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"bio": "\u003ca href=\"http://www.MarkFiore.com\">MarkFiore.com\u003c/a> | \u003ca href=\"https://twitter.com/markfiore\">Follow on Twitter\u003c/a> | \u003ca href=\"https://www.facebook.com/pages/Mark-Fiore-Animated-Political-Cartoons/94451707396?ref=bookmarks\">Facebook\u003c/a> | \u003ca href=\"mailto:mark@markfiore.com\">email\u003c/a>\r\n\r\nPulitzer Prize-winner, Mark Fiore, who the Wall Street Journal has called “the undisputed guru of the form,” creates animated political cartoons in San Francisco, where his work has been featured regularly on the San Francisco Chronicle’s web site, SFGate.com. His work has appeared on Newsweek.com, Slate.com, CBSNews.com, MotherJones.com, DailyKos.com and NPR’s web site. Fiore’s political animation has appeared on CNN, Frontline, Bill Moyers Journal, Salon.com and cable and broadcast outlets across the globe.\r\n\r\nBeginning his professional life by drawing traditional political cartoons for newspapers, Fiore’s work appeared in publications ranging from the Washington Post to the Los Angeles Times. In the late 1990s, he began to experiment with animating political cartoons and, after a short stint at the San Jose Mercury News as their staff cartoonist, Fiore devoted all his energies to animation.\r\nGrowing up in California, Fiore also spent a good portion of his life in the backwoods of Idaho. It was this combination that shaped him politically. Mark majored in political science at Colorado College, where, in a perfect send-off for a cartoonist, he received his diploma in 1991 as commencement speaker Dick Cheney smiled approvingly.\r\nMark Fiore was awarded the Pulitzer Prize for political cartooning in 2010, a Robert F. Kennedy Journalism Award in 2004 and has twice received an Online Journalism Award for commentary from the Online News Association (2002, 2008). Fiore has received two awards for his work in new media from the National Cartoonists Society (2001, 2002), and in 2006 received The James Madison Freedom of Information Award from The Society of Professional Journalists.",
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"content": "\u003cp>With \u003ca href=\"https://www.feedingamerica.org/sites/default/files/2021-03/National%20Projections%20Brief_3.9.2021_0.pdf\">1 in every 6 children\u003c/a> facing hunger in the U.S., California is the first state to promise every public school student — all \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr21/yr21rel32.asp\">6 million of them\u003c/a> — free school meals.\u003c/p>\n\u003cp>The universal school meals program, which will launch in the 2022-2023 school year, is part of the landmark state budget agreement reached between Gov. Gavin Newsom and the Legislature last month. Days later, \u003ca href=\"https://www.newscentermaine.com/article/news/local/as-seen-on-tv/new-law-requires-free-school-meals-for-all-maine-public-students-regardless-of-family-income-starting-2022-2023/97-4e822474-cd25-4641-958e-c0c8599971c3\">Maine\u003c/a> became the second state to commit to offering a universal school meals program with the signing of its budget.\u003c/p>\n\u003cp>The program ensures that all students will be offered breakfast and lunch at their school, which state Sen. Nancy Skinner, D-Berkeley, said is “essential to learning.” Skinner has led the effort to establish a universal school meal program.\u003c/p>\n\u003cp>“We know that many California children are food insecure, and if you’re hungry you cannot learn well,” Skinner said. “The whole point of school is learning, and everything we can do to create an environment that allows children to thrive and learn is what we need to do.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Skinner \u003ca href=\"https://edsource.org/2021/california-moving-to-pioneer-free-meals-for-all-students/652779\">introduced a bill\u003c/a> in March that would have established a universal school meal program.\u003c/p>\n\u003cp>After the program garnered bipartisan support and the California Department of Finance forecast \u003ca href=\"https://edsource.org/2021/here-are-the-highlights-of-the-may-state-budget-revision/654773\">unexpectedly large projected revenues\u003c/a>, lawmakers opted to include it in the state budget rather than as a separate bill.\u003c/p>\n\u003cp>The final agreement between Newsom and the Legislature calls for $650 million through the Proposition 98 fund each year to reimburse school districts starting in 2022, as well as $54 million in the 2021-22 fiscal year to supplement state meal reimbursements. Proposition 98 is the formula that determines what portion of the general fund goes to community colleges and K-12 schools.\u003c/p>\n\u003cp>The state program is set to begin in the 2022-23 school year because the U.S. Department of Agriculture has already \u003ca href=\"https://edsource.org/2021/usda-extends-free-meals-through-next-school-year/653335\">committed\u003c/a> to paying for school meals for all students through the 2021-22 school year.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"State Sen. Nancy Skinner, D-Berkeley\"]‘The whole point of school is learning, and everything we can do to create an environment that allows children to thrive and learn is what we need to do.’