=\"c-link\" href=\"https://www.ousd.org/Page/21114\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.ousd.org/Page/21114\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">after Jan. 31\u003c/a>.\u003c/p>\n\u003cp>That’s when Oakland Unified School District students age 12 and over who aren’t fully vaccinated or haven’t received exemptions will have to transfer to the program — or get on the waitlist — or unenroll from the district altogether.\u003c/p>\n\u003cp>But questions remain about whether the program, which serves K-12 students, is prepared to handle the influx.\u003c/p>\n\u003cp>“If it does happen that there’s some flood of students who are unvaccinated, we could take a few more, but I don’t see how they could expand the program forever,” said Mark Airgood, a middle school math and science teacher at Sojourner Truth. “They would have to come up with plan B.”\u003c/p>\n\u003cp>About 60% of students 12 and over are at least partially vaccinated, according to district data. Oakland school board director Mike Hutchinson, who opposed the vaccine mandate, said despite ongoing outreach efforts, that rate isn’t rising fast enough, and stark disparities among neighborhoods remain.\u003c/p>\n\u003cfigure id=\"attachment_11897994\" class=\"wp-caption aligncenter\" style=\"max-width: 1100px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Main-1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11897994 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Main-1.png\" alt=\"A map and a chart showing vaccination rates in among students 12 and older in Oakland.\" width=\"1100\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1.png 1100w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1-800x582.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1-1020x742.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Main-1-160x116.png 160w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">District student vaccine data as of Dec. 3, 2021.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m very worried about what it’s going to look like in a month,” he said. “This is going to have a huge impact in some areas of Oakland and not in others and we’re not prepared.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In a presentation to the school board this week, Gary Middleton, the district’s executive director of alternative education, said Sojourner Truth will need to hire more teachers to meet increased demand.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\" target=\"_blank\" rel=\"noopener noreferrer\">The program got off to a rough start this school year\u003c/a>, when more than a thousand students enrolled, far exceeding district expectations, amid the spread of the delta variant. There weren’t nearly enough teachers — and students, parents and staff complained about a lack of communication and disorganization. The district \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5209943&GUID=88E18BE8-61BE-4137-8A73-D8E6D64D6487\" target=\"_blank\" rel=\"noopener noreferrer\">spent more than $5.2 million\u003c/a> in federal COVID relief funds to expand the program.\u003c/p>\n\u003cp>“We just don’t want to repeat that cycle,” Middleton told the board. “If we’re not prepared, we’re going to experience some of the aches and pains that we did previously.”\u003c/p>\n\u003cp>He said he hopes to have a new assistant principal in place by spring semester. “I just really want to be clear,” he said. “What we hear on the ground is that there may be a huge increase due to the vaccine mandate.”\u003c/p>\n\u003cp>Middleton’s team is surveying Sojourner Truth families to inform enrollment projections. So far, only about a quarter of families have responded, but 90% of those said they plan to stay put for the spring semester. Far fewer, 54%, said they’ll be sticking with the program next fall.\u003c/p>\n\u003cp>Still, Chief Academic Officer Sondra Aguilera told the board that 4,500 students had not yet submitted proof of vaccination. So far only 29 have told the district they want to transfer to Sojourner Truth. But that possibly leaves thousands of students in the district without placement.\u003c/p>\n\u003cp>Aguilera said her team was looking into other ways to accommodate students.\u003c/p>\n\u003cp>“We will likely need to identify additional sites so that we’re not only impacting Sojourner Truth,” she said.\u003c/p>\n\u003cp>In the meantime, students who are waitlisted for the program will be allowed to attend school in person — unvaccinated — until they can enroll.\u003c/p>\n\u003cp>Despite the rocky start to the year, 17-year-old senior Aniyah Story said the school is largely working out for her. Story opted to stay online this year as a way to simplify her busy life and keep her pregnant mom safe. She has a job at a restaurant and volunteers on the Oakland Youth Advisory Commission, a group that advises the mayor and city council.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s just a really heavy workload outside of school,” she said. “I felt like by coming into Sojourner Truth, I’d be able to be in more control and set my own pace.”\u003c/p>\n\u003cp>Her family also moved to the Central Valley during the pandemic, making the logistics of finishing at Oakland High School complicated.\u003c/p>\n\u003cp>In some ways, Story is thriving. She’s found she learns better by reading, rather than trying to absorb information from teachers’ lectures.\u003c/p>\n\u003cp>“I actually am learning a lot about myself,” she said. “The teachers I have this year, they’ve been really amazing. I can tell they’re working hard to just make it the best that they can.”\u003c/p>\n\u003cp>Sixteen-year-old Rochelle Berdan is also doing well academically, but unlike Story, she’s struggling with the program’s approach to remote learning.\u003c/p>\n\u003cp>“My grades look great, but I still feel super lonely in this school,” she said. “I just don’t feel connected to any single teacher at all.”\u003c/p>\n\u003cp>The differences in their experiences reflect the tension between the program’s independent study roots and new requirements put in place this year by state lawmakers.\u003c/p>\n\u003cp>Last year, legislators allowed schools to run distance learning as an emergency alternative during the pandemic. Ahead of this school year, \u003ca href=\"https://edsource.org/2021/california-directs-districts-to-offer-remote-independent-study-this-fall/657578\" target=\"_blank\" rel=\"noopener noreferrer\">they limited distance learning to independent study\u003c/a> in an effort to ensure districts fully reopened schools.\u003c/p>\n\u003cp>Traditionally, independent study offered an individualized alternative to classroom learning. With the pandemic dragging on, the programs have had to serve more students than ever while meeting more stringent curriculum and class time requirements newly imposed by the state Legislature.\u003c/p>\n\u003cp>Before COVID, the Sojourner Truth Independent Study program enrolled about 200 students, and fewer than 20 were elementary school age, according to the school’s principal, Willie Thompson. It’s now serving 1,019 students, including 450 TK through fifth graders.\u003c/p>\n\u003cp>As Sojourner Truth brought in new teachers to meet the demand, it has led to a mixture of teaching styles. According to students and teachers, some instructors expect students to work largely on their own, in a more traditional independent study approach, while others give lectures and lessons that mirror the kind of distance learning students experienced last year.\u003c/p>\n\u003cp>For Berdan and Story, this means taking some classes through an online learning platform called Apex Learning with limited teacher interaction.\u003c/p>\n\u003cp>“I just log in to Zoom and I’ll do my work,” Story said. “I don’t have to work with the teacher.”\u003c/p>\n\u003cp>Meanwhile, other classes “are like the traditional format where the teacher will do a lecture and we’ll do classwork,” she said.\u003c/p>\n\u003cp>Story was hoping for more independence.\u003c/p>\n\u003cp>“I thought I was going to be able to set my own schedule, finish classes at my own pace and have more time of my day to work and do all my volunteering,” she said.\u003c/p>\n\u003cp>When school started, she learned the law had changed and she’d be required to attend Zoom classes regularly. On her longest days, Story is on Zoom from 8:30 a.m. to 2:30 p.m., with breaks between classes.\u003c/p>\n\u003cp>“It’s almost as if they just took the traditional in-person school format and moved it online,” she said.\u003c/p>\n\u003cp>While Story misses the freedom of a true independent study program, Berdan wants more interaction with teachers, not less. She longs for the kind of distance learning she’d come to expect from her Oakland High teachers.\u003c/p>\n\u003cp>“I think you can make some room to be doing independent work, but also make time to build relationships with your students and help your students build relationships with one another,” she said.\u003c/p>\n\u003cp>Both Berdan and Story say they could use more social time with schoolmates. The two described classes almost entirely devoid of peer interaction. Even for students like Story, who mostly like the program, the isolation is difficult to cope with.\u003c/p>\n\u003cp>“I’m in my room all day doing schoolwork by myself,” Story said. “On Zoom, in class, I have students there, but it’s usually just a black screen with the name across it. I don’t really know any of the students personally. I’ve never met them before. Most of them, I don’t even know what they look like.”\u003c/p>\n\u003cp>For teacher Airgood, things are going better than expected given how the year began. He was told what he’d be teaching on the second day of school, when, despite his 20 years of experience teaching special education, he was assigned to middle school math and science. He’s now teaching eight classes per week.\u003c/p>\n\u003cp>Airgood has seen students slowly get more comfortable speaking in class, or participating via chat, and he’s impressed with the interactive teaching materials available online.\u003c/p>\n\u003cp>“It’s actually been quite fun,” said Airgood, who adds that he’s averaged just under 30 students in class, with four kids unaccounted for since the start of the school year.\u003c/p>\n\u003cp>Poor attendance is one reason Tamia Green’s 12-year-old daughter, who’s in seventh grade, is struggling in the program. Green is critical of school staff for not alerting her that her daughter had been missing class sooner. “I had no idea,” she said.\u003c/p>\n\u003cp>Sending her daughter back to school in person is not an option, Green said, in part because she doesn’t want her vaccinated. “I know a lot of people who got the vaccine and still got COVID,” Green said. “So why would I get something that’s not going to protect me?”\u003c/p>\n\u003cp>Both Story and Berdan are vaccinated, but they plan to stay in the program. Berdan often questions that decision and thinks about transferring back to Oakland High School. But neither she nor her parents feel it’s safe to return in person just yet.\u003c/p>\n\u003cp>“I don’t want to take that chance, especially for my family,” she said. “What’s sad about it is I feel like I’m sacrificing in order to be safe.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Thousands of students at California State University may lose out on affordable housing because the Cal State system misread the fine print of a new state student housing program.\u003c/p>\n\u003cp>The error — uncovered by CalMatters and acknowledged by Cal State officials — is straightforward but costly. In filling out paperwork required to get its portion of the \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">$2 billion Gov. Gavin Newsom set aside for student housing\u003c/a>, Cal State incorrectly assumed that it could use that money — and only that money — to build dorms and apartments for lower-income students.\u003c/p>\n\u003cp>In reality, state rules allow Cal State to combine this limited pot of state money with outside funds, such as dollars from bonds the university regularly issues. Using a mix of funds allows a campus to either build larger structures to include more beds or combine projects to house more students.\u003c/p>\n\u003cp>The consequence for Cal State’s blunder: Unless state lawmakers intervene, as many as 3,000 students will be deprived of affordable housing.\u003c/p>\n\u003cp>CalMatters discovered the discrepancy by reviewing building applications, official correspondence and other documents related to the three-year, $2 billion Higher Education Student Housing Grant Program that the Legislature approved in this year’s state budget. Over that three-year period, Cal State is slated to receive $600 million from the grant program to build housing at low rents for students.[pullquote size=\"medium\" align=\"right\" citation=\"Assemblymember Phil Ting\"]‘If CSU erroneously submitted their application based on a bureaucratic misunderstanding, we should give them every opportunity to correct it.’[/pullquote]\u003c/p>\n\u003cp>The error comes after a Cal State vice chancellor implored the state to change the rules to accommodate more flexible spending.\u003c/p>\n\u003cp>The state housing program is seen as one way to defray much of the costs of college attendance. More than half of Cal State and UC students from California don’t pay for tuition, but campus rent can tack on as much as $11,000 a year for Cal State students, though federal grants can help cover those expenses.\u003c/p>\n\u003cp>Arguably hundreds of thousands of California university and \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">community college students struggle to afford a stable place to live\u003c/a>. University housing is typically cheaper than off-campus housing in the surrounding communities.\u003c/p>\n\u003ch3 id=\"h-fixing-cal-state-s-snafu-may-be-difficult\">Fixing Cal State’s snafu may be difficult\u003c/h3>\n\u003cp>The Cal State paperwork snafu directly affects the initial $150 million portion of funds carved out for the university system in this year’s state budget. Applications for using the funds were due by Oct. 31. Because the deadline came and went, a do-over for Cal State is tricky, said Rebecca Kirk, a project manager at the Department of Finance, an agency of Gov. Gavin Newsom’s administration that is overseeing management of the student housing grant money.\u003c/p>\n\u003cp>“Because that initial filing round had an established deadline of October 31, that was kind of the cutoff on the initial rounds,” she said in an interview. Fixing the error would be “a pretty significant potential change” to the proposals, Kirk said.\u003c/p>\n\u003cp>The department has until March 1 of next year to submit to the Legislature a list of recommended housing projects the state should fund. From there, lawmakers and the governor will ultimately decide what gets funded in either the state’s budget process or a standalone bill.\u003c/p>\n\u003cp>It’s unclear whether lawmakers could allow Cal State to come up with new construction plans to make better use of the money. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB169\">The law governing these funds\u003c/a> is silent on whether lawmakers can deviate from what campuses initially proposed in their applications.\u003c/p>\n\u003cp>“If CSU erroneously submitted their application based on a bureaucratic misunderstanding, we should give them every opportunity to correct it,” said Assemblymember Phil Ting, a Democrat from San Francisco who is chair of the Assembly’s budget committee, one of the two committees that will receive the Department of Finance’s recommendations. “Student housing is too important of an issue to let bureaucracy stand in the way.”\u003c/p>\n\u003cp>The speed at which the decisions have to be made is intentional: The law prioritizes affordable student housing projects that can start construction by the end of 2022.\u003c/p>\n\u003cp>The Cal State system owned up to its error when asked by CalMatters. The university “misinterpreted” \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Higher-Education-Student-Housing-Grant-Program-FAQs.pdf\">the guidance that the Department of Finance gave campuses\u003c/a> as “intending for the program to fund the student housing grant project in its entirety,” Vi San Juan, Cal State’s vice chancellor in charge of construction, wrote in a statement. The Department of Finance’s guidance, shared with the state’s public higher education systems Oct. 7, said that “proposals that include funding contributions from other sources will be considered.”\u003c/p>\n\u003cp>Kirk said the system could revise its remaining proposals that aren’t funded in the first year of the program in the funding rounds for 2022 and 2023.\u003c/p>\n\u003ch3 id=\"h-mixing-state-and-outside-funds-can-mean-more-student-housing\">Mixing state and outside funds can mean more student housing\u003c/h3>\n\u003cp>The potentially massive setback for students comes as a result of a misunderstanding of the rules by the Cal State system that has persisted for weeks. On Nov. 8, Robert Eaton, the Cal State vice chancellor who oversees financing, \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=7177.313904\">mistakenly told lawmakers in a public hearing that the student housing grant program’s funds cannot be combined with other money\u003c/a>. He then urged lawmakers to change the program’s rules to allow for that.\u003c/p>\n\u003cp>Doing so “would spread the grant dollars over a larger number of projects, thereby potentially providing affordability benefits to an even greater number of students,” Eaton said. The Cal State system can easily borrow money through its existing construction bond program. Eaton said that already about a third of Cal State’s $8.8 billion construction bond debt is for financing student housing.\u003c/p>\n\u003cp>Experts say now’s an especially ripe time to plan for housing construction because borrowing rates are so low. The savings from near-zero interest plus state housing dollars drive down the cost of construction, which leads to student savings because campuses can charge less for housing.\u003c/p>\n\u003cp>Jack McGrory, a Cal State trustee, said in an interview that if the system were allowed to use a mix of funds, it could build 5,000 to 6,000 beds rather than the roughly 3,300 it proposed. McGrory, a building developer in San Diego, spoke with CalMatters before it became clear that the flexibility Cal State sought was already built into the state student housing program.\u003c/p>\n\u003cp>It’s a tactic the University of California knew to pursue in its state student housing applications. UCLA, for example, wants to use $35 million in state grant money and $29 million of its own \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCLA-SB169-Suppl-App.pdf\">to build 179 doubles with private bathrooms\u003c/a>. Because of the new housing grant’s affordability rules, rents per student will be $600 a month when the project is completed in 2025 — about a third of what UCLA typically charges for such accommodations, the UC application said.\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCB-SB169-Suppl-App.pdf\">UC Berkeley plans to use $100 million in state housing money\u003c/a> in conjunction with about $200 million in UC bond money to bring down the rents students will eventually pay. Mixing the two pots of funds would allow the campus to add 300 additional beds at rents of $1,100 — about a third less than what other campus students pay.\u003c/p>\n\u003cp>The community college system, California’s largest public university system, does not typically build student housing.\u003c/p>\n\u003ch3 id=\"h-a-history-of-housing-shortages\">A history of housing shortages\u003c/h3>\n\u003cp>California’s foray into financing student housing is new. Previously, lawmakers approved some money for campuses to cover short-term rent or hotel fees for students experiencing homelessness.\u003c/p>\n\u003cp>Lawmakers’ growing interest in student housing is a reflection of their bid to have the UC and Cal State enroll more California students. The state plans to \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">up enrollment by 15,000 students at the two systems next year\u003c/a> — and more students means more pressure to house them.\u003c/p>\n\u003cp>Hundreds of \u003ca href=\"https://calmatters.org/education/higher-education/college-beat-higher-education/2021/11/uc-housing-crisis-students-hotels/\">UC students have resorted to living in hotels\u003c/a> because campuses have no space for them and nearby apartments off-campus are either too expensive or unavailable. Eight UC campuses this fall had \u003ca href=\"https://abgt.assembly.ca.gov/sites/abgt.assembly.ca.gov/files/Nov%208%20LAO%20Student%20Housing%20Handout.pdf\">7,500 students on housing wait lists\u003c/a>. The Cal State system reported 8,700 students wait-listed for housing.\u003c/p>\n\u003cp>Two UC campuses — at Davis and Santa Cruz — are locked into legally binding deals with their local governments to expand enrollment only if they can add an equal amount of new beds. Legal disputes such as these have led to \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=10149.975537\">housing construction delays at UC Santa Cruz\u003c/a> and an \u003ca href=\"https://www.berkeleyside.org/2021/08/24/judge-freezes-uc-berkeleys-student-enrollment-at-2020-21-levels\">outright ban on expanding enrollment at UC Berkeley\u003c/a>.\u003c/p>\n\u003cp>The housing squeeze exists despite the fact that Cal State and UC combined have built enough new housing for some 36,000 students since 2015 and plan to add another 21,000 slots in the near future.\u003c/p>\n\u003ch3 id=\"h-another-student-housing-solution\">Another student housing solution\u003c/h3>\n\u003cp>At the same November hearing where Cal State’s Robert Eaton incorrectly interpreted housing financing rules, the UC told lawmakers that it would benefit from a program in which the state gives the university system interest-free loans to build housing as another way to expand the affordable student housing stock. An influential lawmaker in higher education, Sacramento Democratic Assemblymember Kevin McCarty, proposed such a bill this year but it was heavily revised and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVersionsCompareClient.xhtml?bill_id=202120220AB1377&cversion=20210AB137798AMD\">excluded the loan aspect when it finally passed\u003c/a>.\u003c/p>\n\u003cp>UC San Diego Chancellor Pradeep K. Khosla said his campus would benefit from added state investment because it’s coming close to maxing out the amount of money it can borrow from the bond market. UC San Diego wants to build enough student housing to offer a four-year housing guarantee to all undergraduates with rents that are at least 20% below market rate. The campus has been in a construction frenzy to get there: Khosla said the campus has built 6,000 new beds since 2013 and plans another 10,000 by 2030. A “revolving loan” from the state at 0% interest would lead to enough savings for UC San Diego to reduce campus rents to 38% below market rate for the campus’s lowest-income students, Khosla said.\u003c/p>\n\u003cp>But other campuses are running out of land to build more housing. That may mean tearing down existing buildings to build taller ones. It’s another scenario in which the state’s increasing footprint in campus housing may play a key role.\u003c/p>\n\u003cp>And with \u003ca href=\"https://lao.ca.gov/Publications/Report/4472\">another year of record-high tax revenue appearing likely next year\u003c/a>, the state’s lawmakers will have a lot of options to fund a new batch of big projects.