[/pullquote]The USDA has reimbursed districts for providing free meals to all students since the start of the pandemic. Before the pandemic, districts were only reimbursed for feeding students who were enrolled in the National School Lunch Program. Advocates said being able to feed students without having to check whether they qualified for free lunches allowed districts to serve more families at a time when many faced hunger and hardship.\u003c/p>\n\u003cp>Waiving the eligibility requirements allowed the Oakland Unified School District, for example, to distribute as many as 18,000 \u003ca href=\"https://edsource.org/2020/grab-and-go-and-drive-up-allow-families-to-pick-up-food-at-closed-california-schools/626088\">grab-and-go meals\u003c/a> a day during the pandemic, said OUSD spokesman John Sasaki.\u003c/p>\n\u003cp>“That just goes to show the need that was there,” Sasaki said.\u003c/p>\n\u003cp>Previously, as part of the National School Lunch Program \u003ca href=\"https://www.fns.usda.gov/cn/applying-free-and-reduced-price-school-meals\">application process\u003c/a>, families had to disclose their household income, how many people lived in the household, their children’s immigration status or if their children were homeless or runaways. Some families feared giving out that information, and students may have felt embarrassed to receive a free meal while others paid for it.\u003c/p>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education\"]Schools in New York City began serving free meals to all students in 2017 after finding that some students would rather go hungry than admit they didn’t have enough money to pay for lunch. The decision followed a national outcry over \u003ca href=\"https://www.nytimes.com/2017/04/30/well/family/lunch-shaming-children-parents-school-bills.html)\">“lunch shaming”\u003c/a> — publicly shaming students for unpaid school meal bills, or even school staff throwing away their lunches rather than allowing them to eat.\u003c/p>\n\u003cp>Advocates believed that though \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr20/yr20rel29.asp\">3.9 million students\u003c/a> — 63% of California’s student body — participated in the program, the need was actually much higher.\u003c/p>\n\u003cp>“It’s such good news that everybody gets food with no strings attached, but to be able to do it in a way that nobody is called out is the best thing about this,” Sasaki said. “We want to make sure kids are never given a hard time for being who they are or being in the situation they are in.”\u003c/p>\n\u003cp>Districts will still be asking families to fill out household income eligibility forms, however. That’s because the number of families in the district that make so little that they qualify for the federal free and reduced-price lunch program remains a \u003ca href=\"https://www.cde.ca.gov/fg/aa/lc/index.asp\">key factor\u003c/a> in the state’s \u003ca href=\"https://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Local Control Funding Formula\u003c/a>. The formula gives additional state funds to districts based on the number of low-income students, English learners, foster children and homeless youth they serve.\u003c/p>\n\u003cp>Tony Wold, West Contra Costa Unified School District associate superintendent of business services, said the district was concerned that fewer families would fill out the household income eligibility forms because they didn’t have to in order to receive free meals. That could have potentially led to a reduction in supplemental funds for the cash-strapped district. To help solve the problem, the district had outreach workers call families directly, explaining why it was important for families to submit the information.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Spokesman John Sasaki, Oakland Unified School District\"]‘We want to make sure kids are never given a hard time for being who they are or being in the situation they are in.’[/pullquote]\u003c/p>\n\u003cp>The outreach workers’ “big lift” resulted in more families filling out the forms than the previous year, Wold said, which kept the district’s unduplicated pupils percentage constant. That statistic measures the share of a district’s students who are low-income, homeless, foster youth or English learners — all of which drive the Local Control Funding Formula.\u003c/p>\n\u003cp>Outreach workers at Oakland Unified emphasize to families who are skeptical about the forms that they determine how much money goes to the classroom, Sasaki said.\u003c/p>\n\u003cp>California School Boards Association spokesman Troy Flint said the organization anticipates it will be harder for districts to collect income eligibility forms with the new universal meals program. The association hopes the state will provide some support to schools’ “diligent and creative efforts” to collect the forms, though the group isn’t calling for any specific change.\u003c/p>\n\u003cp>“This administration has prioritized steering additional money toward high-need students, particularly into concentration grants, so there’s reason to believe they might be willing to work toward a modification here,” Flint said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The USDA has reimbursed districts for providing free meals to all students since the start of the pandemic. Before the pandemic, districts were only reimbursed for feeding students who were enrolled in the National School Lunch Program. Advocates said being able to feed students without having to check whether they qualified for free lunches allowed districts to serve more families at a time when many faced hunger and hardship.\u003c/p>\n\u003cp>Waiving the eligibility requirements allowed the Oakland Unified School District, for example, to distribute as many as 18,000 \u003ca href=\"https://edsource.org/2020/grab-and-go-and-drive-up-allow-families-to-pick-up-food-at-closed-california-schools/626088\">grab-and-go meals\u003c/a> a day during the pandemic, said OUSD spokesman John Sasaki.\u003c/p>\n\u003cp>“That just goes to show the need that was there,” Sasaki said.\u003c/p>\n\u003cp>Previously, as part of the National School Lunch Program \u003ca href=\"https://www.fns.usda.gov/cn/applying-free-and-reduced-price-school-meals\">application process\u003c/a>, families had to disclose their household income, how many people lived in the household, their children’s immigration status or if their children were homeless or runaways. Some families feared giving out that information, and students may have felt embarrassed to receive a free meal while others paid for it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schools in New York City began serving free meals to all students in 2017 after finding that some students would rather go hungry than admit they didn’t have enough money to pay for lunch. The decision followed a national outcry over \u003ca href=\"https://www.nytimes.com/2017/04/30/well/family/lunch-shaming-children-parents-school-bills.html)\">“lunch shaming”\u003c/a> — publicly shaming students for unpaid school meal bills, or even school staff throwing away their lunches rather than allowing them to eat.\u003c/p>\n\u003cp>Advocates believed that though \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr20/yr20rel29.asp\">3.9 million students\u003c/a> — 63% of California’s student body — participated in the program, the need was actually much higher.\u003c/p>\n\u003cp>“It’s such good news that everybody gets food with no strings attached, but to be able to do it in a way that nobody is called out is the best thing about this,” Sasaki said. “We want to make sure kids are never given a hard time for being who they are or being in the situation they are in.”\u003c/p>\n\u003cp>Districts will still be asking families to fill out household income eligibility forms, however. That’s because the number of families in the district that make so little that they qualify for the federal free and reduced-price lunch program remains a \u003ca href=\"https://www.cde.ca.gov/fg/aa/lc/index.asp\">key factor\u003c/a> in the state’s \u003ca href=\"https://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Local Control Funding Formula\u003c/a>. The formula gives additional state funds to districts based on the number of low-income students, English learners, foster children and homeless youth they serve.\u003c/p>\n\u003cp>Tony Wold, West Contra Costa Unified School District associate superintendent of business services, said the district was concerned that fewer families would fill out the household income eligibility forms because they didn’t have to in order to receive free meals. That could have potentially led to a reduction in supplemental funds for the cash-strapped district. To help solve the problem, the district had outreach workers call families directly, explaining why it was important for families to submit the information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The outreach workers’ “big lift” resulted in more families filling out the forms than the previous year, Wold said, which kept the district’s unduplicated pupils percentage constant. That statistic measures the share of a district’s students who are low-income, homeless, foster youth or English learners — all of which drive the Local Control Funding Formula.\u003c/p>\n\u003cp>Outreach workers at Oakland Unified emphasize to families who are skeptical about the forms that they determine how much money goes to the classroom, Sasaki said.\u003c/p>\n\u003cp>California School Boards Association spokesman Troy Flint said the organization anticipates it will be harder for districts to collect income eligibility forms with the new universal meals program. The association hopes the state will provide some support to schools’ “diligent and creative efforts” to collect the forms, though the group isn’t calling for any specific change.\u003c/p>\n\u003cp>“This administration has prioritized steering additional money toward high-need students, particularly into concentration grants, so there’s reason to believe they might be willing to work toward a modification here,” Flint said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "UC Tuition Hike: Regents Approve 'Forever' Increase",