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of students at California State University may lose out on affordable housing because the Cal State system misread the fine print of a new state student housing program.\u003c/p>\n\u003cp>The error — uncovered by CalMatters and acknowledged by Cal State officials — is straightforward but costly. In filling out paperwork required to get its portion of the \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">$2 billion Gov. Gavin Newsom set aside for student housing\u003c/a>, Cal State incorrectly assumed that it could use that money — and only that money — to build dorms and apartments for lower-income students.\u003c/p>\n\u003cp>In reality, state rules allow Cal State to combine this limited pot of state money with outside funds, such as dollars from bonds the university regularly issues. Using a mix of funds allows a campus to either build larger structures to include more beds or combine projects to house more students.\u003c/p>\n\u003cp>The consequence for Cal State’s blunder: Unless state lawmakers intervene, as many as 3,000 students will be deprived of affordable housing.\u003c/p>\n\u003cp>CalMatters discovered the discrepancy by reviewing building applications, official correspondence and other documents related to the three-year, $2 billion Higher Education Student Housing Grant Program that the Legislature approved in this year’s state budget. Over that three-year period, Cal State is slated to receive $600 million from the grant program to build housing at low rents for students.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The error comes after a Cal State vice chancellor implored the state to change the rules to accommodate more flexible spending.\u003c/p>\n\u003cp>The state housing program is seen as one way to defray much of the costs of college attendance. More than half of Cal State and UC students from California don’t pay for tuition, but campus rent can tack on as much as $11,000 a year for Cal State students, though federal grants can help cover those expenses.\u003c/p>\n\u003cp>Arguably hundreds of thousands of California university and \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">community college students struggle to afford a stable place to live\u003c/a>. University housing is typically cheaper than off-campus housing in the surrounding communities.\u003c/p>\n\u003ch3 id=\"h-fixing-cal-state-s-snafu-may-be-difficult\">Fixing Cal State’s snafu may be difficult\u003c/h3>\n\u003cp>The Cal State paperwork snafu directly affects the initial $150 million portion of funds carved out for the university system in this year’s state budget. Applications for using the funds were due by Oct. 31. Because the deadline came and went, a do-over for Cal State is tricky, said Rebecca Kirk, a project manager at the Department of Finance, an agency of Gov. Gavin Newsom’s administration that is overseeing management of the student housing grant money.\u003c/p>\n\u003cp>“Because that initial filing round had an established deadline of October 31, that was kind of the cutoff on the initial rounds,” she said in an interview. Fixing the error would be “a pretty significant potential change” to the proposals, Kirk said.\u003c/p>\n\u003cp>The department has until March 1 of next year to submit to the Legislature a list of recommended housing projects the state should fund. From there, lawmakers and the governor will ultimately decide what gets funded in either the state’s budget process or a standalone bill.\u003c/p>\n\u003cp>It’s unclear whether lawmakers could allow Cal State to come up with new construction plans to make better use of the money. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB169\">The law governing these funds\u003c/a> is silent on whether lawmakers can deviate from what campuses initially proposed in their applications.\u003c/p>\n\u003cp>“If CSU erroneously submitted their application based on a bureaucratic misunderstanding, we should give them every opportunity to correct it,” said Assemblymember Phil Ting, a Democrat from San Francisco who is chair of the Assembly’s budget committee, one of the two committees that will receive the Department of Finance’s recommendations. “Student housing is too important of an issue to let bureaucracy stand in the way.”\u003c/p>\n\u003cp>The speed at which the decisions have to be made is intentional: The law prioritizes affordable student housing projects that can start construction by the end of 2022.\u003c/p>\n\u003cp>The Cal State system owned up to its error when asked by CalMatters. The university “misinterpreted” \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Higher-Education-Student-Housing-Grant-Program-FAQs.pdf\">the guidance that the Department of Finance gave campuses\u003c/a> as “intending for the program to fund the student housing grant project in its entirety,” Vi San Juan, Cal State’s vice chancellor in charge of construction, wrote in a statement. The Department of Finance’s guidance, shared with the state’s public higher education systems Oct. 7, said that “proposals that include funding contributions from other sources will be considered.”\u003c/p>\n\u003cp>Kirk said the system could revise its remaining proposals that aren’t funded in the first year of the program in the funding rounds for 2022 and 2023.\u003c/p>\n\u003ch3 id=\"h-mixing-state-and-outside-funds-can-mean-more-student-housing\">Mixing state and outside funds can mean more student housing\u003c/h3>\n\u003cp>The potentially massive setback for students comes as a result of a misunderstanding of the rules by the Cal State system that has persisted for weeks. On Nov. 8, Robert Eaton, the Cal State vice chancellor who oversees financing, \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=7177.313904\">mistakenly told lawmakers in a public hearing that the student housing grant program’s funds cannot be combined with other money\u003c/a>. He then urged lawmakers to change the program’s rules to allow for that.\u003c/p>\n\u003cp>Doing so “would spread the grant dollars over a larger number of projects, thereby potentially providing affordability benefits to an even greater number of students,” Eaton said. The Cal State system can easily borrow money through its existing construction bond program. Eaton said that already about a third of Cal State’s $8.8 billion construction bond debt is for financing student housing.\u003c/p>\n\u003cp>Experts say now’s an especially ripe time to plan for housing construction because borrowing rates are so low. The savings from near-zero interest plus state housing dollars drive down the cost of construction, which leads to student savings because campuses can charge less for housing.\u003c/p>\n\u003cp>Jack McGrory, a Cal State trustee, said in an interview that if the system were allowed to use a mix of funds, it could build 5,000 to 6,000 beds rather than the roughly 3,300 it proposed. McGrory, a building developer in San Diego, spoke with CalMatters before it became clear that the flexibility Cal State sought was already built into the state student housing program.\u003c/p>\n\u003cp>It’s a tactic the University of California knew to pursue in its state student housing applications. UCLA, for example, wants to use $35 million in state grant money and $29 million of its own \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCLA-SB169-Suppl-App.pdf\">to build 179 doubles with private bathrooms\u003c/a>. Because of the new housing grant’s affordability rules, rents per student will be $600 a month when the project is completed in 2025 — about a third of what UCLA typically charges for such accommodations, the UC application said.\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCB-SB169-Suppl-App.pdf\">UC Berkeley plans to use $100 million in state housing money\u003c/a> in conjunction with about $200 million in UC bond money to bring down the rents students will eventually pay. Mixing the two pots of funds would allow the campus to add 300 additional beds at rents of $1,100 — about a third less than what other campus students pay.\u003c/p>\n\u003cp>The community college system, California’s largest public university system, does not typically build student housing.\u003c/p>\n\u003ch3 id=\"h-a-history-of-housing-shortages\">A history of housing shortages\u003c/h3>\n\u003cp>California’s foray into financing student housing is new. Previously, lawmakers approved some money for campuses to cover short-term rent or hotel fees for students experiencing homelessness.\u003c/p>\n\u003cp>Lawmakers’ growing interest in student housing is a reflection of their bid to have the UC and Cal State enroll more California students. The state plans to \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">up enrollment by 15,000 students at the two systems next year\u003c/a> — and more students means more pressure to house them.\u003c/p>\n\u003cp>Hundreds of \u003ca href=\"https://calmatters.org/education/higher-education/college-beat-higher-education/2021/11/uc-housing-crisis-students-hotels/\">UC students have resorted to living in hotels\u003c/a> because campuses have no space for them and nearby apartments off-campus are either too expensive or unavailable. Eight UC campuses this fall had \u003ca href=\"https://abgt.assembly.ca.gov/sites/abgt.assembly.ca.gov/files/Nov%208%20LAO%20Student%20Housing%20Handout.pdf\">7,500 students on housing wait lists\u003c/a>. The Cal State system reported 8,700 students wait-listed for housing.\u003c/p>\n\u003cp>Two UC campuses — at Davis and Santa Cruz — are locked into legally binding deals with their local governments to expand enrollment only if they can add an equal amount of new beds. Legal disputes such as these have led to \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=10149.975537\">housing construction delays at UC Santa Cruz\u003c/a> and an \u003ca href=\"https://www.berkeleyside.org/2021/08/24/judge-freezes-uc-berkeleys-student-enrollment-at-2020-21-levels\">outright ban on expanding enrollment at UC Berkeley\u003c/a>.\u003c/p>\n\u003cp>The housing squeeze exists despite the fact that Cal State and UC combined have built enough new housing for some 36,000 students since 2015 and plan to add another 21,000 slots in the near future.\u003c/p>\n\u003ch3 id=\"h-another-student-housing-solution\">Another student housing solution\u003c/h3>\n\u003cp>At the same November hearing where Cal State’s Robert Eaton incorrectly interpreted housing financing rules, the UC told lawmakers that it would benefit from a program in which the state gives the university system interest-free loans to build housing as another way to expand the affordable student housing stock. An influential lawmaker in higher education, Sacramento Democratic Assemblymember Kevin McCarty, proposed such a bill this year but it was heavily revised and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVersionsCompareClient.xhtml?bill_id=202120220AB1377&cversion=20210AB137798AMD\">excluded the loan aspect when it finally passed\u003c/a>.\u003c/p>\n\u003cp>UC San Diego Chancellor Pradeep K. Khosla said his campus would benefit from added state investment because it’s coming close to maxing out the amount of money it can borrow from the bond market. UC San Diego wants to build enough student housing to offer a four-year housing guarantee to all undergraduates with rents that are at least 20% below market rate. The campus has been in a construction frenzy to get there: Khosla said the campus has built 6,000 new beds since 2013 and plans another 10,000 by 2030. A “revolving loan” from the state at 0% interest would lead to enough savings for UC San Diego to reduce campus rents to 38% below market rate for the campus’s lowest-income students, Khosla said.\u003c/p>\n\u003cp>But other campuses are running out of land to build more housing. That may mean tearing down existing buildings to build taller ones. It’s another scenario in which the state’s increasing footprint in campus housing may play a key role.\u003c/p>\n\u003cp>And with \u003ca href=\"https://lao.ca.gov/Publications/Report/4472\">another year of record-high tax revenue appearing likely next year\u003c/a>, the state’s lawmakers will have a lot of options to fund a new batch of big projects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "'It's Going to Make It Worse': Parents Wary of SF School Board Recall",
"title": "'It's Going to Make It Worse': Parents Wary of SF School Board Recall",
"headTitle": "KQED News",
"content": "\u003cp>When Anna Mahina was growing up in the Bay Area in the ‘80s, there were few, if any, supports in schools for kids like her.\u003c/p>\n\u003cp>The child of Tongan immigrants, she says teachers assumed she was Latina and placed her in classes for English-language learners, where she struggled to follow lessons delivered half in Spanish.\u003c/p>\n\u003cp>She says her family didn’t know how to demand better.\u003c/p>\n\u003cp>Now Mahina is raising a son in San Francisco. She’s an advocate for the Tongan community, starting the organization \u003ca href=\"https://sf-tru.org/\">San Francisco Tongans Rise Up\u003c/a> and joining the San Francisco Unified School District’s Parent Advisory Council.\u003c/p>\n\u003cp>“We're not going to have our kids go through the same issues that we had to go through,” she says.\u003c/p>\n\u003cp>Since fellow Pacific Islander Faauuga Moliga took a seat on SFUSD's board, she says she’s seen new investments in her community, like the creation of the district’s first \u003ca href=\"https://www.samoanews.com/regional/samoan-dual-language-pre-k-program-launched-ca\">Samoan dual-language immersion program\u003c/a>. But if Moliga, the school board’s vice president, is recalled in February, Mahina worries that progress will slow for students who’ve consistently had some of the worst academic outcomes in the district.\u003c/p>\n\u003cp>“Having someone who looks like you sitting on the board of ed not only is empowering for our students and our families, but also he knows the struggles straight from the heart,” she says.\u003c/p>\n\u003cp>The campaign to recall Moliga, board President Gabriela López and board member Alison Collins has earned national attention, and continues to gain momentum, with Mayor London Breed and state Sen. Scott Wiener recently throwing their weight behind it. But the voices of parents like Mahina, who feel represented for the first time, are often drowned out.\u003c/p>\n\u003cfigure id=\"attachment_11897092\" class=\"wp-caption aligncenter\" style=\"max-width: 1369px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39.jpg\">\u003cimg class=\"size-full wp-image-11897092\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39.jpg\" alt=\"A group of people with signs stand and sit.\" width=\"1369\" height=\"1027\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39.jpg 1369w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39-160x120.jpg 160w\" sizes=\"(max-width: 1369px) 100vw, 1369px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Recall opponents gathered Saturday, Nov. 13, for the launch of the No School Board Recalls campaign. \u003ccite>(https://noschoolboardrecall.org/)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Recall leaders argue the board unnecessarily delayed reopening classrooms while prioritizing — and mismanaging — the renaming of schools and changing the admissions policy at Lowell High School, San Francisco’s elite public school. Central, too, is anger directed at Collins, who was stripped of her leadership position on the board when past Twitter comments were resurfaced by recall proponent and Lowell grad Diane Yap. In response, Collins sued the district for $87 million. A judge dismissed the suit, and Collins dropped her effort.[pullquote size=\"medium\" align=\"right\" citation=\"Leilani Ishaan, a parent in SFUSD\"]'Adults inserted themselves in a place they shouldn't have. The board was good at being guided by the students.'[/pullquote]\u003c/p>\n\u003cp>“We have a school board that talks nonstop about social justice but doesn't do the single most important thing that our school district needed the whole year to help the very kids who are the most disadvantaged and hurt by [keeping classrooms closed],” says Siva Raj, the recall campaign co-lead.\u003c/p>\n\u003cp>Parents like Mahina find that sentiment disingenuous. She says the recall comes at the expense of the district’s most vulnerable and marginalized students.\u003c/p>\n\u003cp>“You see the logic driving these efforts being centered on opportunity structures and pathways for communities of color and for communities experiencing poverty,” Janelle Scott, a UC Berkeley education professor, says of the recall push. “Those voices are often not centered in these efforts that are coming from folks who say they are in fact putting people of color at the center.”\u003c/p>\n\u003cp>Scott notes that communities of color in the city tended to be more skeptical of reopening schools. Throughout the pandemic, \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1393-2.html\">surveys around the country\u003c/a> consistently showed that \u003ca href=\"https://www.axios.com/racial-divide-reopening-schools-coronavirus-a8c98eb3-bb4b-4d5f-a9c1-c2b5297782c2.html\">white families were more likely to want to return in person than families of color\u003c/a>. In San Francisco, district surveys found that \u003ca href=\"https://www.sfusd.edu/announcements/2021-02-03-planning-and-preparing-reopen-school-sites\">white families overwhelmingly wanted to return to classrooms\u003c/a>, while Black and Latino families wanted to return by much more narrow majorities. \u003ca href=\"https://www.kqed.org/news/11885947/survey-most-sf-families-living-in-chinatown-communal-housing-dont-want-their-kids-back-in-school\">Asian families, especially Chinese families, were hesitant.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11897090\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\">\u003cimg class=\"size-full wp-image-11897090\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\" alt='A woman wearing a black mask kneels down next to a small girl wearing a blue mask who is holding a poster that reads \"no to recall!\"' width=\"1200\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-800x640.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-1020x816.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-160x128.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School Board President Gabriela López poses for a photo with a young supporter at the launch event for the No School Board Recalls campaign on Saturday Nov. 13. \u003ccite>(https://noschoolboardrecall.org/)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some Black parents, like Leilani Ishaan, a product of SFUSD schools whose two sons graduated from district schools last year, are also skeptical of the intentions of the recall proponents.\u003c/p>\n\u003cp>“I don't believe you when you say ‘all kids,’” she says. “All this is in the benefit of you because you're impacted right now.”\u003c/p>\n\u003cp>What gets lost in all the adults fighting, Ishaan argues, is that students of color, like her son who went to Lowell High School, are the ones who stood to benefit from policies board members pursued that became so controversial.\u003c/p>\n\u003cp>“Adults inserted themselves in a place they shouldn't have,” she says. “The board was good at being guided by the students.”\u003c/p>\n\u003cp>Shavonne Hines Foster, now in college, was one of the students guiding those changes as a student delegate on the school board last year. She also served as president of the Lowell High School Black Student Union. She says the policies students fought for are central to improving the quality of schools.\u003c/p>\n\u003cp>In the case of Lowell admissions, the effort to enroll more Black and Latinx students is decades old, and the last time Black students demanded the school board take steps to address racism on campus in \u003ca href=\"https://thelowell.org/506/multimedia/videos/watch-the-black-student-unions-demands-at-the-board-meeting-after-student-walkout/\">2016\u003c/a>, little changed.\u003c/p>\n\u003cp>“My four years at Lowell, I faced egregious incidents of racism dating from my first week to graduation senior year,” says Hines Foster. “That's the key reason why we're championing for Lowell to be open to all students.”\u003c/p>\n\u003cp>López, Collins and Moliga say their policymaking on the board has always been driven by community needs.[aside postID=\"news_11729926,news_11896759,news_11894065\" label=\"Related Posts\"]\u003c/p>\n\u003cp>“To be told by a community of people who I know are privileged that we're not supporting the most marginalized, it was honestly hard for me because a part of me knew that they weren't seeing it and living it every day,”\u003ca href=\"https://www.kqed.org/news/11893795/all-political-sf-board-of-education-president-gabriela-lopez-on-the-recall-effort-against-her-2-other-board-members\"> López says\u003c/a>.\u003c/p>\n\u003cp>López says \u003ca href=\"https://missionlocal.org/2020/07/the-latino-task-force-emerges-to-take-on-covid-19/\">her work with the Latino Task Force\u003c/a> helped families meet basic needs early in the pandemic, and that work later helped inform policies in the city through its work with UCSF researchers.\u003c/p>\n\u003cp>And, says Collins, the former board president who filed a lawsuit against the district, “There is one consistent thing that [advisory councils and committees] say their children need: They need to see that their community, their history and their culture is reflected in the curriculum. ... That motivates kids when they see themselves in the curriculum, so that has a direct impact on achievement.”\u003c/p>\n\u003cp>During their tenure, Collins, Moliga, López and their colleagues have taken steps to expand ethnic studies and anti-racist pedagogy, efforts that build on the work of past boards and respond to community advocacy.\u003c/p>\n\u003cp>Two years ago, the \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/archived-press-releases/091119-sf-board-education-passes-resolution-support-equity-studies\">board adopted a plan\u003c/a> to bring \u003ca href=\"https://www.sfexaminer.com/news/school-board-working-to-put-ethnic-studies-at-heart-of-district-curriculum/\">an ethnic studies lens to all curricula district-wide\u003c/a>, a plan Collins says grew out of an African American Parent Advisory Council survey of principals that found too many schools weren’t teaching Black history. \u003ca href=\"https://www.sfusd.edu/african-american-achievement-leadership-initiative/black-history-resource-guide\">Black parents worked with educators to build a resource guide on teaching Black history\u003c/a> that’s become the model for rethinking how Asian American, Latinx and Native American history is taught.\u003c/p>\n\u003cfigure id=\"attachment_11897146\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897146\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt=\"A woman wearing glasses and a jean jacket leans against a bookcase in a classroom.\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tara Ramos, a teacher librarian at Sanchez Elementary and parent of a third grader in the district, poses for a portrait at the school in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>López and Moliga laid the groundwork to channel more resources toward closing achievement gaps for \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/121119-sfusd-board-education-passes-resolution-aimed-improving-latinx-student-success\">Latinx\u003c/a> and \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-updates-resolution-enhancing-equitable-services-hawaiian-and-pacific-islander\">Pacific Islander students\u003c/a>, while Collins and López put forward an \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BDCTQF78773A/%24file/195-28A1%20Rights%20of%20all%20students%20to%20Arts%20Learning%20.pdf\">arts equity resolution\u003c/a> ensuring all schools have an art teacher and all students have access to free instruments. Moliga also led efforts \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-paves-way-building-more-affordable-educator-housing\">to develop affordable housing\u003c/a> for educators, while \u003ca href=\"https://ww2.kqed.org/news/2021/11/24/is-california-in-a-better-place-than-it-was-during-last-years-pandemic-holidays-depends-where-you-live/\" target=\"_blank\" rel=\"noopener noreferrer\">Collins worked with the American Indian/Alaskan Native Parent Advisory Council\u003c/a> to replace stereotypes and misinformation in district materials with accurate and culturally competent information.\u003c/p>\n\u003cp>For Tara Ramos, a teacher librarian at Sanchez Elementary, parent of a third grader in the district, and a union representative for \u003ca href=\"https://uesf.org/executive-board/\">United Educators of San Francisco\u003c/a>, the board members have stayed true to the values they ran on.\u003c/p>\n\u003cp>“We campaigned for them and elected them because we wanted something new and different,” says Ramos, a longtime parent advocate and one of the organizers for \u003ca href=\"https://noschoolboardrecall.org/\">Vote No School Board Recalls\u003c/a>. “As a city, we were ready to take on racist systems and structures in the school district and that's the work that they were doing.”\u003c/p>\n\u003cp>More parents became intimately involved in the educational process during the pandemic. Many started paying attention to school board meetings for the first time, and many didn’t like what they saw, whether it was delays in reopening schools, mask mandates or ethnic studies curricula.\u003c/p>\n\u003cp>Ramos referred to it as the “gentrification of parent activism.” She would have liked to see the newly active parents work with established parent advocacy groups.\u003c/p>\n\u003cp>“Instead of just coming in assuming that there is no work being done and only putting forth your issues — what's important for you and your kids — and not thinking about what other people's issues are and what their kids need,” she says.\u003c/p>\n\u003cfigure id=\"attachment_11897117\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897117\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt='A yellow pin on a black jacket says \"Racial Justice Not Recalls.\" ' width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD teacher and school board recall opponent Cynthia Meza wears a pin that says, \"Racial Justice Not Recalls,\" outside of Leonard Flynn Elementary School in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, recalls have spiked. Ballotpedia has tallied 84 school board recall efforts this year, up from an annual average of 23 per year between 2006 and 2020.\u003c/p>\n\u003cp>San Francisco recall supporters interviewed by KQED are loath to align themselves with the wave of anti-school board sentiment fed by fledgling conservative groups like \u003ca href=\"https://www.washingtonpost.com/national/moms-for-liberty-parents-rights/2021/10/14/bf3d9ccc-286a-11ec-8831-a31e7b3de188_story.html\">Moms for Liberty\u003c/a>, but a recent \u003ca href=\"https://www.washingtonpost.com/opinions/2021/11/08/moms-for-liberty-education-elections/\">op-ed by the group’s founders\u003c/a> echoes arguments made by local recall supporters about school boards prioritizing social justice over reopening classrooms.\u003c/p>\n\u003cp>For many others, the cost of the recall, just nine months before the commissioners are up for reelection, is reason enough to oppose it. \u003ca href=\"https://sfmayor.org/article/mayor-london-breed-and-supervisor-rafael-mandelman-propose-funding-upcoming-elections\">Mayor Breed is seeking $12 million to cover the cost of the February election\u003c/a>, which includes the recall and other contests.\u003c/p>\n\u003cp>SFUSD teacher Cynthia Meza, who has three kids in the district and once worked with López at Leonard Flynn Elementary School, finds the argument that the recall will improve conditions hollow.\u003c/p>\n\u003cp>“There's no way that that recall is going to close the learning loss. If anything, it's going to make it that much worse,” she says. “Those people that are supporting this recall are stealing from our students of color that need it most.”\u003c/p>\n\u003cfigure id=\"attachment_11897133\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897133\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt=\"A man wearing a green t-shirt and two women, one wearing a navy blue shirt and the other with a black jacket, yellow pin and shirt with a flowers stand on the street. \" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD teachers and school board recall opponents (from left) Alex DiCicco, Karina Hwang and Cynthia Meza stand outside Leonard Flynn Elementary School in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To defend the cost of the recall for the cash-strapped district, recall co-lead Autumn Looijen draws a comparison to the second impeachment of former president Donald Trump days before the end of his term.\u003c/p>\n\u003cp>“Why did we do that? Because we needed to send a message that some sorts of behavior are not acceptable from public officials,” she says. “That's what we're doing here. We're saying, ‘We were in crisis and you abandoned our children. We were in crisis and you left the most vulnerable kids behind. Don't ask them to wait for justice.'”\u003c/p>\n\u003cp>The urgency is also about installing new board members in time to choose the next superintendent after Vincent Matthews retires in the summer, Raj and Looijen say. They want leaders in place that they trust to manage the district’s budget crisis. If any of the board members are recalled, Mayor Breed would appoint their replacement.\u003c/p>\n\u003cp>SFUSD parent Fernando Marti, who leads the Council of Community Housing Organizations and worked with Moliga on his \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-paves-way-building-more-affordable-educator-housing\">educator housing initiative\u003c/a>, says he understands the recall supporters’ frustration. But, rather than blaming the school board, Marti sees larger systemic flaws as the culprit for the school district’s dysfunction, which has historically failed students of color.\u003c/p>\n\u003cp>“It's got to do with taxation, revenue, funding and all of those things that are prerequisites to have the right programs in place and have the right structures in place to meet a crisis like this,” he says. “And we simply don't have that.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Some parents are concerned with the recent recall efforts of three SF school board members that problems such as learning loss for marginalized students will be ignored while the recall will only add to the current issues facing San Francisco's school district.",
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"description": "Some parents are concerned with the recent recall efforts of three SF school board members that problems such as learning loss for marginalized students will be ignored while the recall will only add to the current issues facing San Francisco's school district.",
"title": "'It's Going to Make It Worse': Parents Wary of SF School Board Recall | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Anna Mahina was growing up in the Bay Area in the ‘80s, there were few, if any, supports in schools for kids like her.\u003c/p>\n\u003cp>The child of Tongan immigrants, she says teachers assumed she was Latina and placed her in classes for English-language learners, where she struggled to follow lessons delivered half in Spanish.\u003c/p>\n\u003cp>She says her family didn’t know how to demand better.\u003c/p>\n\u003cp>Now Mahina is raising a son in San Francisco. She’s an advocate for the Tongan community, starting the organization \u003ca href=\"https://sf-tru.org/\">San Francisco Tongans Rise Up\u003c/a> and joining the San Francisco Unified School District’s Parent Advisory Council.\u003c/p>\n\u003cp>“We're not going to have our kids go through the same issues that we had to go through,” she says.\u003c/p>\n\u003cp>Since fellow Pacific Islander Faauuga Moliga took a seat on SFUSD's board, she says she’s seen new investments in her community, like the creation of the district’s first \u003ca href=\"https://www.samoanews.com/regional/samoan-dual-language-pre-k-program-launched-ca\">Samoan dual-language immersion program\u003c/a>. But if Moliga, the school board’s vice president, is recalled in February, Mahina worries that progress will slow for students who’ve consistently had some of the worst academic outcomes in the district.\u003c/p>\n\u003cp>“Having someone who looks like you sitting on the board of ed not only is empowering for our students and our families, but also he knows the struggles straight from the heart,” she says.\u003c/p>\n\u003cp>The campaign to recall Moliga, board President Gabriela López and board member Alison Collins has earned national attention, and continues to gain momentum, with Mayor London Breed and state Sen. Scott Wiener recently throwing their weight behind it. But the voices of parents like Mahina, who feel represented for the first time, are often drowned out.\u003c/p>\n\u003cfigure id=\"attachment_11897092\" class=\"wp-caption aligncenter\" style=\"max-width: 1369px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39.jpg\">\u003cimg class=\"size-full wp-image-11897092\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39.jpg\" alt=\"A group of people with signs stand and sit.\" width=\"1369\" height=\"1027\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39.jpg 1369w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-39-160x120.jpg 160w\" sizes=\"(max-width: 1369px) 100vw, 1369px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Recall opponents gathered Saturday, Nov. 13, for the launch of the No School Board Recalls campaign. \u003ccite>(https://noschoolboardrecall.org/)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Recall leaders argue the board unnecessarily delayed reopening classrooms while prioritizing — and mismanaging — the renaming of schools and changing the admissions policy at Lowell High School, San Francisco’s elite public school. Central, too, is anger directed at Collins, who was stripped of her leadership position on the board when past Twitter comments were resurfaced by recall proponent and Lowell grad Diane Yap. In response, Collins sued the district for $87 million. A judge dismissed the suit, and Collins dropped her effort.\u003c/p>\u003c/div>",
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"content": "'Adults inserted themselves in a place they shouldn't have. The board was good at being guided by the students.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We have a school board that talks nonstop about social justice but doesn't do the single most important thing that our school district needed the whole year to help the very kids who are the most disadvantaged and hurt by [keeping classrooms closed],” says Siva Raj, the recall campaign co-lead.\u003c/p>\n\u003cp>Parents like Mahina find that sentiment disingenuous. She says the recall comes at the expense of the district’s most vulnerable and marginalized students.\u003c/p>\n\u003cp>“You see the logic driving these efforts being centered on opportunity structures and pathways for communities of color and for communities experiencing poverty,” Janelle Scott, a UC Berkeley education professor, says of the recall push. “Those voices are often not centered in these efforts that are coming from folks who say they are in fact putting people of color at the center.”\u003c/p>\n\u003cp>Scott notes that communities of color in the city tended to be more skeptical of reopening schools. Throughout the pandemic, \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1393-2.html\">surveys around the country\u003c/a> consistently showed that \u003ca href=\"https://www.axios.com/racial-divide-reopening-schools-coronavirus-a8c98eb3-bb4b-4d5f-a9c1-c2b5297782c2.html\">white families were more likely to want to return in person than families of color\u003c/a>. In San Francisco, district surveys found that \u003ca href=\"https://www.sfusd.edu/announcements/2021-02-03-planning-and-preparing-reopen-school-sites\">white families overwhelmingly wanted to return to classrooms\u003c/a>, while Black and Latino families wanted to return by much more narrow majorities. \u003ca href=\"https://www.kqed.org/news/11885947/survey-most-sf-families-living-in-chinatown-communal-housing-dont-want-their-kids-back-in-school\">Asian families, especially Chinese families, were hesitant.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11897090\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\">\u003cimg class=\"size-full wp-image-11897090\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\" alt='A woman wearing a black mask kneels down next to a small girl wearing a blue mask who is holding a poster that reads \"no to recall!\"' width=\"1200\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-800x640.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-1020x816.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-160x128.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School Board President Gabriela López poses for a photo with a young supporter at the launch event for the No School Board Recalls campaign on Saturday Nov. 13. \u003ccite>(https://noschoolboardrecall.org/)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some Black parents, like Leilani Ishaan, a product of SFUSD schools whose two sons graduated from district schools last year, are also skeptical of the intentions of the recall proponents.\u003c/p>\n\u003cp>“I don't believe you when you say ‘all kids,’” she says. “All this is in the benefit of you because you're impacted right now.”\u003c/p>\n\u003cp>What gets lost in all the adults fighting, Ishaan argues, is that students of color, like her son who went to Lowell High School, are the ones who stood to benefit from policies board members pursued that became so controversial.\u003c/p>\n\u003cp>“Adults inserted themselves in a place they shouldn't have,” she says. “The board was good at being guided by the students.”\u003c/p>\n\u003cp>Shavonne Hines Foster, now in college, was one of the students guiding those changes as a student delegate on the school board last year. She also served as president of the Lowell High School Black Student Union. She says the policies students fought for are central to improving the quality of schools.\u003c/p>\n\u003cp>In the case of Lowell admissions, the effort to enroll more Black and Latinx students is decades old, and the last time Black students demanded the school board take steps to address racism on campus in \u003ca href=\"https://thelowell.org/506/multimedia/videos/watch-the-black-student-unions-demands-at-the-board-meeting-after-student-walkout/\">2016\u003c/a>, little changed.\u003c/p>\n\u003cp>“My four years at Lowell, I faced egregious incidents of racism dating from my first week to graduation senior year,” says Hines Foster. “That's the key reason why we're championing for Lowell to be open to all students.”\u003c/p>\n\u003cp>López, Collins and Moliga say their policymaking on the board has always been driven by community needs.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“To be told by a community of people who I know are privileged that we're not supporting the most marginalized, it was honestly hard for me because a part of me knew that they weren't seeing it and living it every day,”\u003ca href=\"https://www.kqed.org/news/11893795/all-political-sf-board-of-education-president-gabriela-lopez-on-the-recall-effort-against-her-2-other-board-members\"> López says\u003c/a>.\u003c/p>\n\u003cp>López says \u003ca href=\"https://missionlocal.org/2020/07/the-latino-task-force-emerges-to-take-on-covid-19/\">her work with the Latino Task Force\u003c/a> helped families meet basic needs early in the pandemic, and that work later helped inform policies in the city through its work with UCSF researchers.\u003c/p>\n\u003cp>And, says Collins, the former board president who filed a lawsuit against the district, “There is one consistent thing that [advisory councils and committees] say their children need: They need to see that their community, their history and their culture is reflected in the curriculum. ... That motivates kids when they see themselves in the curriculum, so that has a direct impact on achievement.”\u003c/p>\n\u003cp>During their tenure, Collins, Moliga, López and their colleagues have taken steps to expand ethnic studies and anti-racist pedagogy, efforts that build on the work of past boards and respond to community advocacy.\u003c/p>\n\u003cp>Two years ago, the \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/archived-press-releases/091119-sf-board-education-passes-resolution-support-equity-studies\">board adopted a plan\u003c/a> to bring \u003ca href=\"https://www.sfexaminer.com/news/school-board-working-to-put-ethnic-studies-at-heart-of-district-curriculum/\">an ethnic studies lens to all curricula district-wide\u003c/a>, a plan Collins says grew out of an African American Parent Advisory Council survey of principals that found too many schools weren’t teaching Black history. \u003ca href=\"https://www.sfusd.edu/african-american-achievement-leadership-initiative/black-history-resource-guide\">Black parents worked with educators to build a resource guide on teaching Black history\u003c/a> that’s become the model for rethinking how Asian American, Latinx and Native American history is taught.\u003c/p>\n\u003cfigure id=\"attachment_11897146\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897146\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt=\"A woman wearing glasses and a jean jacket leans against a bookcase in a classroom.\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52662_001_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tara Ramos, a teacher librarian at Sanchez Elementary and parent of a third grader in the district, poses for a portrait at the school in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>López and Moliga laid the groundwork to channel more resources toward closing achievement gaps for \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/121119-sfusd-board-education-passes-resolution-aimed-improving-latinx-student-success\">Latinx\u003c/a> and \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-updates-resolution-enhancing-equitable-services-hawaiian-and-pacific-islander\">Pacific Islander students\u003c/a>, while Collins and López put forward an \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BDCTQF78773A/%24file/195-28A1%20Rights%20of%20all%20students%20to%20Arts%20Learning%20.pdf\">arts equity resolution\u003c/a> ensuring all schools have an art teacher and all students have access to free instruments. Moliga also led efforts \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-paves-way-building-more-affordable-educator-housing\">to develop affordable housing\u003c/a> for educators, while \u003ca href=\"https://ww2.kqed.org/news/2021/11/24/is-california-in-a-better-place-than-it-was-during-last-years-pandemic-holidays-depends-where-you-live/\" target=\"_blank\" rel=\"noopener noreferrer\">Collins worked with the American Indian/Alaskan Native Parent Advisory Council\u003c/a> to replace stereotypes and misinformation in district materials with accurate and culturally competent information.\u003c/p>\n\u003cp>For Tara Ramos, a teacher librarian at Sanchez Elementary, parent of a third grader in the district, and a union representative for \u003ca href=\"https://uesf.org/executive-board/\">United Educators of San Francisco\u003c/a>, the board members have stayed true to the values they ran on.\u003c/p>\n\u003cp>“We campaigned for them and elected them because we wanted something new and different,” says Ramos, a longtime parent advocate and one of the organizers for \u003ca href=\"https://noschoolboardrecall.org/\">Vote No School Board Recalls\u003c/a>. “As a city, we were ready to take on racist systems and structures in the school district and that's the work that they were doing.”\u003c/p>\n\u003cp>More parents became intimately involved in the educational process during the pandemic. Many started paying attention to school board meetings for the first time, and many didn’t like what they saw, whether it was delays in reopening schools, mask mandates or ethnic studies curricula.\u003c/p>\n\u003cp>Ramos referred to it as the “gentrification of parent activism.” She would have liked to see the newly active parents work with established parent advocacy groups.\u003c/p>\n\u003cp>“Instead of just coming in assuming that there is no work being done and only putting forth your issues — what's important for you and your kids — and not thinking about what other people's issues are and what their kids need,” she says.\u003c/p>\n\u003cfigure id=\"attachment_11897117\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897117\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt='A yellow pin on a black jacket says \"Racial Justice Not Recalls.\" ' width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52676_016_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD teacher and school board recall opponent Cynthia Meza wears a pin that says, \"Racial Justice Not Recalls,\" outside of Leonard Flynn Elementary School in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, recalls have spiked. Ballotpedia has tallied 84 school board recall efforts this year, up from an annual average of 23 per year between 2006 and 2020.\u003c/p>\n\u003cp>San Francisco recall supporters interviewed by KQED are loath to align themselves with the wave of anti-school board sentiment fed by fledgling conservative groups like \u003ca href=\"https://www.washingtonpost.com/national/moms-for-liberty-parents-rights/2021/10/14/bf3d9ccc-286a-11ec-8831-a31e7b3de188_story.html\">Moms for Liberty\u003c/a>, but a recent \u003ca href=\"https://www.washingtonpost.com/opinions/2021/11/08/moms-for-liberty-education-elections/\">op-ed by the group’s founders\u003c/a> echoes arguments made by local recall supporters about school boards prioritizing social justice over reopening classrooms.\u003c/p>\n\u003cp>For many others, the cost of the recall, just nine months before the commissioners are up for reelection, is reason enough to oppose it. \u003ca href=\"https://sfmayor.org/article/mayor-london-breed-and-supervisor-rafael-mandelman-propose-funding-upcoming-elections\">Mayor Breed is seeking $12 million to cover the cost of the February election\u003c/a>, which includes the recall and other contests.\u003c/p>\n\u003cp>SFUSD teacher Cynthia Meza, who has three kids in the district and once worked with López at Leonard Flynn Elementary School, finds the argument that the recall will improve conditions hollow.\u003c/p>\n\u003cp>“There's no way that that recall is going to close the learning loss. If anything, it's going to make it that much worse,” she says. “Those people that are supporting this recall are stealing from our students of color that need it most.”\u003c/p>\n\u003cfigure id=\"attachment_11897133\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897133\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt=\"A man wearing a green t-shirt and two women, one wearing a navy blue shirt and the other with a black jacket, yellow pin and shirt with a flowers stand on the street. \" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD teachers and school board recall opponents (from left) Alex DiCicco, Karina Hwang and Cynthia Meza stand outside Leonard Flynn Elementary School in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To defend the cost of the recall for the cash-strapped district, recall co-lead Autumn Looijen draws a comparison to the second impeachment of former president Donald Trump days before the end of his term.\u003c/p>\n\u003cp>“Why did we do that? Because we needed to send a message that some sorts of behavior are not acceptable from public officials,” she says. “That's what we're doing here. We're saying, ‘We were in crisis and you abandoned our children. We were in crisis and you left the most vulnerable kids behind. Don't ask them to wait for justice.'”\u003c/p>\n\u003cp>The urgency is also about installing new board members in time to choose the next superintendent after Vincent Matthews retires in the summer, Raj and Looijen say. They want leaders in place that they trust to manage the district’s budget crisis. If any of the board members are recalled, Mayor Breed would appoint their replacement.\u003c/p>\n\u003cp>SFUSD parent Fernando Marti, who leads the Council of Community Housing Organizations and worked with Moliga on his \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-paves-way-building-more-affordable-educator-housing\">educator housing initiative\u003c/a>, says he understands the recall supporters’ frustration. But, rather than blaming the school board, Marti sees larger systemic flaws as the culprit for the school district’s dysfunction, which has historically failed students of color.\u003c/p>\n\u003cp>“It's got to do with taxation, revenue, funding and all of those things that are prerequisites to have the right programs in place and have the right structures in place to meet a crisis like this,” he says. “And we simply don't have that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "why-revamping-the-way-california-teaches-math-is-so-contentious",