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"content": "\u003cp>\u003cstrong>Update, 5 p.m. Thursday, July 22:\u003c/strong>\u003cbr>\nThe University of California Board of Regents voted to begin increasing tuition in 2022-23. The Board of Regents voted to largely keep the proposal as laid out below, but with some modifications, including that the hike is no longer indefinite and will be voted on again in five years, and that a greater share of revenue from the increase will go to financial aid for in-state students.\u003c/p>\n\u003cp>\u003cstrong>Original story:\u003c/strong>\u003cbr>\nGet ready for whiplash: After receiving \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/p2.pdf\">$1.3 billion in new money\u003c/a> from lawmakers this year, the University of California now wants to raise tuition on each incoming undergraduate class. Every year. Indefinitely.\u003c/p>\n\u003cp>Once tuition spikes for an incoming class, it would stay flat for six years for that class — allowing students to more reliably calculate the multiyear cost of a degree.\u003c/p>\n\u003cp>The UC Board of Regents will vote Thursday on a tuition-hike plan two years in the works that was initially derailed by the COVID-19 pandemic but has since been resuscitated.\u003c/p>\n\u003cp>UC officials project that in-state tuition and systemwide fees \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach4.pdf#page=7\">would grow by $534 in 2022-23\u003c/a> and increase by a slightly lower amount for each subsequent incoming class of undergraduate students.\u003c/p>\n\u003cp>The upshot is that in 2026-27, California undergraduates entering the UC would owe a projected $15,078 in annual tuition and statewide fees — about $2,500 more than what in-state undergraduates pay now.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/_/Uj9MnXqdgAi2JUNhVCPX?src=embed\" title=\"Projected tuition increases at the UC\" width=\"800\" height=\"925\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The proposal is a complicated one, stippled with tuition hike estimates pegged to inflation and studded with various exemptions meant to cap what students would ultimately owe. But what’s definite is that this marks a dramatic departure for the UC: After doubling tuition during the great recession in response to deep state cuts, the UC raised tuition just once since 2011.\u003c/p>\n\u003cp>“I do believe (the tuition increase is) likely to pass even though I would not like it to,” said Alexis Atsilvsgi Zaragoza, a UC Berkeley undergraduate and a student voting member of the Board of Regents who’ll be casting her first vote at this week’s meeting. \u003c/p>\n\u003cp>Her dissent has powerful allies. Speaker of the Assembly Anthony Rendon, a Long Beach Democrat, and Senate President Pro Tempore Toni G. Atkins, the two leaders of the Legislature, oppose the tuition increases at this time, they told CalMatters in emails. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Families have been struggling during this pandemic and this year has been difficult enough for so many Californians,” said Atkins, a San Diego Democrat.\u003c/p>\n\u003cp>UC President Michael V. Drake declined to be interviewed for this story. \u003ca href=\"https://www.youtube.com/watch?v=vgiyF6R9NTE&t=12350s\">At the May Regents meeting\u003c/a>, Drake said the tuition plan will “help campuses preserve academic excellence and critical support services.\u003c/p>\n\u003cp>“It’s no secret that UC’s funding has been unstable for years.”\u003c/p>\n\u003cp>His office argues that the UC needs stable revenue from tuition to counter the long trend of state disinvestment. The system four decades ago got about 80% of funding to educate students from state support. Today, that share has shrunk to closer to 40%, nearly identical to how much revenue the system collects from tuition. \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">This year’s massive infusion of state cash to the UC\u003c/a> does little to reverse that trend.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/c4661e74-01b9-4fc0-81a2-1f3a7617df21?src=embed\" title=\"Declining state support for the UC\" width=\"800\" height=\"975\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The UC president’s office projects \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach2.pdf\">soaring costs totaling $2.1 billion by 2026-27\u003c/a> on top of current expenses, a shortfall it argues must be plugged with tuition hikes along with more money from the Legislature. The new added revenue \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach3.pdf\">would pay for more faculty hires\u003c/a>, salary and benefits increases, plus a slew of student support services and programs aiming to \u003ca href=\"https://www.universityofcalifornia.edu/news/uc-s-ambitious-plan-help-more-students-earn-degree\">boost graduation rates\u003c/a>.\u003c/p>\n\u003cp>And the UC maintains that the proposed tuition model is ultimately better for all students. \u003c/p>\n\u003cp>Low-income students who don’t pay tuition anyway because they qualify for financial aid would get even more money for books, housing and food, because about 36% of the revenues from the tuition hikes would go back to student aid. \u003c/p>\n\u003cp>And with tuition growing only once per graduating class and tied to inflation, the cost of attendance will be predictable and stable for higher-income students who’ll pay full freight.