"title": "Why Revamping the Way California Teaches Math Is So Contentious",
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"headTitle": "Why Revamping the Way California Teaches Math Is So Contentious | KQED",
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"content": "\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/comprendiendo-el-debate-detras-del-nuevo-marco-matematico-de-california/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Rebecca Pariso agreed to join a team of educators tasked in late 2019 with California’s new mathematics framework, she said she expected some controversy.\u003c/p>\n\u003cp>But she didn’t expect her work would be in the \u003ca href=\"https://www.nytimes.com/2021/11/04/us/california-math-curriculum-guidelines.html\" target=\"_blank\" rel=\"noopener noreferrer\">national spotlight\u003c/a>.\u003c/p>\n\u003cp>“We were transforming math education, and change is hard and scary,” said Pariso, a math teacher at Hueneme Elementary School District. “Especially if you don’t understand why that change needs to occur. But I didn’t expect it to go this far.”\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.scoe.net/castandards/Documents/summary_math_framework.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">eight years\u003c/a>, a group of educators comes together to update the state’s math curriculum framework. This particular update has attracted extra attention, and controversy, because of perceived changes it makes to how “gifted” students progress — and because it pushes Algebra 1 back to 9th grade, de-emphasizes calculus, and applies social justice principles to math lessons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Their intent, the framework’s designers say, is to maintain rigor while also helping remedy California’s achievement gaps for \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Black&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Black\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Hispanic&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Latino\u003c/a> and \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=National+School+Lunch+Eligibility%3A+Eligible+vs.+Not+Eligible&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">low-income students\u003c/a>, which remain some of the largest in the nation.\u003c/p>\n\u003cp>At the heart of the wrangling lies a broad agreement about at least one thing: The way California public schools teach math isn’t working. On national standardized tests, California ranks in the bottom quartile among all states and U.S. territories for 8th grade math scores.\u003c/p>\n\u003cp>Yet the proposed framework, about 800-pages long, is little more than a set of suggestions. Its designers are revising it now and will subject it to 60 more days of public review. Once it’s approved in July, districts may adopt as much or as little of the framework as they choose — and can disregard it completely without any penalty.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now. The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003cfigure id=\"attachment_11897112\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897112\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg\" alt=\"A hand-written flow chart about math homework written in blue, green and purple pen.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-1020x679.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40.jpeg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A flowchart created by Rebecca Parison, which she considers a universal design, aids teachers through the process of assigning math homework. “I have noticed homework is sometimes given to students with little thought on its effectiveness,” said Parison. Parison believes if teachers use this chart the learning will be equitable and purposeful. Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials at Cupertino Union School District, for instance, sent families a letter in May saying despite the state framework, it doesn’t plan to “make shifts to our math courses in the foreseeable future.”\u003c/p>\n\u003cp>Pariso wanted to be a voice for her students among the 20-member team. In her 7,500-student school district in Ventura County, 42% of students are English Learners and 84% qualify for free or reduced-price lunch. She said students like hers have long been dismissed as lacking math skills due to language barriers or factors outside the classroom like housing or food insecurity. The result, she said: In a state that’s home to giant tech companies, her students are alienated from careers in science, math, engineering and technology.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now,” Pariso said. “The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003ch3>\u003cstrong>A persisting achievement gap\u003c/strong>\u003c/h3>\n\u003cp>Mariah Rose, a third-year applied math major at UC Berkeley, said she didn’t have another Black classmate in any of her math classes until this semester.\u003c/p>\n\u003cp>“There’s one other Black student in my class right now, and that’s just crazy to me,” said Rose. “The number of Black and Brown people in math is so low.”\u003c/p>\n\u003cp>Rose, who is half Black and half Latino, said this is nothing new. She said she was the only Black female student in her advanced math classes during high school. And her successes in math make her an outlier in California’s public school system where Black and Latino students score lower on standardized tests.\u003c/p>\n\u003cp>But the question of how to close this gap has opened up another divide between math education experts and academic mathematicians.\u003c/p>\n\u003cp>In July, hundreds of mathematics and science professors signed an \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> calling on the state to replace the proposed framework. Academic mathematicians say their input is valuable because not only have they gone through the entire math pipeline, but they also know what elementary math builds up to.\u003c/p>\n\u003cfigure id=\"attachment_11897110\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897110\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg\" alt=\"A woman sits at a desk reaching next to her to touch a large paper with hand-written notes on the wall.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52.jpeg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Parison in her office at Hueneme Elementary School District in Oxnard on Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calmatters.org/commentary/2021/08/californias-proposed-new-math-curriculum-defies-logic/\" target=\"_blank\" rel=\"noopener noreferrer\">Svetlana Jitomirskaya\u003c/a>, a mathematics professor at UC Irvine, said the authors of the committee should have consulted more experts in the STEM fields who are more familiar with the advanced education and training students need after high school.\u003c/p>\n\u003cp>“The process should have definitely involved STEM faculty from top CA universities with direct knowledge of what is needed for success as STEM majors,” she emailed. “It is absurd this was not done.”\u003c/p>\n\u003cp>But some education specialists say the framework would hurt historically marginalized students the most by injecting too many social justice related topics that distract from the math.\u003c/p>\n\u003cp>Jo Boaler is the framework’s primary author and a math education professor at Stanford University. She and other advocates of the framework say university professors — who work with older and more motivated students who elect to take higher level math courses — might not have the insight needed to build a K-12 curriculum, especially for historically marginalized student groups.\u003c/p>\n\u003cp>“We understand education, and they have no experience studying education,” Boaler said.\u003c/p>\n\u003cp>Ben Ford, a mathematics professor at Sonoma State University and one of the framework’s authors, said he’s also optimistic that, especially at the Cal State Universities that prioritize instruction over research, the divide between mathematicians and math educators is narrowing.\u003c/p>\n\u003cp>“The mathematics community cares a lot these days about broadening participation,” he said. “I think we’re getting a lot more sophisticated about how our methods contribute to exclusion.”\u003c/p>\n\u003ch3>\u003cstrong>‘Gifted’ math students controversy\u003c/strong>\u003c/h3>\n\u003cp>A key sticking point in the approval process has been the framework’s recommendation that teachers refrain from labeling students as “naturally talented” in math. This has led to accusations from parents and educators that it holds back “gifted” students.\u003c/p>\n\u003cp>“Holding back high achievers makes them achieve more?” said Avery Wang, a parent of a Palo Alto Unified student.\u003c/p>\n\u003cp>Boaler said the revised draft will contain more suggestions for advancing students more quickly in math based on merit.\u003c/p>\n\u003cp>The framework also calls for more relatable and practical instruction, through real-world issues like housing and climate change.\u003c/p>\n\u003cp>To critics, that sounds perilously like dumbing down math.\u003c/p>\n\u003cp>“They’re changing math to make it math appreciation,” said Michael Malione, a parent in the Piedmont City Unified School District who works as a private math tutor.\u003c/p>\n\u003cp>Malione and other parents say the framework does a disservice to historically marginalized student groups by offering them a simplified version of math that fails to prepare them for the challenges of a career in science, tech, engineering or math.\u003c/p>\n\u003cp>Advocates of the proposed framework argue that critics are too fixated on protecting students who are already doing well in math. In California, these students tend to be white, East Asian or come from more affluent households. [aside tag=\"education, math\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>“The people who advocate for traditional methods see the goal of math instruction as finding the brilliant ones and helping the other ones just get through life,” Ford, the Sonoma State professor said. “We’re thinking about the people we miss.”\u003c/p>\n\u003cp>Rose, the UC Berkeley math major, said she has mixed feelings. She agrees with the framework’s recommendation to delay more advanced math classes and avoid labeling students based on their math abilities at younger ages. But she isn’t sure if she would be where she is if she hadn’t been accelerated into a higher-level math class in 6th grade.\u003c/p>\n\u003cp>“It was a game changer,” she said. “I don’t know if I would’ve pursued math if I hadn’t advanced so early.”\u003c/p>\n\u003ch3>\u003cstrong>Blending math and open-ended inquiry\u003c/strong>\u003c/h3>\n\u003cp>The framework would not forbid districts from accelerating students in middle school. It does, however, recommend that middle-school students all take the same sequence of “integrated” math classes that blend concepts from arithmetic, algebra and other subjects with the goal of cultivating a foundation and comfort level with numbers.\u003c/p>\n\u003cp>On top of that, the framework recommends that schools postpone offering students Algebra 1 until 9th grade or later.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jo Boaler, Professor, Stanford University\"]‘When kids struggle, they immediately say ‘I don’t have a math brain.’ That changes how the brain operates.[/pullquote]\u003c/p>\n\u003cp>“When kids struggle, they immediately say ‘I don’t have a math brain,’” Boaler said. “That changes how the brain operates.”\u003c/p>\n\u003cp>Delaying Algebra 1 until 9th grade, however, would require other high school math classes like Geometry, Algebra 2 and Pre-Calculus to be compressed so that students can reach AP Calculus by 12th grade.\u003c/p>\n\u003cp>Jitomirskaya said that waiting until high school for Algebra 1 would result in accelerated pre-calculus courses that would be too difficult for most students.\u003c/p>\n\u003cp>Norm Matloff, a computer science professor at UC Davis and a critic of the framework, said compressed mathematics classes are “dangerous” because they inevitably leave out parts of the curriculum.\u003c/p>\n\u003cp>For Boaler and her co-authors, integrating traditionally separate math classes goes hand-in-hand with open-ended inquiry. For example, instead of assigning repetitive problem sets, teachers would use collaborative projects such as calculating the living wage in the students’ communities. Open-ended assignments like this don’t necessarily have a single right answer.\u003c/p>\n\u003cp>Some education experts and math professors say the framework’s emphasis on open-ended assignments just leads to confusion, especially for struggling and historically marginalized students.\u003c/p>\n\u003ch3>\u003cstrong>The calculus calculus\u003c/strong>\u003c/h3>\n\u003cp>The framework also creates a new high school data science course as an alternative to calculus. The authors say this course will result in a more diverse student body pursuing careers in science, technology, engineering or mathematics. But some experts say calculus is vital to prepare students for a STEM career.\u003c/p>\n\u003cp>“If you want a job in data science that isn’t replaceable by a computer in the next couple of years, you need to take calculus,” said Jitomirskaya, the UC Irvine math professor. “They want a data science course that is completely dumbed down.”\u003c/p>\n\u003cp>State data indicate that not only do relatively few students take calculus in high school, but the number of students enrolling in the most advanced calculus classes — dropped in the past four years to a mere 3.4%.\u003c/p>\n\u003cp>The framework’s authors counter that taking calculus in high school shouldn’t be necessary to enter a STEM field in college and beyond, especially because calculus can be a barrier to entry for Black and Latino students.\u003c/p>\n\u003cp>“Derivatives and integrals aren’t important to get into college. The college credit and the AP exam are more important,” Ford said. “Many of us at the college level would prefer students to come to us more ready to take Calculus 1.”\u003c/p>\n\u003cp>The University of California and Cal State systems have taken steps to \u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\" target=\"_blank\" rel=\"noopener noreferrer\">de-emphasize calculus\u003c/a> as an admissions requirement.\u003c/p>\n\u003cp>Rose, the UC Berkeley student, said she didn’t come to appreciate the beauty of calculus until she reached college. She said her classmates who came to college without having taken AP Calculus sometimes scored higher than she did in their university-level calculus courses.\u003c/p>\n\u003ch3>\u003cstrong>Is it ‘woke’ math?\u003c/strong>\u003c/h3>\n\u003cp>Other critics lambaste the new framework as “woke math” that “\u003ca href=\"https://www.newsweek.com/california-planning-de-mathematize-math-it-will-hurt-vulnerable-most-all-opinion-1647372\" target=\"_blank\" rel=\"noopener noreferrer\">de-mathematizes math\u003c/a>” with “social justice lessons” and “left-wing ideology.”\u003c/p>\n\u003cp>An \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> signed by over a thousand STEM experts condemned the framework for suggesting that teachers highlight the “contributions that historically marginalized people have made to mathematics,” “take a justice-oriented perspective at any grade level,” and use inclusive gender pronouns.\u003c/p>\n\u003cp>A Wall Street Journal editorial that helped spark national interest in California’s math curriculum and conservative publications like the \u003ca href=\"https://www.nationalreview.com/2021/09/the-folly-of-woke-math/\" target=\"_blank\" rel=\"noopener noreferrer\">National Review\u003c/a> have objected to the framework’s occasional citation of “\u003ca href=\"https://equitablemath.org/\" target=\"_blank\" rel=\"noopener noreferrer\">A Pathway to Equitable Math Instruction\u003c/a>,” a manual that aims to show math teachers how they can use their class to combat white supremacy. The manual asserts that current math pedagogy in the U.S. reinforces white supremacy in a variety of ways, but its critics say numbers are numbers, so how can there be racism in math?\u003c/p>\n\u003cp>The authors removed references to the manual shortly thereafter.\u003c/p>\n\u003cp>Critics have also attacked recommended assignments that try to apply math concepts to social science topics.\u003c/p>\n\u003cp>But Brian Lindamann, one of the authors of the framework, said divisions between the two fields are often “artificial.”\u003c/p>\n\u003cp>“For example, something like understanding how cost-of-living works — that’s both mathematics and social justice,” he said. “The intersectionalities of many of these disciplines are the very things that propel society as a whole. Why not have an economics teacher and a math teacher teach a class together?”\u003c/p>\n\u003cp>She noted that an earlier draft of the framework included sample lessons on calculating a school cafeteria’s food waste — but that many of her students would have found the entire exercise alienating because they lack food security at home.\u003c/p>\n\u003ch3>\u003cstrong>Bigger, structural problems\u003c/strong>\u003c/h3>\n\u003cp>The framework committee met several times over eight months. Pariso describes the meetings as an “intense” collaboration between math teachers, school district administrators and math education experts.\u003c/p>\n\u003cp>The authors, five professors from across the state, wrote an 800-page draft that generated both praise and criticism.\u003c/p>\n\u003cp>After absorbing blowback in hours of public testimony, the California State Board of Education delayed the approval process by two months.\u003c/p>\n\u003cp>Whatever impact a new framework has, California public schools still face systemic challenges.\u003c/p>\n\u003cp>Aris Biegler, a Los Angeles math teacher who helped design the framework, said smaller classes are key: “If a kid isn’t comfortable multiplying six times four, I can sort of reinforce them without shaming them.”\u003c/p>\n\u003cp>But amid an \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\" target=\"_blank\" rel=\"noopener noreferrer\">ongoing teacher shortage\u003c/a>, teaching is less appealing for those graduating college with STEM degrees.\u003c/p>\n\u003cp>“I have students who are very passionate about teaching… But they would prefer the higher paying STEM jobs,” Jitomirskaya said.\u003c/p>\n\u003cp>Still, not all districts will fully implement the new framework’s recommendations — even so, Pariso said it’s a step in the right direction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I used to value and make a big deal about students who got 100%,” she said. After learning about Jo Boaler’s tools, she realized she needed to celebrate the students who are progressing. “I don’t really talk about the one-hundred-percenters any more. I say ‘Wow, look how far you’ve come.’”\u003c/p>\n\n",
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"title": "Why Revamping the Way California Teaches Math Is So Contentious | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/comprendiendo-el-debate-detras-del-nuevo-marco-matematico-de-california/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Rebecca Pariso agreed to join a team of educators tasked in late 2019 with California’s new mathematics framework, she said she expected some controversy.\u003c/p>\n\u003cp>But she didn’t expect her work would be in the \u003ca href=\"https://www.nytimes.com/2021/11/04/us/california-math-curriculum-guidelines.html\" target=\"_blank\" rel=\"noopener noreferrer\">national spotlight\u003c/a>.\u003c/p>\n\u003cp>“We were transforming math education, and change is hard and scary,” said Pariso, a math teacher at Hueneme Elementary School District. “Especially if you don’t understand why that change needs to occur. But I didn’t expect it to go this far.”\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.scoe.net/castandards/Documents/summary_math_framework.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">eight years\u003c/a>, a group of educators comes together to update the state’s math curriculum framework. This particular update has attracted extra attention, and controversy, because of perceived changes it makes to how “gifted” students progress — and because it pushes Algebra 1 back to 9th grade, de-emphasizes calculus, and applies social justice principles to math lessons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their intent, the framework’s designers say, is to maintain rigor while also helping remedy California’s achievement gaps for \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Black&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Black\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Hispanic&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Latino\u003c/a> and \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=National+School+Lunch+Eligibility%3A+Eligible+vs.+Not+Eligible&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">low-income students\u003c/a>, which remain some of the largest in the nation.\u003c/p>\n\u003cp>At the heart of the wrangling lies a broad agreement about at least one thing: The way California public schools teach math isn’t working. On national standardized tests, California ranks in the bottom quartile among all states and U.S. territories for 8th grade math scores.\u003c/p>\n\u003cp>Yet the proposed framework, about 800-pages long, is little more than a set of suggestions. Its designers are revising it now and will subject it to 60 more days of public review. Once it’s approved in July, districts may adopt as much or as little of the framework as they choose — and can disregard it completely without any penalty.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now. The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003cfigure id=\"attachment_11897112\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897112\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg\" alt=\"A hand-written flow chart about math homework written in blue, green and purple pen.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-1020x679.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40.jpeg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A flowchart created by Rebecca Parison, which she considers a universal design, aids teachers through the process of assigning math homework. “I have noticed homework is sometimes given to students with little thought on its effectiveness,” said Parison. Parison believes if teachers use this chart the learning will be equitable and purposeful. Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials at Cupertino Union School District, for instance, sent families a letter in May saying despite the state framework, it doesn’t plan to “make shifts to our math courses in the foreseeable future.”\u003c/p>\n\u003cp>Pariso wanted to be a voice for her students among the 20-member team. In her 7,500-student school district in Ventura County, 42% of students are English Learners and 84% qualify for free or reduced-price lunch. She said students like hers have long been dismissed as lacking math skills due to language barriers or factors outside the classroom like housing or food insecurity. The result, she said: In a state that’s home to giant tech companies, her students are alienated from careers in science, math, engineering and technology.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now,” Pariso said. “The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003ch3>\u003cstrong>A persisting achievement gap\u003c/strong>\u003c/h3>\n\u003cp>Mariah Rose, a third-year applied math major at UC Berkeley, said she didn’t have another Black classmate in any of her math classes until this semester.\u003c/p>\n\u003cp>“There’s one other Black student in my class right now, and that’s just crazy to me,” said Rose. “The number of Black and Brown people in math is so low.”\u003c/p>\n\u003cp>Rose, who is half Black and half Latino, said this is nothing new. She said she was the only Black female student in her advanced math classes during high school. And her successes in math make her an outlier in California’s public school system where Black and Latino students score lower on standardized tests.\u003c/p>\n\u003cp>But the question of how to close this gap has opened up another divide between math education experts and academic mathematicians.\u003c/p>\n\u003cp>In July, hundreds of mathematics and science professors signed an \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> calling on the state to replace the proposed framework. Academic mathematicians say their input is valuable because not only have they gone through the entire math pipeline, but they also know what elementary math builds up to.\u003c/p>\n\u003cfigure id=\"attachment_11897110\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897110\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg\" alt=\"A woman sits at a desk reaching next to her to touch a large paper with hand-written notes on the wall.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52.jpeg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Parison in her office at Hueneme Elementary School District in Oxnard on Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calmatters.org/commentary/2021/08/californias-proposed-new-math-curriculum-defies-logic/\" target=\"_blank\" rel=\"noopener noreferrer\">Svetlana Jitomirskaya\u003c/a>, a mathematics professor at UC Irvine, said the authors of the committee should have consulted more experts in the STEM fields who are more familiar with the advanced education and training students need after high school.\u003c/p>\n\u003cp>“The process should have definitely involved STEM faculty from top CA universities with direct knowledge of what is needed for success as STEM majors,” she emailed. “It is absurd this was not done.”\u003c/p>\n\u003cp>But some education specialists say the framework would hurt historically marginalized students the most by injecting too many social justice related topics that distract from the math.\u003c/p>\n\u003cp>Jo Boaler is the framework’s primary author and a math education professor at Stanford University. She and other advocates of the framework say university professors — who work with older and more motivated students who elect to take higher level math courses — might not have the insight needed to build a K-12 curriculum, especially for historically marginalized student groups.\u003c/p>\n\u003cp>“We understand education, and they have no experience studying education,” Boaler said.\u003c/p>\n\u003cp>Ben Ford, a mathematics professor at Sonoma State University and one of the framework’s authors, said he’s also optimistic that, especially at the Cal State Universities that prioritize instruction over research, the divide between mathematicians and math educators is narrowing.\u003c/p>\n\u003cp>“The mathematics community cares a lot these days about broadening participation,” he said. “I think we’re getting a lot more sophisticated about how our methods contribute to exclusion.”\u003c/p>\n\u003ch3>\u003cstrong>‘Gifted’ math students controversy\u003c/strong>\u003c/h3>\n\u003cp>A key sticking point in the approval process has been the framework’s recommendation that teachers refrain from labeling students as “naturally talented” in math. This has led to accusations from parents and educators that it holds back “gifted” students.\u003c/p>\n\u003cp>“Holding back high achievers makes them achieve more?” said Avery Wang, a parent of a Palo Alto Unified student.\u003c/p>\n\u003cp>Boaler said the revised draft will contain more suggestions for advancing students more quickly in math based on merit.\u003c/p>\n\u003cp>The framework also calls for more relatable and practical instruction, through real-world issues like housing and climate change.\u003c/p>\n\u003cp>To critics, that sounds perilously like dumbing down math.\u003c/p>\n\u003cp>“They’re changing math to make it math appreciation,” said Michael Malione, a parent in the Piedmont City Unified School District who works as a private math tutor.\u003c/p>\n\u003cp>Malione and other parents say the framework does a disservice to historically marginalized student groups by offering them a simplified version of math that fails to prepare them for the challenges of a career in science, tech, engineering or math.\u003c/p>\n\u003cp>Advocates of the proposed framework argue that critics are too fixated on protecting students who are already doing well in math. In California, these students tend to be white, East Asian or come from more affluent households. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The people who advocate for traditional methods see the goal of math instruction as finding the brilliant ones and helping the other ones just get through life,” Ford, the Sonoma State professor said. “We’re thinking about the people we miss.”\u003c/p>\n\u003cp>Rose, the UC Berkeley math major, said she has mixed feelings. She agrees with the framework’s recommendation to delay more advanced math classes and avoid labeling students based on their math abilities at younger ages. But she isn’t sure if she would be where she is if she hadn’t been accelerated into a higher-level math class in 6th grade.\u003c/p>\n\u003cp>“It was a game changer,” she said. “I don’t know if I would’ve pursued math if I hadn’t advanced so early.”\u003c/p>\n\u003ch3>\u003cstrong>Blending math and open-ended inquiry\u003c/strong>\u003c/h3>\n\u003cp>The framework would not forbid districts from accelerating students in middle school. It does, however, recommend that middle-school students all take the same sequence of “integrated” math classes that blend concepts from arithmetic, algebra and other subjects with the goal of cultivating a foundation and comfort level with numbers.\u003c/p>\n\u003cp>On top of that, the framework recommends that schools postpone offering students Algebra 1 until 9th grade or later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘When kids struggle, they immediately say ‘I don’t have a math brain.’ That changes how the brain operates.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When kids struggle, they immediately say ‘I don’t have a math brain,’” Boaler said. “That changes how the brain operates.”\u003c/p>\n\u003cp>Delaying Algebra 1 until 9th grade, however, would require other high school math classes like Geometry, Algebra 2 and Pre-Calculus to be compressed so that students can reach AP Calculus by 12th grade.\u003c/p>\n\u003cp>Jitomirskaya said that waiting until high school for Algebra 1 would result in accelerated pre-calculus courses that would be too difficult for most students.\u003c/p>\n\u003cp>Norm Matloff, a computer science professor at UC Davis and a critic of the framework, said compressed mathematics classes are “dangerous” because they inevitably leave out parts of the curriculum.\u003c/p>\n\u003cp>For Boaler and her co-authors, integrating traditionally separate math classes goes hand-in-hand with open-ended inquiry. For example, instead of assigning repetitive problem sets, teachers would use collaborative projects such as calculating the living wage in the students’ communities. Open-ended assignments like this don’t necessarily have a single right answer.\u003c/p>\n\u003cp>Some education experts and math professors say the framework’s emphasis on open-ended assignments just leads to confusion, especially for struggling and historically marginalized students.\u003c/p>\n\u003ch3>\u003cstrong>The calculus calculus\u003c/strong>\u003c/h3>\n\u003cp>The framework also creates a new high school data science course as an alternative to calculus. The authors say this course will result in a more diverse student body pursuing careers in science, technology, engineering or mathematics. But some experts say calculus is vital to prepare students for a STEM career.\u003c/p>\n\u003cp>“If you want a job in data science that isn’t replaceable by a computer in the next couple of years, you need to take calculus,” said Jitomirskaya, the UC Irvine math professor. “They want a data science course that is completely dumbed down.”\u003c/p>\n\u003cp>State data indicate that not only do relatively few students take calculus in high school, but the number of students enrolling in the most advanced calculus classes — dropped in the past four years to a mere 3.4%.\u003c/p>\n\u003cp>The framework’s authors counter that taking calculus in high school shouldn’t be necessary to enter a STEM field in college and beyond, especially because calculus can be a barrier to entry for Black and Latino students.\u003c/p>\n\u003cp>“Derivatives and integrals aren’t important to get into college. The college credit and the AP exam are more important,” Ford said. “Many of us at the college level would prefer students to come to us more ready to take Calculus 1.”\u003c/p>\n\u003cp>The University of California and Cal State systems have taken steps to \u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\" target=\"_blank\" rel=\"noopener noreferrer\">de-emphasize calculus\u003c/a> as an admissions requirement.\u003c/p>\n\u003cp>Rose, the UC Berkeley student, said she didn’t come to appreciate the beauty of calculus until she reached college. She said her classmates who came to college without having taken AP Calculus sometimes scored higher than she did in their university-level calculus courses.\u003c/p>\n\u003ch3>\u003cstrong>Is it ‘woke’ math?\u003c/strong>\u003c/h3>\n\u003cp>Other critics lambaste the new framework as “woke math” that “\u003ca href=\"https://www.newsweek.com/california-planning-de-mathematize-math-it-will-hurt-vulnerable-most-all-opinion-1647372\" target=\"_blank\" rel=\"noopener noreferrer\">de-mathematizes math\u003c/a>” with “social justice lessons” and “left-wing ideology.”\u003c/p>\n\u003cp>An \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> signed by over a thousand STEM experts condemned the framework for suggesting that teachers highlight the “contributions that historically marginalized people have made to mathematics,” “take a justice-oriented perspective at any grade level,” and use inclusive gender pronouns.\u003c/p>\n\u003cp>A Wall Street Journal editorial that helped spark national interest in California’s math curriculum and conservative publications like the \u003ca href=\"https://www.nationalreview.com/2021/09/the-folly-of-woke-math/\" target=\"_blank\" rel=\"noopener noreferrer\">National Review\u003c/a> have objected to the framework’s occasional citation of “\u003ca href=\"https://equitablemath.org/\" target=\"_blank\" rel=\"noopener noreferrer\">A Pathway to Equitable Math Instruction\u003c/a>,” a manual that aims to show math teachers how they can use their class to combat white supremacy. The manual asserts that current math pedagogy in the U.S. reinforces white supremacy in a variety of ways, but its critics say numbers are numbers, so how can there be racism in math?\u003c/p>\n\u003cp>The authors removed references to the manual shortly thereafter.\u003c/p>\n\u003cp>Critics have also attacked recommended assignments that try to apply math concepts to social science topics.\u003c/p>\n\u003cp>But Brian Lindamann, one of the authors of the framework, said divisions between the two fields are often “artificial.”\u003c/p>\n\u003cp>“For example, something like understanding how cost-of-living works — that’s both mathematics and social justice,” he said. “The intersectionalities of many of these disciplines are the very things that propel society as a whole. Why not have an economics teacher and a math teacher teach a class together?”\u003c/p>\n\u003cp>She noted that an earlier draft of the framework included sample lessons on calculating a school cafeteria’s food waste — but that many of her students would have found the entire exercise alienating because they lack food security at home.\u003c/p>\n\u003ch3>\u003cstrong>Bigger, structural problems\u003c/strong>\u003c/h3>\n\u003cp>The framework committee met several times over eight months. Pariso describes the meetings as an “intense” collaboration between math teachers, school district administrators and math education experts.\u003c/p>\n\u003cp>The authors, five professors from across the state, wrote an 800-page draft that generated both praise and criticism.\u003c/p>\n\u003cp>After absorbing blowback in hours of public testimony, the California State Board of Education delayed the approval process by two months.\u003c/p>\n\u003cp>Whatever impact a new framework has, California public schools still face systemic challenges.\u003c/p>\n\u003cp>Aris Biegler, a Los Angeles math teacher who helped design the framework, said smaller classes are key: “If a kid isn’t comfortable multiplying six times four, I can sort of reinforce them without shaming them.”\u003c/p>\n\u003cp>But amid an \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\" target=\"_blank\" rel=\"noopener noreferrer\">ongoing teacher shortage\u003c/a>, teaching is less appealing for those graduating college with STEM degrees.\u003c/p>\n\u003cp>“I have students who are very passionate about teaching… But they would prefer the higher paying STEM jobs,” Jitomirskaya said.\u003c/p>\n\u003cp>Still, not all districts will fully implement the new framework’s recommendations — even so, Pariso said it’s a step in the right direction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I used to value and make a big deal about students who got 100%,” she said. After learning about Jo Boaler’s tools, she realized she needed to celebrate the students who are progressing. “I don’t really talk about the one-hundred-percenters any more. I say ‘Wow, look how far you’ve come.’”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "what-immigrant-students-and-educators-in-oakland-are-doing-to-boost-vaccination-rates-at-schools",
"title": "What Immigrant Students and Educators in Oakland Are Doing to Boost Vaccination Rates at Schools",
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"headTitle": "What Immigrant Students and Educators in Oakland Are Doing to Boost Vaccination Rates at Schools | KQED",
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"content": "\u003cp>Oakland students age 12 and older have less than two months left to get their COVID-19 shots before the school \u003ca href=\"https://www.ousd.org/Page/21114\">district’s vaccine mandate kicks in on Jan. 1\u003c/a>. As of late October, about 60% of district students had gotten at least one dose, according to district officials.\u003c/p>\n\u003cp>But some schools are facing more obstacles than others in making sure their students get vaccinated. At Oakland International High School, which serves immigrant students who’ve recently arrived from around the world, administrators estimated only 47% of students had gotten at least their first dose as of early November.\u003c/p>\n\u003cp>They point to misinformation about the vaccine and language barriers as hurdles they need to work through to boost their numbers.\u003c/p>\n\u003cp>“We feel like we’ve been put in a situation where, for better or worse, we have to round up students and really very strongly recommend that they get the vaccine,” says OIHS principal Veronica Garcia. “The stakes are very high.”\u003c/p>\n\u003cp>Students who aren’t vaccinated and don’t get an exemption must either transfer to the district’s independent study program — distance learning — or be disenrolled.\u003c/p>\n\u003cfigure id=\"attachment_11896899\" class=\"wp-caption alignnone\" style=\"max-width: 1009px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896899\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1.jpg\" alt=\"A close-up of a clamshell billboard that reads, "Today's vaccine: Pfizer."\" width=\"1009\" height=\"673\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1.jpg 1009w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 1009px) 100vw, 1009px\">\u003cfigcaption class=\"wp-caption-text\">OIHS staff organized a pop-up vaccine clinic on campus to encourage more students to get vaccinated. Some school officials say there are other reasons getting a vaccine is complicated. For example, undocumented students worry about being asked to show documentation. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Garcia worries the \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\" target=\"_blank\" rel=\"noopener noreferrer\">district’s distance learning program isn’t equipped\u003c/a> to serve newcomers. \u003ca href=\"http://laschoolreport.com/learning-loss-in-california-new-analysis-digs-into-how-students-particularly-english-learners-are-falling-behind-during-the-pandemic/\">English-language learners suffered some of the worst academic consequences\u003c/a> of Zoom-based school.\u003c/p>\n\u003cp>“It’s a terrible choice, right?” she says.\u003c/p>\n\u003cp>She says there aren’t enough resources to provide culturally relevant and accurate information on the vaccines to students and families, who tend to live in Oakland ZIP codes with lower vaccination rates.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[aside postID=\"news_11855640\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/Oakland-Mam-Aguilar-1020x680.jpg\"]“There’s just \u003ca href=\"https://www.kqed.org/news/11855640/how-native-speakers-are-helping-1300-mam-students-in-oakland-through-remote-learning\" target=\"_blank\" rel=\"noopener noreferrer\">not a lot of consistent support with Mam language translation\u003c/a>,” she says, referring to a Mayan tongue used by some half million people, primarily in Guatemala. “There just aren’t a lot of culturally competent people out there in the field that can provide information to our Arabic-speaking families, for example, who have their own specific concerns about the vaccine or our families that speak Tigrinya.”\u003c/p>\n\u003cp>So one November morning, it’s case manager Ricardo Jaramillo’s job to round up unvaccinated students. He walks the school hallways checking, and rechecking, his list of names.\u003c/p>\n\u003cp>He dips into a classroom and comes out with 18-year-old Edras Sanchez from Honduras. Like all the students at this high school, Sanchez is new to the country, and Jaramillo wants to ensure he understands the district’s vaccine mandate so he can stay in school. Come January first, Jaramillo explains, Sanchez will need an exemption to come to school if he’s still not vaccinated.\u003c/p>\n\u003cfigure id=\"attachment_11896901\" class=\"wp-caption alignnone\" style=\"max-width: 957px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896901\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1.jpg\" alt=\"Two people discuss and look at documents as they stand outside in a school courtyard.\" width=\"957\" height=\"637\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1-160x106.jpg 160w\" sizes=\"auto, (max-width: 957px) 100vw, 957px\">\u003cfigcaption class=\"wp-caption-text\">OIHS staff review lists of unvaccinated students at a pop-up vaccine clinic on campus. Besides organizing this clinic, staff also have been giving presentations in classes, providing information in students’ native languages, and calling home to make sure families have accurate information about the vaccine. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sanchez has been avoiding the shot. “I’m scared,” he says. “I hear the vaccine is getting people sick.” He’s worried about the side effects and has a lot of questions about how vaccines work.\u003c/p>\n\u003cp>Community school manager Madenh Hassan, who’s responsible for helping with things like students’ mental health, medical and legal needs, says there are other reasons getting a vaccine is complicated for her students. Those who are undocumented worry about being asked to show their documentation, plus they’re still learning their way around this country.\u003c/p>\n\u003cp>[aside postID=\"news_11896107\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/GettyImages-1234850823-1020x680.jpg\"]“It’s really challenging being a newcomer and really understanding how to have a conversation about my needs,” she says. “Even just saying it’s available everywhere, that means almost nothing to students. Like, ‘I need you to walk me here and show me and me to feel comfortable knowing you’re somebody I trust.'”\u003c/p>\n\u003cp>In October the school held a vaccine clinic on campus and only 30 students got shots, principal Garcia says. Since then, staff have upped their outreach efforts. They’ve been giving presentations in classes, providing information in students’ native languages, and calling home.\u003c/p>\n\u003cp>Case managers like Jaramillo are also having lots of one-on-one conversations with students like Sanchez. Outside his classroom, he asks Jaramillo, “Are there any risks associated with the vaccine?”\u003c/p>\n\u003cp>Jaramillo explains they’re minimal and points out that he’s gotten two doses himself. To his surprise, Sanchez agrees to head over to the pop-up vaccine clinic the school is holding that day. Most students turn down the offer.\u003c/p>\n\u003cfigure id=\"attachment_11896902\" class=\"wp-caption alignnone\" style=\"max-width: 1009px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896902\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1.jpg\" alt=\"Two high schoolers wearing facemasks stand close together and face the camera.