\u003c/p>\n\u003ch3>Specifics of the Proposed Tuition Hike\u003c/h3>\n\u003cp>The \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach1.pdf\">proposed plan would increase tuition for each new incoming undergraduate class of students\u003c/a> starting in 2022-23. Every tuition hike would be pegged to inflation. Undergraduate students also would pay a surcharge of 2% or less, which would be phased out within a few years.\u003c/p>\n\u003cp>New and continuing students in state-funded graduate programs would \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">see a different kind of tuition hike\u003c/a>: theirs would be annual, rather than occurring once for every incoming class, and grow with inflation starting in 2022-23.\u003c/p>\n\u003cp>The proposal ties tuition growth to a three-year rolling average of inflation. Doing so keeps tuition from changing drastically if consumer prices soar. \u003c/p>\n\u003cp>The proposed hike would cap tuition growth \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">in any year at 6%\u003c/a>. Another provision would grow tuition by a smaller amount if state lawmakers increase their share of UC’s budget \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=2\">by more than 5%\u003c/a>. But that kind of increase is rare: UC’s state support has grown by less than 4.6% per year \u003ca href=\"https://www.ucop.edu/operating-budget/_files/rbudget/2020-21-budget-detail.pdf#page=168\">after hitting 5% in 2014-15\u003c/a>.\u003c/p>\n\u003cp>[aside tag=\"university of california,tuition\" label=\"Related Coverage.\"]\u003c/p>\n\u003cp>Zaragoza, the student regent, says a cap of 6% is still too high; she’ll push for a lower threshold. She wants trigger language in the regents’ proposal that would force the UC to pause tuition hikes in extreme cases like, say, a global pandemic. And she’d like the regents to be required to renew the plan regularly — at least once a decade.\u003c/p>\n\u003cp>“We’re using the messaging of a ‘forever hike,’ ” said Josh Lewis, a rising senior at Berkeley and chair of government relations for the UC Student Association. The systemwide student group opposes any tuition increase and is organizing a phalanx of students to protest the proposed hikes at this week’s Board of Regents meeting. The association is also submitting commentary pieces in all UC campus student papers and has met with regents.\u003c/p>\n\u003cp>Lewis said he wants the state to boost its support to the UC in lieu of tuition hikes.\u003c/p>\n\u003cp>And the regents themselves aren’t unified in support. Lt. Gov. Eleni Kounalakis, who serves as a regent, tweeted her opposition while noting how the cost of tuition to UC Berkeley’s Haas School of Business has skyrocketed since she attended in the 1990s.\u003c/p>\n\u003cp>https://twitter.com/EleniForCA/status/1415064500479283203?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1415064500479283203%7Ctwgr%5E%7Ctwcon%5Es1_c10&ref_url=https%3A%2F%2Fcalmatters.org%2Feducation%2Fhigher-education%2F2021%2F07%2Fuc-tuition-hike%2F\u003c/p>\n\u003cp>But at least one influential lawmaker is comfortable with the UC plan. Assemblymember Kevin McCarty, a Sacramento Democrat who chairs the budget subcommittee on education, said \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20210201/video\">at a February hearing\u003c/a> that “moderate and predictable” tuition increases of the kind the regents are considering do “make sense.”\u003c/p>\n\u003cp>There’s at least one kink in the UC’s revenue-boosting arguments. California law gives the governor’s director of finance the power to reduce the state funds headed to the UC (and California State University) if the university raises tuition. That’s because every increase to tuition means the state budget spends more on the Cal Grant, the state’s main student aid grant — something a third of UC undergraduates get, and which is automatically pegged to what the UC charges for tuition.\u003c/p>\n\u003ch3>Most Students Won’t Actually Pay\u003c/h3>\n\u003cp>Currently, \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/\">56% of California undergraduates at the UC\u003c/a> don’t pay any tuition due to a combination of state, federal and university aid. \u003c/p>\n\u003cp>That’s not changing under the proposed UC tuition model. The UC calculates that students who aren’t in wealthier households will ultimately owe less in overall college costs under this increase than if tuition stayed flat. That paradox is due to the fact that the UC plans to spend \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=5\">more than a third of the increased tuition revenue\u003c/a> on student financial aid. That money plus state and federal grants translate into \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=10\">savings of nearly $2,000 a year by 2028-29\u003c/a> for students whose parents earn $120,000 or less.\u003c/p>\n\u003cp>Despite all that financial aid, students in dire need still fall through the cracks. There are \u003ca href=\"https://calmatters.org/education/2018/04/homeless-college-students-california/\">students living out of cars and vans\u003c/a>. A 2020 UC report found that 6% of undergraduates who get federal grant aid \u003ca href=\"https://www.ucop.edu/global-food-initiative/_files/regents-special-committee-basic-needs-report.pdf#page=38\">still experience homelessness\u003c/a>. \u003c/p>\n\u003cp>For families with incomes of $150,000, UC’s tuition increase plan would result in added tuition costs, growing to about $2,000 by 2028-29 for undergraduates. Those costs will grow even more for wealthier families who don’t qualify for the state’s middle-class scholarship.