\" width=\"1009\" height=\"672\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1.jpg 1009w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 1009px) 100vw, 1009px\">\u003cfigcaption class=\"wp-caption-text\">Some OIHS students, like Ronaldo Aguilar and Anibal Godinez, have been encouraging their fellow students to get vaccinated. They say they don’t want any of their classmates to have to go back to distance learning. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighteen-year-old Ronaldo Aguilar and fellow student Anibal Godinez, 17, say they’re doing their part to encourage hesitant classmates to get the shot. And it’s not just about health; they don’t want to see their peers end up in distance learning. “In-person [school] is better,” Aguilar says. “That’s why we need to get the vaccine.”\u003c/p>\n\u003cp>OIHS administrators hoped to get 100 students vaccinated at a clinic held on November 10. In the end, 72 people got shots, and some of those were staff members getting boosters.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Ronaldo Aguilar, OIHS student\"]‘In-person [school] is better … that’s why we need to get the vaccine.’[/pullquote]At Rudsdale Newcomer High School, the other district campus dedicated solely to serving new immigrant students, assistant principal Emma Batten-Bowman says she’s had more success.\u003c/p>\n\u003cp>She estimates around 75% of her students are vaccinated. That’s in part because they tend to be older, and many of them hold jobs that require them to be vaccinated. But she also credits the robust support system she’s been able to put in place at the school through her own grant writing and other efforts.\u003c/p>\n\u003cp>“It just feels like we’re creating a lot of stuff on our own instead of getting that from the district,” she says. “They should be sending folks that speak Spanish and Mam to talk about the vaccine and to meet with families.”\u003c/p>\n\u003cp>Instead, she’s relied in part on her AmeriCorps volunteers to accompany students to vaccination appointments. “Most schools just don’t have the capacity for that kind of outreach,” Batten-Bowman says, “and that’s the kind of outreach it really takes.”\u003c/p>\n\u003cfigure id=\"attachment_11896897\" class=\"wp-caption alignnone\" style=\"max-width: 970px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896897\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1.jpg\" alt=\"Some students are sitting in chairs, in line formation, outside in a school courtyard.\" width=\"970\" height=\"647\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1.jpg 970w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 970px) 100vw, 970px\">\u003cfigcaption class=\"wp-caption-text\">OIHS students wait to be vaccinated at a pop-up vaccine clinic on campus. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland Unified partnered with the county \u003ca href=\"https://www.ousd.org/Page/21210\" target=\"_blank\" rel=\"noopener noreferrer\">to bring vaccination clinics to some campuses\u003c/a>, held district-wide info sessions online and made an \u003ca href=\"https://www.ousd.org/Page/20983\" target=\"_blank\" rel=\"noopener noreferrer\">informational video available there in several languages\u003c/a>, including Mam, but Batten-Bowman says those aren’t accessible for many families. The district has designated this week “\u003ca href=\"https://www.ousd.org/Page/21238\" target=\"_blank\" rel=\"noopener noreferrer\">Vaccination Education Week\u003c/a>” and is encouraging teachers to dedicate lessons to vaccine education.\u003c/p>\n\u003cp>[aside label ='Related Coverage' tag='vaccine-hesitancy']Students who don’t get vaccinated will be able to keep going to school if they can \u003ca href=\"https://www.ousd.org/Page/21239\" target=\"_blank\" rel=\"noopener noreferrer\">get a doctor’s note granting them a medical or personal belief exemption\u003c/a>. But Batten-Bowman and Oakland International’s Garcia say that won’t be easy for many of their students, who don’t have regular medical care.\u003c/p>\n\u003cp>“There’s no guarantee that we can help them access doctors to get a waiver,” Garcia says.\u003c/p>\n\u003cp>And if they can’t, she worries too many will end up in distance learning classes that don’t meet their needs, or pushed out of school altogether. With the deadline approaching, Garcia is planning another vaccine clinic for next month.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland students age 12 and older have less than two months left to get their COVID-19 shots before the school \u003ca href=\"https://www.ousd.org/Page/21114\">district’s vaccine mandate kicks in on Jan. 1\u003c/a>. As of late October, about 60% of district students had gotten at least one dose, according to district officials.\u003c/p>\n\u003cp>But some schools are facing more obstacles than others in making sure their students get vaccinated. At Oakland International High School, which serves immigrant students who’ve recently arrived from around the world, administrators estimated only 47% of students had gotten at least their first dose as of early November.\u003c/p>\n\u003cp>They point to misinformation about the vaccine and language barriers as hurdles they need to work through to boost their numbers.\u003c/p>\n\u003cp>“We feel like we’ve been put in a situation where, for better or worse, we have to round up students and really very strongly recommend that they get the vaccine,” says OIHS principal Veronica Garcia. “The stakes are very high.”\u003c/p>\n\u003cp>Students who aren’t vaccinated and don’t get an exemption must either transfer to the district’s independent study program — distance learning — or be disenrolled.\u003c/p>\n\u003cfigure id=\"attachment_11896899\" class=\"wp-caption alignnone\" style=\"max-width: 1009px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896899\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1.jpg\" alt=\"A close-up of a clamshell billboard that reads, "Today's vaccine: Pfizer."\" width=\"1009\" height=\"673\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1.jpg 1009w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52568_IMG_5127-qut-1020x765-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 1009px) 100vw, 1009px\">\u003cfigcaption class=\"wp-caption-text\">OIHS staff organized a pop-up vaccine clinic on campus to encourage more students to get vaccinated. Some school officials say there are other reasons getting a vaccine is complicated. For example, undocumented students worry about being asked to show documentation. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Garcia worries the \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\" target=\"_blank\" rel=\"noopener noreferrer\">district’s distance learning program isn’t equipped\u003c/a> to serve newcomers. \u003ca href=\"http://laschoolreport.com/learning-loss-in-california-new-analysis-digs-into-how-students-particularly-english-learners-are-falling-behind-during-the-pandemic/\">English-language learners suffered some of the worst academic consequences\u003c/a> of Zoom-based school.\u003c/p>\n\u003cp>“It’s a terrible choice, right?” she says.\u003c/p>\n\u003cp>She says there aren’t enough resources to provide culturally relevant and accurate information on the vaccines to students and families, who tend to live in Oakland ZIP codes with lower vaccination rates.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There’s just \u003ca href=\"https://www.kqed.org/news/11855640/how-native-speakers-are-helping-1300-mam-students-in-oakland-through-remote-learning\" target=\"_blank\" rel=\"noopener noreferrer\">not a lot of consistent support with Mam language translation\u003c/a>,” she says, referring to a Mayan tongue used by some half million people, primarily in Guatemala. “There just aren’t a lot of culturally competent people out there in the field that can provide information to our Arabic-speaking families, for example, who have their own specific concerns about the vaccine or our families that speak Tigrinya.”\u003c/p>\n\u003cp>So one November morning, it’s case manager Ricardo Jaramillo’s job to round up unvaccinated students. He walks the school hallways checking, and rechecking, his list of names.\u003c/p>\n\u003cp>He dips into a classroom and comes out with 18-year-old Edras Sanchez from Honduras. Like all the students at this high school, Sanchez is new to the country, and Jaramillo wants to ensure he understands the district’s vaccine mandate so he can stay in school. Come January first, Jaramillo explains, Sanchez will need an exemption to come to school if he’s still not vaccinated.\u003c/p>\n\u003cfigure id=\"attachment_11896901\" class=\"wp-caption alignnone\" style=\"max-width: 957px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896901\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1.jpg\" alt=\"Two people discuss and look at documents as they stand outside in a school courtyard.\" width=\"957\" height=\"637\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52563_IMG_5115-qut-1020x765-1-160x106.jpg 160w\" sizes=\"auto, (max-width: 957px) 100vw, 957px\">\u003cfigcaption class=\"wp-caption-text\">OIHS staff review lists of unvaccinated students at a pop-up vaccine clinic on campus. Besides organizing this clinic, staff also have been giving presentations in classes, providing information in students’ native languages, and calling home to make sure families have accurate information about the vaccine. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sanchez has been avoiding the shot. “I’m scared,” he says. “I hear the vaccine is getting people sick.” He’s worried about the side effects and has a lot of questions about how vaccines work.\u003c/p>\n\u003cp>Community school manager Madenh Hassan, who’s responsible for helping with things like students’ mental health, medical and legal needs, says there are other reasons getting a vaccine is complicated for her students. Those who are undocumented worry about being asked to show their documentation, plus they’re still learning their way around this country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s really challenging being a newcomer and really understanding how to have a conversation about my needs,” she says. “Even just saying it’s available everywhere, that means almost nothing to students. Like, ‘I need you to walk me here and show me and me to feel comfortable knowing you’re somebody I trust.'”\u003c/p>\n\u003cp>In October the school held a vaccine clinic on campus and only 30 students got shots, principal Garcia says. Since then, staff have upped their outreach efforts. They’ve been giving presentations in classes, providing information in students’ native languages, and calling home.\u003c/p>\n\u003cp>Case managers like Jaramillo are also having lots of one-on-one conversations with students like Sanchez. Outside his classroom, he asks Jaramillo, “Are there any risks associated with the vaccine?”\u003c/p>\n\u003cp>Jaramillo explains they’re minimal and points out that he’s gotten two doses himself. To his surprise, Sanchez agrees to head over to the pop-up vaccine clinic the school is holding that day. Most students turn down the offer.\u003c/p>\n\u003cfigure id=\"attachment_11896902\" class=\"wp-caption alignnone\" style=\"max-width: 1009px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896902\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1.jpg\" alt=\"Two high schoolers wearing facemasks stand close together and face the camera.\" width=\"1009\" height=\"672\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1.jpg 1009w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52567_IMG_5129-qut-1020x765-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 1009px) 100vw, 1009px\">\u003cfigcaption class=\"wp-caption-text\">Some OIHS students, like Ronaldo Aguilar and Anibal Godinez, have been encouraging their fellow students to get vaccinated. They say they don’t want any of their classmates to have to go back to distance learning. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighteen-year-old Ronaldo Aguilar and fellow student Anibal Godinez, 17, say they’re doing their part to encourage hesitant classmates to get the shot. And it’s not just about health; they don’t want to see their peers end up in distance learning. “In-person [school] is better,” Aguilar says. “That’s why we need to get the vaccine.”\u003c/p>\n\u003cp>OIHS administrators hoped to get 100 students vaccinated at a clinic held on November 10. In the end, 72 people got shots, and some of those were staff members getting boosters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At Rudsdale Newcomer High School, the other district campus dedicated solely to serving new immigrant students, assistant principal Emma Batten-Bowman says she’s had more success.\u003c/p>\n\u003cp>She estimates around 75% of her students are vaccinated. That’s in part because they tend to be older, and many of them hold jobs that require them to be vaccinated. But she also credits the robust support system she’s been able to put in place at the school through her own grant writing and other efforts.\u003c/p>\n\u003cp>“It just feels like we’re creating a lot of stuff on our own instead of getting that from the district,” she says. “They should be sending folks that speak Spanish and Mam to talk about the vaccine and to meet with families.”\u003c/p>\n\u003cp>Instead, she’s relied in part on her AmeriCorps volunteers to accompany students to vaccination appointments. “Most schools just don’t have the capacity for that kind of outreach,” Batten-Bowman says, “and that’s the kind of outreach it really takes.”\u003c/p>\n\u003cfigure id=\"attachment_11896897\" class=\"wp-caption alignnone\" style=\"max-width: 970px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11896897\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1.jpg\" alt=\"Some students are sitting in chairs, in line formation, outside in a school courtyard.\" width=\"970\" height=\"647\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1.jpg 970w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/RS52569_IMG_5132-qut-1020x765-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 970px) 100vw, 970px\">\u003cfigcaption class=\"wp-caption-text\">OIHS students wait to be vaccinated at a pop-up vaccine clinic on campus. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland Unified partnered with the county \u003ca href=\"https://www.ousd.org/Page/21210\" target=\"_blank\" rel=\"noopener noreferrer\">to bring vaccination clinics to some campuses\u003c/a>, held district-wide info sessions online and made an \u003ca href=\"https://www.ousd.org/Page/20983\" target=\"_blank\" rel=\"noopener noreferrer\">informational video available there in several languages\u003c/a>, including Mam, but Batten-Bowman says those aren’t accessible for many families. The district has designated this week “\u003ca href=\"https://www.ousd.org/Page/21238\" target=\"_blank\" rel=\"noopener noreferrer\">Vaccination Education Week\u003c/a>” and is encouraging teachers to dedicate lessons to vaccine education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Students who don’t get vaccinated will be able to keep going to school if they can \u003ca href=\"https://www.ousd.org/Page/21239\" target=\"_blank\" rel=\"noopener noreferrer\">get a doctor’s note granting them a medical or personal belief exemption\u003c/a>. But Batten-Bowman and Oakland International’s Garcia say that won’t be easy for many of their students, who don’t have regular medical care.\u003c/p>\n\u003cp>“There’s no guarantee that we can help them access doctors to get a waiver,” Garcia says.\u003c/p>\n\u003cp>And if they can’t, she worries too many will end up in distance learning classes that don’t meet their needs, or pushed out of school altogether. With the deadline approaching, Garcia is planning another vaccine clinic for next month.\u003cbr>\n\u003c/p>\u003c/div>",
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"disqusTitle": "UC Officially Ditches All Tests for Undergraduate Admissions",
"title": "UC Officially Ditches All Tests for Undergraduate Admissions",
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"content": "\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/la-uc-abandona-oficialmente-cualquier-prueba-para-las-admisiones-de-pregrado/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The University of California will not require any kind of admissions test for students trying to gain entry as undergraduates, system leaders reiterated Thursday.\u003c/p>\n\u003cp>Though the system \u003ca href=\"https://calmatters.org/education/higher-education/2020/05/uc-sat-act-standardized-test-requirements/\" target=\"_blank\" rel=\"noopener noreferrer\">voted last year to do away with requiring the SAT and ACT admissions tests\u003c/a>, still up in the air was whether the UC would decide to use any other test.\u003c/p>\n\u003cp>Signs already strongly suggested that the answer was no. A December 2020 report and more recent September report stated that creating a new test and using an existing assessment 11th graders have to take already aren’t feasible. On Thursday, UC leaders reaffirmed that the system will be test-free for undergraduate admissions going forward.\u003c/p>\n\u003cp>“We don’t have an assessment now that we believe we can use effectively,” said UC President Michael Drake at Thursday’s UC Board of Regents meeting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Board of Regents agreed with the move, said its chair, Cecilia Estolano. “We reached a conclusive decision that there isn’t right now a test or an assessment that we feel comfortable using in our admissions process.”\u003c/p>\n\u003cp>“This will have national implications,” she added.\u003c/p>\n\u003cp>The SAT and ACT have long been the focus of critics who say they are racially biased and give a leg up to wealthier students whose families can afford pricey test preparation.\u003c/p>\n\u003cp>Having no testing requirement is also seen as one reason why the UC \u003ca href=\"https://apnews.com/article/education-race-and-ethnicity-79f7d0e7eb812ce36538b9e112c38956\" target=\"_blank\" rel=\"noopener noreferrer\">admitted its most diverse class for this fall\u003c/a>, \u003ca href=\"https://www.universityofcalifornia.edu/press-room/uc-admissions-reach-record-highs-california-freshmen-underrepresented-students-and\" target=\"_blank\" rel=\"noopener noreferrer\">according to a July press statement from President Drake’s office\u003c/a>. The number of low-income students who were admitted to a UC campus jumped by 10% since 2020.\u003c/p>\n\u003ch3>How we got here\u003c/h3>\n\u003cp>The creation of a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/jan21/b2attach5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">new test is out of the question because it would take too long to develop\u003c/a>, a December 2020 academic report to the UC Office of the President said. The Board of Regents’ vote last year to get rid of the SAT included the possibility of having a replacement test by 2024. But another academic report indicated creating a new test would take nine years. In effect, the Board of Regents’ tight deadline ruled out a new test, the December 2020 report said. [pullquote size=\"medium\" align=\"right\" citation=\"Cecilia Estolano, Chair, UC Board Of Regents\"]'This will have national implications.’[/pullquote]\u003c/p>\n\u003cp>The UC’s focus then shifted to using an existing test called Smarter Balanced. It’s an assessment federal law requires that California public school students take for free in classrooms in grades 3 through 8 and 11. Unlike the SAT, though, the Smarter Balanced isn’t a “high stakes” test that determines a student’s academic fate. It’s chiefly used by state and district officials to measure whether students are making academic progress. Generally, it’s not a test K-12 students stress over.\u003c/p>\n\u003ch3>\"This will have national implications\"\u003c/h3>\n\u003cp>After months of meetings, a working group of the UC Academic Senate recommended in September that the \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">UC not adopt the test for admissions\u003c/a>. Its report said overhauling the Smarter Balanced assessment as an admissions test would just recreate the same issues that prompted the UC Board of Regents to get rid of the SAT and ACT.[aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>For one, using it for admissions would turn the Smarter Balanced assessment into a major source of anxiety for students given its sudden high-stakes nature. Next, making Smarter Balanced an admissions tool would create a new marketplace for test-prep, which the Academic Senate group said would result in wealthier families hiring tutors and purchasing other materials to give their students a leg up.\u003c/p>\n\u003cp>Overall, Smarter Balanced “captures the inequities in opportunities to learn across California schools that are pronounced by race and socioeconomic status,” \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">the Academic Senate group’s September report said\u003c/a>.\u003c/p>\n\u003cp>President Drake last month \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Letter-from-President-Drake-Horwitz-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">agreed with that recommendation\u003c/a>.\u003c/p>\n\u003ch3>Are admissions tests at the UC gone forever?\u003c/h3>\n\u003cp>Could the UC change its stance and adopt an admissions test again? Maybe, Drake said. If a test comes along and “does what we believe it should do in a way that we believe it’s effective, we certainly could consider adopting such a thing in the future.”\u003c/p>\n\u003cp>At least one Regent thought keeping the door slightly open for another testing requirement is ill-advised, given how much work is required to overhaul admissions requirements.\u003c/p>\n\u003cp>“We would have to rewrite our entire admissions system again,” said Alexis Atsilvsgi Zaragoza, a Berkeley student and Regents member, who noted that admissions offices at the UC scrambled to adjust their criteria for letting students in after the Regents removed the SAT requirement.\u003c/p>\n\u003ch3>More work for admissions offices without a test\u003c/h3>\n\u003cp>Still, without a test, admitting students becomes more challenging because of the workload it represents for admissions officers, Estolano said. That the UC ditched the SAT has already led to record-level applications to the system. For fall 2021, the first season after the UC dropped its testing requirement, the UC received more than 200,000 applications, compared with 172,000 in 2020.\u003c/p>\n\u003cp>Training admissions office staff on the “comprehensive review” process that looks at grades, extra-curriculars, the socio-economic factors in which students grow up and other non-test criteria becomes even more important, Estolano said.\u003c/p>\n\u003cp>Relying more on artificial intelligence may be one way to help with the workload. A report to the Regents this week noted that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b2attach.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">AI plays a small part in admissions and financial aid decisions at campuses\u003c/a>, but its role could be expanded. “Algorithms could be employed to create a predictive score for each applicant, a process that could help to supplement evaluation by admissions staff,” the report said.\u003c/p>\n\u003cp>But there are pitfalls to that approach, the report cautioned.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“However, the potential for adverse outcomes or unintended consequences can be ingrained in AI-enabled tools if they draw on outdated training data or data that is incomplete or unrepresentative of a broad demographic.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/la-uc-abandona-oficialmente-cualquier-prueba-para-las-admisiones-de-pregrado/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The University of California will not require any kind of admissions test for students trying to gain entry as undergraduates, system leaders reiterated Thursday.\u003c/p>\n\u003cp>Though the system \u003ca href=\"https://calmatters.org/education/higher-education/2020/05/uc-sat-act-standardized-test-requirements/\" target=\"_blank\" rel=\"noopener noreferrer\">voted last year to do away with requiring the SAT and ACT admissions tests\u003c/a>, still up in the air was whether the UC would decide to use any other test.\u003c/p>\n\u003cp>Signs already strongly suggested that the answer was no. A December 2020 report and more recent September report stated that creating a new test and using an existing assessment 11th graders have to take already aren’t feasible. On Thursday, UC leaders reaffirmed that the system will be test-free for undergraduate admissions going forward.\u003c/p>\n\u003cp>“We don’t have an assessment now that we believe we can use effectively,” said UC President Michael Drake at Thursday’s UC Board of Regents meeting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Board of Regents agreed with the move, said its chair, Cecilia Estolano. “We reached a conclusive decision that there isn’t right now a test or an assessment that we feel comfortable using in our admissions process.”\u003c/p>\n\u003cp>“This will have national implications,” she added.\u003c/p>\n\u003cp>The SAT and ACT have long been the focus of critics who say they are racially biased and give a leg up to wealthier students whose families can afford pricey test preparation.\u003c/p>\n\u003cp>Having no testing requirement is also seen as one reason why the UC \u003ca href=\"https://apnews.com/article/education-race-and-ethnicity-79f7d0e7eb812ce36538b9e112c38956\" target=\"_blank\" rel=\"noopener noreferrer\">admitted its most diverse class for this fall\u003c/a>, \u003ca href=\"https://www.universityofcalifornia.edu/press-room/uc-admissions-reach-record-highs-california-freshmen-underrepresented-students-and\" target=\"_blank\" rel=\"noopener noreferrer\">according to a July press statement from President Drake’s office\u003c/a>. The number of low-income students who were admitted to a UC campus jumped by 10% since 2020.\u003c/p>\n\u003ch3>How we got here\u003c/h3>\n\u003cp>The creation of a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/jan21/b2attach5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">new test is out of the question because it would take too long to develop\u003c/a>, a December 2020 academic report to the UC Office of the President said. The Board of Regents’ vote last year to get rid of the SAT included the possibility of having a replacement test by 2024. But another academic report indicated creating a new test would take nine years. In effect, the Board of Regents’ tight deadline ruled out a new test, the December 2020 report said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The UC’s focus then shifted to using an existing test called Smarter Balanced. It’s an assessment federal law requires that California public school students take for free in classrooms in grades 3 through 8 and 11. Unlike the SAT, though, the Smarter Balanced isn’t a “high stakes” test that determines a student’s academic fate. It’s chiefly used by state and district officials to measure whether students are making academic progress. Generally, it’s not a test K-12 students stress over.\u003c/p>\n\u003ch3>\"This will have national implications\"\u003c/h3>\n\u003cp>After months of meetings, a working group of the UC Academic Senate recommended in September that the \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">UC not adopt the test for admissions\u003c/a>. Its report said overhauling the Smarter Balanced assessment as an admissions test would just recreate the same issues that prompted the UC Board of Regents to get rid of the SAT and ACT.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For one, using it for admissions would turn the Smarter Balanced assessment into a major source of anxiety for students given its sudden high-stakes nature. Next, making Smarter Balanced an admissions tool would create a new marketplace for test-prep, which the Academic Senate group said would result in wealthier families hiring tutors and purchasing other materials to give their students a leg up.\u003c/p>\n\u003cp>Overall, Smarter Balanced “captures the inequities in opportunities to learn across California schools that are pronounced by race and socioeconomic status,” \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">the Academic Senate group’s September report said\u003c/a>.\u003c/p>\n\u003cp>President Drake last month \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Letter-from-President-Drake-Horwitz-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">agreed with that recommendation\u003c/a>.\u003c/p>\n\u003ch3>Are admissions tests at the UC gone forever?\u003c/h3>\n\u003cp>Could the UC change its stance and adopt an admissions test again? Maybe, Drake said. If a test comes along and “does what we believe it should do in a way that we believe it’s effective, we certainly could consider adopting such a thing in the future.”\u003c/p>\n\u003cp>At least one Regent thought keeping the door slightly open for another testing requirement is ill-advised, given how much work is required to overhaul admissions requirements.\u003c/p>\n\u003cp>“We would have to rewrite our entire admissions system again,” said Alexis Atsilvsgi Zaragoza, a Berkeley student and Regents member, who noted that admissions offices at the UC scrambled to adjust their criteria for letting students in after the Regents removed the SAT requirement.\u003c/p>\n\u003ch3>More work for admissions offices without a test\u003c/h3>\n\u003cp>Still, without a test, admitting students becomes more challenging because of the workload it represents for admissions officers, Estolano said. That the UC ditched the SAT has already led to record-level applications to the system. For fall 2021, the first season after the UC dropped its testing requirement, the UC received more than 200,000 applications, compared with 172,000 in 2020.\u003c/p>\n\u003cp>Training admissions office staff on the “comprehensive review” process that looks at grades, extra-curriculars, the socio-economic factors in which students grow up and other non-test criteria becomes even more important, Estolano said.\u003c/p>\n\u003cp>Relying more on artificial intelligence may be one way to help with the workload. A report to the Regents this week noted that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b2attach.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">AI plays a small part in admissions and financial aid decisions at campuses\u003c/a>, but its role could be expanded. “Algorithms could be employed to create a predictive score for each applicant, a process that could help to supplement evaluation by admissions staff,” the report said.\u003c/p>\n\u003cp>But there are pitfalls to that approach, the report cautioned.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“However, the potential for adverse outcomes or unintended consequences can be ingrained in AI-enabled tools if they draw on outdated training data or data that is incomplete or unrepresentative of a broad demographic.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "faced-with-recall-faauuga-moliga-distances-himself-from-fellow-sf-school-board-members",
"title": "Faced With Recall, Faauuga Moliga Distances Himself From Fellow SF School Board Members",
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"headTitle": "Faced With Recall, Faauuga Moliga Distances Himself From Fellow SF School Board Members | KQED",
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"content": "\u003cp>\u003cem>This article is \u003ca href=\"https://www.kqed.org/news/tag/sf-school-board-recall\">part of a series of interviews\u003c/a> KQED has conducted with all three San Francisco school board members facing recall elections in February.\u003c/em>\u003c/p>\n\u003cp>The push to recall San Francisco Board of Education members Alison Collins, Gabriela López and Faauuga Moliga is gaining momentum, with high-profile endorsements from state Sen. Scott Wiener and Mayor London Breed.\u003c/p>\n\u003cp>Voters will be asked whether to keep or oust the commissioners in three separate questions on a Feb. 15 special election ballot. If any are recalled, Breed would choose their replacements.\u003c/p>\n\u003cp>Recall leaders have said they would recall all seven board members if they could, but the other four commissioners were elected last November, and therefore aren’t yet eligible based on city election rules. There have been at least 55 recall attempts of California school board members this year, according to the California School Boards Association.[pullquote size='medium' align='right' citation='Faauuga Moliga, SFUSD Board of Education vice president']‘I’m currently running the race to stop the recall of myself. I’m not running in tandem with Gabriela or Alison currently.’[/pullquote]\u003c/p>\n\u003cp>Meanwhile, the board’s defenders are getting ready to fight back. The group NoSchoolBoardRecall has begun collecting donations, and Moliga, the board’s vice president, has launched his own campaign. The teachers union has so far not undertaken a formal campaign, and its leaders said they will stay focused on educating voters, for now, though on social media the recall’s proponents have accused the union of taking a more active role.\u003c/p>\n\u003cp>KQED education reporter Vanessa Rancaño spoke with San Francisco Board of Education Vice President Faauuga Moliga about the recall effort against him and his colleagues.\u003c/p>\n\u003cp>\u003cem>This interview from Nov. 15, has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Vanessa Rancaño: Do you see a distinction between yourself, Gabriela Lopez and Alison Collins in terms of whether any of you should be recalled?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Faauuga Moliga:\u003c/strong> There is a recall effort to recall the school board, but, you know, realistically, the school board is not being recalled, three individuals are. Our legislation and the work that we’ve done are very different, in a sense. Like our interests, things they pursue, they’re just very different.\u003c/p>\n\u003cp>I constantly wanted schools to be open. I’ve constantly been working at addressing the budget deficit. And I can’t speak for what Gabriela or Alison have done or what their interests have been around those things. I’m currently running the race to stop the recall of myself. I’m not running in tandem with Gabriela or Alison currently.\u003c/p>\n\u003cp>\u003cstrong>Mayor London Breed originally appointed you to the board. Now she’s endorsing this recall effort. How do you think about her role in this?\u003c/strong>\u003c/p>\n\u003cp>I disagree with the mayor in terms of her reasoning to recall me, and I let her know that. Things that she’s mentioned about my work, I just strongly disagree with. I was hoping she was going to stay out of it.[pullquote size='medium' align='right' citation='Faauuga Moliga, SFUSD Board of Education vice president']‘I know things weren’t perfect, and if people felt unseen during that time, I personally would just like to say we could have done better.’[/pullquote]\u003c/p>\n\u003cp>\u003cstrong>What role do you think race plays in the recall?\u003c/strong>\u003c/p>\n\u003cp>As the first Pacific Islander to ever run for the school board, it’s critical. One of the reasons I ran is because Pacific Islanders were not doing well. And the reason why they were not doing well was because there’s a lot of systemic barriers that have really been a hindrance for the growth of Pacific Islanders in the city. So having a voice at the table and being able to advocate for things like the Fa’a Sāmoa Initiative, the Samoa Community Development (Center) learning hub, those things just don’t show up if you don’t have a seat at the table.\u003c/p>\n\u003cp>In terms of being equitable and being able to serve all your constituents and families that live in the city, you have to have representation, especially for those groups that are marginalized the most. And so race, it really matters to public education.\u003c/p>\n\u003cp>\u003cstrong>One of the biggest criticisms from recall supporters is around the reopening of schools as well as feelings from parents of not being heard, the board not recognizing their suffering during the pandemic and their kids’ mental health issues. They point specifically to evidence of learning loss among the most marginalized students in the district. What do you say to them?\u003c/strong>\u003c/p>\n\u003cp>One thing that you didn’t hear a lot during the pandemic publicly was voices from the marginalized communities. So for me, going out there and meeting with families in projects, indigenous communities, Black communities, Latinx immigrant communities and trying to figure out what are their needs (was important) because they’re not the ones that are showing up at the school board meetings. They don’t have that kind of access.\u003c/p>\n\u003cp>This thing around learning loss and the opportunity gap, they kind of go hand in hand. The same students that were facing challenges prior to the pandemic are the same students that were also impacted during the pandemic. Because these are the communities that are currently impacted. If we weren’t able to get resources to them as a city and county and a school district prior to (the pandemic) it is going to be really tough for us to do it now. And so, as a school district, we did our best, we did a lot of things: we opened up lunches every day, breakfast every day, fed the whole entire city of San Francisco. We provided technology for all the kids that didn’t have it.\u003c/p>\n\u003cp>I know things weren’t perfect, and if people felt unseen during that time, I personally would just like to say we could have done better. I apologize if that was how people felt during that time, and I’m committed to continue to work and to make sure that all our families are heard.\u003c/p>\n\u003cp>\u003cstrong>In the context of the budget crisis, I hear a lot of criticism about the board’s fiscal stewardship. How do you defend your track record?\u003c/strong>\u003c/p>\n\u003cp>Now that we’re coming out of the pandemic, we’re finally able to address it in a way that makes sense for not only the school district but also our partners, including our labor partners. When I first came on, I knew we were going into a budget deficit. Repeatedly I said we have to continue doing things that are going to cost-save. It’s not an easy issue that we’re working on right now, but I do feel confident that we’re going to be able to get a balanced budget and not have the school district be taken over.[aside postID='news_11893795,forum_2010101886188,news_11892743' label='Related Coverage']\u003c/p>\n\u003cp>\u003cstrong>Do you see any validity in the anger that’s being expressed by some parents through this recall?\u003c/strong>\u003c/p>\n\u003cp>I do, and I understand. I’ve met with parents, sit down and talk with parents, especially the parents that have been feeling unheard. My hope is that we can work together now and in the future.\u003c/p>\n\u003cp>\u003cstrong>Do you have greater political ambitions?\u003c/strong>\u003c/p>\n\u003cp>It’s never been my intention. My goal at the end of the day is to close the opportunity gap for Pacific Islanders, Black, Latinx and other students.\u003c/p>\n\u003cp>\u003cstrong>What accomplishments are you most proud of?\u003c/strong>\u003c/p>\n\u003cp>During the pandemic, I spearheaded this resolution around coordinated care. I’m a clinical social worker — the first thing you want to do during a crisis is be able to assess any situation. And so what the coordinator care did was, it provided the school district with the framework to be able to conduct wellness checks.\u003c/p>\n\u003cp>I spearheaded the \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BDCQRF6A8817/%24file/195-14A1%20Healing.pdf\">Our Healing in our Hands\u003c/a> resolution championed by the Chinese youth at the Chinese Progressive Association. We created a brand new wellness center at Balboa High School. We upped the number of mental health workers in the school district, increased the amount of therapists, plus (created) the peer wellness program. When the pandemic hit, those things were critical.\u003c/p>\n\u003cp>During the pandemic, I \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6P3H614625\">authored and passed the MediCal (Billing) resolution\u003c/a>, which in 2025, is looking to draw in more than $25 million.\u003c/p>\n\u003cp>Through the Fa’a Sāmoa Initiative, we were able to build the first PreK-12 dual immersion Samoan school in the Bayview and it has the highest preschool enrollment in the school district right now. There’s more work to expand that into other great levels. We were able to bring on staff to be able to run the Fa’a Sāmoa Initiative: we hired a policy analyst, there’s also an HPR coordinator. Through the pandemic, they were able to get a peer mentoring program rolling, tutoring rolling, all virtual. They got a (Native Hawaiian Pacific Islander Parent Advisory Council) for the school district.\u003c/p>\n\u003cp>Prior to the pandemic, educator housing was the number one issue, and so when I got on the school board, I was able to pass a resolution that targets three lots in the city to begin building teacher housing.\u003c/p>\n\u003cp>When we went into a budget deficit, the first thing I did was (ask) Where are we spending high dollars? Our transportation cost is astronomical. So I was able to\u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6P3H614625\"> roll out a resolution\u003c/a> which is saving the school district $25 million within the next five years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article is \u003ca href=\"https://www.kqed.org/news/tag/sf-school-board-recall\">part of a series of interviews\u003c/a> KQED has conducted with all three San Francisco school board members facing recall elections in February.\u003c/em>\u003c/p>\n\u003cp>The push to recall San Francisco Board of Education members Alison Collins, Gabriela López and Faauuga Moliga is gaining momentum, with high-profile endorsements from state Sen. Scott Wiener and Mayor London Breed.\u003c/p>\n\u003cp>Voters will be asked whether to keep or oust the commissioners in three separate questions on a Feb. 15 special election ballot. If any are recalled, Breed would choose their replacements.\u003c/p>\n\u003cp>Recall leaders have said they would recall all seven board members if they could, but the other four commissioners were elected last November, and therefore aren’t yet eligible based on city election rules. There have been at least 55 recall attempts of California school board members this year, according to the California School Boards Association.\u003c/p>\u003c/div>",
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"content": "‘I’m currently running the race to stop the recall of myself. I’m not running in tandem with Gabriela or Alison currently.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meanwhile, the board’s defenders are getting ready to fight back. The group NoSchoolBoardRecall has begun collecting donations, and Moliga, the board’s vice president, has launched his own campaign. The teachers union has so far not undertaken a formal campaign, and its leaders said they will stay focused on educating voters, for now, though on social media the recall’s proponents have accused the union of taking a more active role.\u003c/p>\n\u003cp>KQED education reporter Vanessa Rancaño spoke with San Francisco Board of Education Vice President Faauuga Moliga about the recall effort against him and his colleagues.\u003c/p>\n\u003cp>\u003cem>This interview from Nov. 15, has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Vanessa Rancaño: Do you see a distinction between yourself, Gabriela Lopez and Alison Collins in terms of whether any of you should be recalled?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Faauuga Moliga:\u003c/strong> There is a recall effort to recall the school board, but, you know, realistically, the school board is not being recalled, three individuals are. Our legislation and the work that we’ve done are very different, in a sense. Like our interests, things they pursue, they’re just very different.\u003c/p>\n\u003cp>I constantly wanted schools to be open. I’ve constantly been working at addressing the budget deficit. And I can’t speak for what Gabriela or Alison have done or what their interests have been around those things. I’m currently running the race to stop the recall of myself. I’m not running in tandem with Gabriela or Alison currently.\u003c/p>\n\u003cp>\u003cstrong>Mayor London Breed originally appointed you to the board. Now she’s endorsing this recall effort. How do you think about her role in this?\u003c/strong>\u003c/p>\n\u003cp>I disagree with the mayor in terms of her reasoning to recall me, and I let her know that. Things that she’s mentioned about my work, I just strongly disagree with. I was hoping she was going to stay out of it.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What role do you think race plays in the recall?\u003c/strong>\u003c/p>\n\u003cp>As the first Pacific Islander to ever run for the school board, it’s critical. One of the reasons I ran is because Pacific Islanders were not doing well. And the reason why they were not doing well was because there’s a lot of systemic barriers that have really been a hindrance for the growth of Pacific Islanders in the city. So having a voice at the table and being able to advocate for things like the Fa’a Sāmoa Initiative, the Samoa Community Development (Center) learning hub, those things just don’t show up if you don’t have a seat at the table.\u003c/p>\n\u003cp>In terms of being equitable and being able to serve all your constituents and families that live in the city, you have to have representation, especially for those groups that are marginalized the most. And so race, it really matters to public education.\u003c/p>\n\u003cp>\u003cstrong>One of the biggest criticisms from recall supporters is around the reopening of schools as well as feelings from parents of not being heard, the board not recognizing their suffering during the pandemic and their kids’ mental health issues. They point specifically to evidence of learning loss among the most marginalized students in the district. What do you say to them?\u003c/strong>\u003c/p>\n\u003cp>One thing that you didn’t hear a lot during the pandemic publicly was voices from the marginalized communities. So for me, going out there and meeting with families in projects, indigenous communities, Black communities, Latinx immigrant communities and trying to figure out what are their needs (was important) because they’re not the ones that are showing up at the school board meetings. They don’t have that kind of access.\u003c/p>\n\u003cp>This thing around learning loss and the opportunity gap, they kind of go hand in hand. The same students that were facing challenges prior to the pandemic are the same students that were also impacted during the pandemic. Because these are the communities that are currently impacted. If we weren’t able to get resources to them as a city and county and a school district prior to (the pandemic) it is going to be really tough for us to do it now. And so, as a school district, we did our best, we did a lot of things: we opened up lunches every day, breakfast every day, fed the whole entire city of San Francisco. We provided technology for all the kids that didn’t have it.