\u003c/p>\n\u003cp>The proposed tuition hike is basically “a progressive tax,” said UC Regent Cecilia Estolano, now the body’s chair, who said she was undecided on the proposal at the May meeting. \u003c/p>\n\u003cp>“You’re going to charge more affluent people a bit more, but you’re going to give them a promise in exchange: Everybody will have the faculty and staff ratio that they expect out of the University of California,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 5 p.m. Thursday, July 22:\u003c/strong>\u003cbr>\nThe University of California Board of Regents voted to begin increasing tuition in 2022-23. The Board of Regents voted to largely keep the proposal as laid out below, but with some modifications, including that the hike is no longer indefinite and will be voted on again in five years, and that a greater share of revenue from the increase will go to financial aid for in-state students.\u003c/p>\n\u003cp>\u003cstrong>Original story:\u003c/strong>\u003cbr>\nGet ready for whiplash: After receiving \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/p2.pdf\">$1.3 billion in new money\u003c/a> from lawmakers this year, the University of California now wants to raise tuition on each incoming undergraduate class. Every year. Indefinitely.\u003c/p>\n\u003cp>Once tuition spikes for an incoming class, it would stay flat for six years for that class — allowing students to more reliably calculate the multiyear cost of a degree.\u003c/p>\n\u003cp>The UC Board of Regents will vote Thursday on a tuition-hike plan two years in the works that was initially derailed by the COVID-19 pandemic but has since been resuscitated.\u003c/p>\n\u003cp>UC officials project that in-state tuition and systemwide fees \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach4.pdf#page=7\">would grow by $534 in 2022-23\u003c/a> and increase by a slightly lower amount for each subsequent incoming class of undergraduate students.\u003c/p>\n\u003cp>The upshot is that in 2026-27, California undergraduates entering the UC would owe a projected $15,078 in annual tuition and statewide fees — about $2,500 more than what in-state undergraduates pay now.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/_/Uj9MnXqdgAi2JUNhVCPX?src=embed\" title=\"Projected tuition increases at the UC\" width=\"800\" height=\"925\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The proposal is a complicated one, stippled with tuition hike estimates pegged to inflation and studded with various exemptions meant to cap what students would ultimately owe. But what’s definite is that this marks a dramatic departure for the UC: After doubling tuition during the great recession in response to deep state cuts, the UC raised tuition just once since 2011.\u003c/p>\n\u003cp>“I do believe (the tuition increase is) likely to pass even though I would not like it to,” said Alexis Atsilvsgi Zaragoza, a UC Berkeley undergraduate and a student voting member of the Board of Regents who’ll be casting her first vote at this week’s meeting. \u003c/p>\n\u003cp>Her dissent has powerful allies. Speaker of the Assembly Anthony Rendon, a Long Beach Democrat, and Senate President Pro Tempore Toni G. Atkins, the two leaders of the Legislature, oppose the tuition increases at this time, they told CalMatters in emails. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Families have been struggling during this pandemic and this year has been difficult enough for so many Californians,” said Atkins, a San Diego Democrat.\u003c/p>\n\u003cp>UC President Michael V. Drake declined to be interviewed for this story. \u003ca href=\"https://www.youtube.com/watch?v=vgiyF6R9NTE&t=12350s\">At the May Regents meeting\u003c/a>, Drake said the tuition plan will “help campuses preserve academic excellence and critical support services.\u003c/p>\n\u003cp>“It’s no secret that UC’s funding has been unstable for years.”\u003c/p>\n\u003cp>His office argues that the UC needs stable revenue from tuition to counter the long trend of state disinvestment. The system four decades ago got about 80% of funding to educate students from state support. Today, that share has shrunk to closer to 40%, nearly identical to how much revenue the system collects from tuition. \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">This year’s massive infusion of state cash to the UC\u003c/a> does little to reverse that trend.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/c4661e74-01b9-4fc0-81a2-1f3a7617df21?src=embed\" title=\"Declining state support for the UC\" width=\"800\" height=\"975\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The UC president’s office projects \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach2.pdf\">soaring costs totaling $2.1 billion by 2026-27\u003c/a> on top of current expenses, a shortfall it argues must be plugged with tuition hikes along with more money from the Legislature. The new added revenue \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach3.pdf\">would pay for more faculty hires\u003c/a>, salary and benefits increases, plus a slew of student support services and programs aiming to \u003ca href=\"https://www.universityofcalifornia.edu/news/uc-s-ambitious-plan-help-more-students-earn-degree\">boost graduation rates\u003c/a>.\u003c/p>\n\u003cp>And the UC maintains that the proposed tuition model is ultimately better for all students. \u003c/p>\n\u003cp>Low-income students who don’t pay tuition anyway because they qualify for financial aid would get even more money for books, housing and food, because about 36% of the revenues from the tuition hikes would go back to student aid. \u003c/p>\n\u003cp>And with tuition growing only once per graduating class and tied to inflation, the cost of attendance will be predictable and stable for higher-income students who’ll pay full freight.\u003c/p>\n\u003ch3>Specifics of the Proposed Tuition Hike\u003c/h3>\n\u003cp>The \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach1.pdf\">proposed plan would increase tuition for each new incoming undergraduate class of students\u003c/a> starting in 2022-23. Every tuition hike would be pegged to inflation. Undergraduate students also would pay a surcharge of 2% or less, which would be phased out within a few years.\u003c/p>\n\u003cp>New and continuing students in state-funded graduate programs would \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">see a different kind of tuition hike\u003c/a>: theirs would be annual, rather than occurring once for every incoming class, and grow with inflation starting in 2022-23.\u003c/p>\n\u003cp>The proposal ties tuition growth to a three-year rolling average of inflation. Doing so keeps tuition from changing drastically if consumer prices soar. \u003c/p>\n\u003cp>The proposed hike would cap tuition growth \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">in any year at 6%\u003c/a>. Another provision would grow tuition by a smaller amount if state lawmakers increase their share of UC’s budget \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=2\">by more than 5%\u003c/a>. But that kind of increase is rare: UC’s state support has grown by less than 4.6% per year \u003ca href=\"https://www.ucop.edu/operating-budget/_files/rbudget/2020-21-budget-detail.pdf#page=168\">after hitting 5% in 2014-15\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zaragoza, the student regent, says a cap of 6% is still too high; she’ll push for a lower threshold. She wants trigger language in the regents’ proposal that would force the UC to pause tuition hikes in extreme cases like, say, a global pandemic. And she’d like the regents to be required to renew the plan regularly — at least once a decade.\u003c/p>\n\u003cp>“We’re using the messaging of a ‘forever hike,’ ” said Josh Lewis, a rising senior at Berkeley and chair of government relations for the UC Student Association. The systemwide student group opposes any tuition increase and is organizing a phalanx of students to protest the proposed hikes at this week’s Board of Regents meeting. The association is also submitting commentary pieces in all UC campus student papers and has met with regents.\u003c/p>\n\u003cp>Lewis said he wants the state to boost its support to the UC in lieu of tuition hikes.\u003c/p>\n\u003cp>And the regents themselves aren’t unified in support. Lt. Gov. Eleni Kounalakis, who serves as a regent, tweeted her opposition while noting how the cost of tuition to UC Berkeley’s Haas School of Business has skyrocketed since she attended in the 1990s.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>But at least one influential lawmaker is comfortable with the UC plan. Assemblymember Kevin McCarty, a Sacramento Democrat who chairs the budget subcommittee on education, said \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20210201/video\">at a February hearing\u003c/a> that “moderate and predictable” tuition increases of the kind the regents are considering do “make sense.”\u003c/p>\n\u003cp>There’s at least one kink in the UC’s revenue-boosting arguments. California law gives the governor’s director of finance the power to reduce the state funds headed to the UC (and California State University) if the university raises tuition. That’s because every increase to tuition means the state budget spends more on the Cal Grant, the state’s main student aid grant — something a third of UC undergraduates get, and which is automatically pegged to what the UC charges for tuition.\u003c/p>\n\u003ch3>Most Students Won’t Actually Pay\u003c/h3>\n\u003cp>Currently, \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/\">56% of California undergraduates at the UC\u003c/a> don’t pay any tuition due to a combination of state, federal and university aid. \u003c/p>\n\u003cp>That’s not changing under the proposed UC tuition model. The UC calculates that students who aren’t in wealthier households will ultimately owe less in overall college costs under this increase than if tuition stayed flat. That paradox is due to the fact that the UC plans to spend \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=5\">more than a third of the increased tuition revenue\u003c/a> on student financial aid. That money plus state and federal grants translate into \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=10\">savings of nearly $2,000 a year by 2028-29\u003c/a> for students whose parents earn $120,000 or less.