\u003c/p>\n\u003cp>I know things weren’t perfect, and if people felt unseen during that time, I personally would just like to say we could have done better. I apologize if that was how people felt during that time, and I’m committed to continue to work and to make sure that all our families are heard.\u003c/p>\n\u003cp>\u003cstrong>In the context of the budget crisis, I hear a lot of criticism about the board’s fiscal stewardship. How do you defend your track record?\u003c/strong>\u003c/p>\n\u003cp>Now that we’re coming out of the pandemic, we’re finally able to address it in a way that makes sense for not only the school district but also our partners, including our labor partners. When I first came on, I knew we were going into a budget deficit. Repeatedly I said we have to continue doing things that are going to cost-save. It’s not an easy issue that we’re working on right now, but I do feel confident that we’re going to be able to get a balanced budget and not have the school district be taken over.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Do you see any validity in the anger that’s being expressed by some parents through this recall?\u003c/strong>\u003c/p>\n\u003cp>I do, and I understand. I’ve met with parents, sit down and talk with parents, especially the parents that have been feeling unheard. My hope is that we can work together now and in the future.\u003c/p>\n\u003cp>\u003cstrong>Do you have greater political ambitions?\u003c/strong>\u003c/p>\n\u003cp>It’s never been my intention. My goal at the end of the day is to close the opportunity gap for Pacific Islanders, Black, Latinx and other students.\u003c/p>\n\u003cp>\u003cstrong>What accomplishments are you most proud of?\u003c/strong>\u003c/p>\n\u003cp>During the pandemic, I spearheaded this resolution around coordinated care. I’m a clinical social worker — the first thing you want to do during a crisis is be able to assess any situation. And so what the coordinator care did was, it provided the school district with the framework to be able to conduct wellness checks.\u003c/p>\n\u003cp>I spearheaded the \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BDCQRF6A8817/%24file/195-14A1%20Healing.pdf\">Our Healing in our Hands\u003c/a> resolution championed by the Chinese youth at the Chinese Progressive Association. We created a brand new wellness center at Balboa High School. We upped the number of mental health workers in the school district, increased the amount of therapists, plus (created) the peer wellness program. When the pandemic hit, those things were critical.\u003c/p>\n\u003cp>During the pandemic, I \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6P3H614625\">authored and passed the MediCal (Billing) resolution\u003c/a>, which in 2025, is looking to draw in more than $25 million.\u003c/p>\n\u003cp>Through the Fa’a Sāmoa Initiative, we were able to build the first PreK-12 dual immersion Samoan school in the Bayview and it has the highest preschool enrollment in the school district right now. There’s more work to expand that into other great levels. We were able to bring on staff to be able to run the Fa’a Sāmoa Initiative: we hired a policy analyst, there’s also an HPR coordinator. Through the pandemic, they were able to get a peer mentoring program rolling, tutoring rolling, all virtual. They got a (Native Hawaiian Pacific Islander Parent Advisory Council) for the school district.\u003c/p>\n\u003cp>Prior to the pandemic, educator housing was the number one issue, and so when I got on the school board, I was able to pass a resolution that targets three lots in the city to begin building teacher housing.\u003c/p>\n\u003cp>When we went into a budget deficit, the first thing I did was (ask) Where are we spending high dollars? Our transportation cost is astronomical. So I was able to\u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6P3H614625\"> roll out a resolution\u003c/a> which is saving the school district $25 million within the next five years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This article is part of \u003ca href=\"https://www.kqed.org/news/tag/sf-school-board-recall\">a series of interviews\u003c/a> that KQED has conducted with all three San Francisco school board members facing recall elections in February.\u003c/em>\u003c/p>\n\u003cp>The push to recall San Francisco Board of Education members Alison Collins, Gabriela López and Faauuga Moliga is gaining momentum with high profile endorsements from state Sen. Scott Wiener and Mayor London Breed.\u003c/p>\n\u003cp>Meanwhile, the board’s defenders are getting ready to fight back. The group NoSchoolBoardRecall has begun collecting donations, and Vice President Moliga has launched his own campaign. \u003ca href=\"https://uesf.org/news/uesf-statement-on-board-of-education-recall/\">The union representing San Francisco teachers said it opposes the recall effort\u003c/a>, but for now will remain on the sidelines, with a focus on educating voters, according to its leadership. On social media the recall’s proponents have accused the union of taking a more active role.\u003c/p>\n\u003cp>Recall leaders argue the board unnecessarily delayed reopening classrooms while prioritizing, and mismanaging, the renaming of schools and the admissions policy change at Lowell High School. But anger directed at Collins has been its own motivating force for some. Collins was stripped of her leadership position on the board over past Twitter comments resurfaced by recall proponent and Lowell alumna Diane Yap. In response, \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">Collins sued the district for $87 million.\u003c/a> A judge dismissed the suit, and Collins dropped her effort.\u003c/p>\n\u003cp>KQED education reporter Vanessa Rancaño spoke with San Francisco Board of Education commissioner Alison Collins about that controversy and the broader recall effort.[pullquote size=\"medium\" align=\"right\" citation=\"Alison Collins, San Francisco Board of Education commissioner\"]‘One of the things that I think makes me the most sad about this recall effort is that it takes needed energy away from meeting the needs of our most vulnerable communities who are still struggling with the impacts of the pandemic.’[/pullquote]\u003c/p>\n\u003cp>\u003cem>This interview from Nov. 15 has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Vanessa Rancaño: Do you draw a distinction between yourself and Gabriela Lopez and Faauuga Moliga in terms of whether you should be recalled? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Alison Collins:\u003c/strong> No. We are all representing constituencies that have been underrepresented. We all come from community. We all value community voice. We may not always see eye to eye on how to get there. I think that is normal, healthy part of democracy, and I think it makes our board better that we do represent and reflect a variety of voices and constituencies.\u003c/p>\n\u003cp>I’m really proud of the work that we are doing because that expertise and direct experience inform the work that we’ve been doing, and it’s allowed us to really bridge some of these persistent gaps that have been named in the past, but that we haven’t been able to really address before.\u003c/p>\n\u003cp>\u003cstrong>Are you going to campaign with them?\u003c/strong>\u003c/p>\n\u003cp>I think most of what we’ve been doing is doing the work. One of the things that I think makes me the most sad about this recall effort is that it takes needed energy away from meeting the needs of our most vulnerable communities who are still struggling with the impacts of the pandemic. I would much rather be talking to you about, how do we address sexual assault in our schools? How do we fully fund education in California? This is happening nationwide with an unprecedented amount of recalls across the country. It is a political tactic, and it’s unfortunate when politics gets in the way of us doing the work that we were elected to do.\u003c/p>\n\u003cp>\u003cstrong>How are you thinking about the mayor’s role in this recall?\u003c/strong>\u003c/p>\n\u003cp>Obviously, education is always a political issue. Folks often want to use education as a talking point, you know, to engage with voters. Schools are always a very emotional issue. But we’re the ones that are most closely connected to the communities that we serve.\u003c/p>\n\u003cp>I think four out of seven of us are credentialed educators. I always defer to the folks that are on the ground and are doing the work. And those are going to be the parents, parent leaders, students themselves and our educators that are in the schools. And those are the folks that we’re listening to.[pullquote size=\"medium\" align=\"right\" citation=\"Alison Collins, San Francisco Board of Education commissioner\"]‘What happened to me was an information attack and the goal of it was to prevent me and President Lopez and others on our board from doing this racial equity work.’[/pullquote]\u003c/p>\n\u003cp>\u003cstrong>What role do you think race plays in this recall?\u003c/strong>\u003c/p>\n\u003cp>It’s not just about race. But I do think that when you look at some of the criticism directed specifically at the three of us … having a president that’s Latina, a vice president that’s Black and both also being women as well. I do think there are different standards. I think where this really shows up is not in critiques of policies, but in critiques of people. They invariably feed into tropes of certain racial, cultural or gender groups.\u003c/p>\n\u003cp>\u003cstrong>For a lot of parents who are supporting this recall they are frustrated around the reopening of schools, feeling like the board wasn’t listening to them and ignoring concerns about learning loss and mental health issues. They argue, if this board is so worried about equity, why are they doing these “symbolic” things and not reopening, which would help the kids who are most likely to suffer learning loss during the pandemic. What would you want to say to them?\u003c/strong>\u003c/p>\n\u003cp>We represent all parents and I’m a parent who wanted my teenagers to go back for sure, but there were also families that reached out to us that were worried. Our number one priority was opening schools safely, not opening schools at all costs. I’m proud of the work that our district has done and I think it reflects a wide range of perspectives.\u003c/p>\n\u003cp>This idea about learning loss — every year, the parent advisory council — the [American Indian/Alaskan Native Parent Advisory Council], the [Community Advisory Committee for Special Education for SFUSD], the English Learners Advisory Committee — present an official report to the Board of Education and there is one consistent thing that they say that their children need: they need to see that their community, history and culture is reflected in the curriculum. That motivates kids, so that has a direct impact on achievement. Anybody who’s saying they’re not focused on learning is actually just not aware or hasn’t been involved because that’s the work that we’re currently doing.\u003c/p>\n\u003cp>\u003cstrong>I want to ask you about the tweet controversy. Looking back, how do you judge the way you handled that situation?\u003c/strong>\u003c/p>\n\u003cp>I’m very sorry that my words were used in a way that was hurtful to a community that was reeling. I’m very sad that my words were weaponized in that way. And they did cause people pain. During that time, I was listening to many folks and having really hard conversations with people.\u003c/p>\n\u003cp>This was about really just stirring up outrage. And I don’t think that’s productive for the Black community. I don’t think it’s productive for the Asian-American community.\u003c/p>\n\u003cp>My tweets, what I said, was not racist. My tweets addressed ongoing anti-Black racism at Lowell and throughout SFUSD. Anybody who’s done racial equity work, they understood what I was saying. At the same time, I did not think that having (that) conversation during a time when Asian-Americans were really grieving (was appropriate.)\u003c/p>\n\u003cp>If we’re going to talk about what I said, we should be looking at who surfaced what I said and what were their motivations in sharing old tweets about during a time when Asian Americans were going through a lot of fear and pain. If the impact of starting that conversation is more upset, that says a lot about what’s really behind that conversation. And I think this is a part of a larger pattern that we see behind recalls going on nationally.[aside postID='news_11893795,forum_2010101886188,news_11892743' label='Related Coverage']\u003c/p>\n\u003cp>\u003cstrong>In terms of your lawsuit, why — in the context of the district’s financial situation, in the context of everything that you just expressed about the pain in Asian-American communities at that time — why was it important to you to sue?\u003c/strong>\u003c/p>\n\u003cp>I needed to protect my family, and I also needed to protect the work of the Board of Education and also protect students and families in our district and in our communities. What happened to me was an information attack and the goal of it was to prevent me and President Lopez and others on our board from doing this racial equity work. Specifically, it relates to Lowell.\u003c/p>\n\u003cp>If folks want to talk about lawsuits, there’s a lot of lawsuits flying around, right? And there’s a lot of people filing them, and a lot of those lawsuits are being lodged by folks who want to undermine progress for communities of color who are consistently fighting to make sure that their kids have access to high-quality schools and that their kids feel valued and visible in the schools.\u003c/p>\n\u003cp>I had the opportunity to continue my lawsuit and I chose not to continue it when school started because I wanted to focus on meeting the needs of families and students.\u003c/p>\n\u003cp>\u003cstrong>Do you regret filing it?\u003c/strong>\u003c/p>\n\u003cp>No, I don’t, because it reaffirmed my presence on the board. And it also protected my family.\u003c/p>\n\u003cp>\u003cstrong>Looking back at the last couple of years, is there anything that you would do differently?\u003c/strong>\u003c/p>\n\u003cp>I lead with my heart, so making the right choice in some ways is easy, but it can be difficult at the same time in the sense that what is politically expedient isn’t always the right thing. I’m doing what I was elected to do. I’m defending the right of all children to a quality education and specifically centering families that have a harder time getting access.\u003c/p>\n\u003cp>\u003cstrong>Do you have greater political ambitions?\u003c/strong>\u003c/p>\n\u003cp>No, I’ve been very clear. I think you’re not supposed to say that or as a politician, but I’m an educator through and through. I’m a parent activist organizer through and through. I’ve been doing it for 20 years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article is part of \u003ca href=\"https://www.kqed.org/news/tag/sf-school-board-recall\">a series of interviews\u003c/a> that KQED has conducted with all three San Francisco school board members facing recall elections in February.\u003c/em>\u003c/p>\n\u003cp>The push to recall San Francisco Board of Education members Alison Collins, Gabriela López and Faauuga Moliga is gaining momentum with high profile endorsements from state Sen. Scott Wiener and Mayor London Breed.\u003c/p>\n\u003cp>Meanwhile, the board’s defenders are getting ready to fight back. The group NoSchoolBoardRecall has begun collecting donations, and Vice President Moliga has launched his own campaign. \u003ca href=\"https://uesf.org/news/uesf-statement-on-board-of-education-recall/\">The union representing San Francisco teachers said it opposes the recall effort\u003c/a>, but for now will remain on the sidelines, with a focus on educating voters, according to its leadership. On social media the recall’s proponents have accused the union of taking a more active role.\u003c/p>\n\u003cp>Recall leaders argue the board unnecessarily delayed reopening classrooms while prioritizing, and mismanaging, the renaming of schools and the admissions policy change at Lowell High School. But anger directed at Collins has been its own motivating force for some. Collins was stripped of her leadership position on the board over past Twitter comments resurfaced by recall proponent and Lowell alumna Diane Yap. In response, \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">Collins sued the district for $87 million.\u003c/a> A judge dismissed the suit, and Collins dropped her effort.\u003c/p>\n\u003cp>KQED education reporter Vanessa Rancaño spoke with San Francisco Board of Education commissioner Alison Collins about that controversy and the broader recall effort.\u003c/p>\u003c/div>",
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"content": "‘One of the things that I think makes me the most sad about this recall effort is that it takes needed energy away from meeting the needs of our most vulnerable communities who are still struggling with the impacts of the pandemic.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This interview from Nov. 15 has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Vanessa Rancaño: Do you draw a distinction between yourself and Gabriela Lopez and Faauuga Moliga in terms of whether you should be recalled? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Alison Collins:\u003c/strong> No. We are all representing constituencies that have been underrepresented. We all come from community. We all value community voice. We may not always see eye to eye on how to get there. I think that is normal, healthy part of democracy, and I think it makes our board better that we do represent and reflect a variety of voices and constituencies.\u003c/p>\n\u003cp>I’m really proud of the work that we are doing because that expertise and direct experience inform the work that we’ve been doing, and it’s allowed us to really bridge some of these persistent gaps that have been named in the past, but that we haven’t been able to really address before.\u003c/p>\n\u003cp>\u003cstrong>Are you going to campaign with them?\u003c/strong>\u003c/p>\n\u003cp>I think most of what we’ve been doing is doing the work. One of the things that I think makes me the most sad about this recall effort is that it takes needed energy away from meeting the needs of our most vulnerable communities who are still struggling with the impacts of the pandemic. I would much rather be talking to you about, how do we address sexual assault in our schools? How do we fully fund education in California? This is happening nationwide with an unprecedented amount of recalls across the country. It is a political tactic, and it’s unfortunate when politics gets in the way of us doing the work that we were elected to do.\u003c/p>\n\u003cp>\u003cstrong>How are you thinking about the mayor’s role in this recall?\u003c/strong>\u003c/p>\n\u003cp>Obviously, education is always a political issue. Folks often want to use education as a talking point, you know, to engage with voters. Schools are always a very emotional issue. But we’re the ones that are most closely connected to the communities that we serve.\u003c/p>\n\u003cp>I think four out of seven of us are credentialed educators. I always defer to the folks that are on the ground and are doing the work. And those are going to be the parents, parent leaders, students themselves and our educators that are in the schools. And those are the folks that we’re listening to.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What role do you think race plays in this recall?\u003c/strong>\u003c/p>\n\u003cp>It’s not just about race. But I do think that when you look at some of the criticism directed specifically at the three of us … having a president that’s Latina, a vice president that’s Black and both also being women as well. I do think there are different standards. I think where this really shows up is not in critiques of policies, but in critiques of people. They invariably feed into tropes of certain racial, cultural or gender groups.\u003c/p>\n\u003cp>\u003cstrong>For a lot of parents who are supporting this recall they are frustrated around the reopening of schools, feeling like the board wasn’t listening to them and ignoring concerns about learning loss and mental health issues. They argue, if this board is so worried about equity, why are they doing these “symbolic” things and not reopening, which would help the kids who are most likely to suffer learning loss during the pandemic. What would you want to say to them?\u003c/strong>\u003c/p>\n\u003cp>We represent all parents and I’m a parent who wanted my teenagers to go back for sure, but there were also families that reached out to us that were worried. Our number one priority was opening schools safely, not opening schools at all costs. I’m proud of the work that our district has done and I think it reflects a wide range of perspectives.\u003c/p>\n\u003cp>This idea about learning loss — every year, the parent advisory council — the [American Indian/Alaskan Native Parent Advisory Council], the [Community Advisory Committee for Special Education for SFUSD], the English Learners Advisory Committee — present an official report to the Board of Education and there is one consistent thing that they say that their children need: they need to see that their community, history and culture is reflected in the curriculum. That motivates kids, so that has a direct impact on achievement. Anybody who’s saying they’re not focused on learning is actually just not aware or hasn’t been involved because that’s the work that we’re currently doing.\u003c/p>\n\u003cp>\u003cstrong>I want to ask you about the tweet controversy. Looking back, how do you judge the way you handled that situation?\u003c/strong>\u003c/p>\n\u003cp>I’m very sorry that my words were used in a way that was hurtful to a community that was reeling. I’m very sad that my words were weaponized in that way. And they did cause people pain. During that time, I was listening to many folks and having really hard conversations with people.\u003c/p>\n\u003cp>This was about really just stirring up outrage. And I don’t think that’s productive for the Black community. I don’t think it’s productive for the Asian-American community.\u003c/p>\n\u003cp>My tweets, what I said, was not racist. My tweets addressed ongoing anti-Black racism at Lowell and throughout SFUSD. Anybody who’s done racial equity work, they understood what I was saying. At the same time, I did not think that having (that) conversation during a time when Asian-Americans were really grieving (was appropriate.)\u003c/p>\n\u003cp>If we’re going to talk about what I said, we should be looking at who surfaced what I said and what were their motivations in sharing old tweets about during a time when Asian Americans were going through a lot of fear and pain. If the impact of starting that conversation is more upset, that says a lot about what’s really behind that conversation. And I think this is a part of a larger pattern that we see behind recalls going on nationally.\u003c/p>\u003c/div>",
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},
"closealltabs": {
"id": "closealltabs",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
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"id": "freakonomics-radio",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"meta": {
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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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