\u003c/p>\n\u003cp>Despite all that financial aid, students in dire need still fall through the cracks. There are \u003ca href=\"https://calmatters.org/education/2018/04/homeless-college-students-california/\">students living out of cars and vans\u003c/a>. A 2020 UC report found that 6% of undergraduates who get federal grant aid \u003ca href=\"https://www.ucop.edu/global-food-initiative/_files/regents-special-committee-basic-needs-report.pdf#page=38\">still experience homelessness\u003c/a>. \u003c/p>\n\u003cp>For families with incomes of $150,000, UC’s tuition increase plan would result in added tuition costs, growing to about $2,000 by 2028-29 for undergraduates. Those costs will grow even more for wealthier families who don’t qualify for the state’s middle-class scholarship.\u003c/p>\n\u003cp>The proposed tuition hike is basically “a progressive tax,” said UC Regent Cecilia Estolano, now the body’s chair, who said she was undecided on the proposal at the May meeting. \u003c/p>\n\u003cp>“You’re going to charge more affluent people a bit more, but you’re going to give them a promise in exchange: Everybody will have the faculty and staff ratio that they expect out of the University of California,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When classrooms in California reopen for the fall term, all 6.2 million public school students will have the option to eat school meals for free, regardless of their family’s income.\u003c/p>\n\u003cp>The undertaking, made possible by an unexpected budget surplus, will be the largest free student lunch program in the country. School officials, lawmakers, anti-hunger organizations and parents are applauding it as a pioneering way to prevent the stigma of accepting free lunches and feed more hungry children.[pullquote size=\"medium\" align=\"right\" citation=\"State Sen. Nancy Skinner, D-Berkeley\"]‘If you’re a hungry child, you’re not going to learn well. Why should we have to go through a bureaucratic hassle to get a kid fed, when we could just have universal meals?’[/pullquote]\u003c/p>\n\u003cp>“This is so historic. It’s beyond life-changing,” said Erin Primer, director of food services for the San Luis Coastal Unified School District on California’s central coast.\u003c/p>\n\u003cp>Several U.S. cities, including New York, Boston and Chicago, already offer free school meals for all. But until recently, statewide universal meal programs were considered too costly and unrealistic. California became the first state to adopt a universal program late last month, and Maine followed shortly after with a similar plan.\u003c/p>\n\u003cp>“We’ve completely leveled the playing field when it comes to school food,” Primer said. The extra funding will also allow her to offer tastier, better-quality food such as fresh bread, produce and cheese from local producers, she said.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>Under federal rules, a family of four must make less than $34,000 a year to qualify for free meals and $48,000 to qualify for reduced-price meals. The caps shift annually but are based on federal poverty measures that don’t take into account the high cost of living and taxes in California.\u003c/p>\n\u003cp>“So it’s just for the most poor families, and not even all of them because some people failed to sign up or were fearful to sign up,” said Kat Taylor, a philanthropist and major funder of the Center for Ecoliteracy and the TomKat Ranch that backed California’s plan.\u003c/p>\n\u003cp>About 60% of California students qualify, but experts say the number of children who need food assistance is much higher in a state with vast income inequality. Communities of color are disproportionately affected and immigrant communities in particular are fearful of applying because of detailed forms that ask intrusive questions such as their family income, Social Security number and children’s immigration status.\u003c/p>\n\u003cp>Schools reported a declining percentage of families applying for free and reduced-price meals during the Trump administration, which attempted to tighten immigration policies and public benefits.\u003c/p>\n\u003cp>Like school officials statewide, Primer has countless tales of children who struggled to pay for school meals or were too ashamed to eat for free. There was the child whose mother called Primer, distraught because she made a few hundred dollars too much to qualify; the father who is in the country illegally and feared that filling out the free meal application could get him deported; and constant cases of high schoolers not wanting friends to know they need free food, so they skip eating.\u003c/p>\n\u003cp>When the pandemic hit, it changed everything — including how school meals were served — and provided an impetus for the universal program, which had bipartisan, unanimous support. Lawmakers previously had only pursued targeted bills such as easing school lunch debt.\u003c/p>\n\u003cp>After schools shut in March 2020, many transformed their parking lots into pickup sites, and federal funding allowed schools to offer meals to anyone. There were no applications, qualifications and no questions asked.\u003c/p>\n\u003cp>The massive turnout showed how much families rely on the meals.\u003c/p>\n\u003cp>The Los Angeles Unified School District, the state’s largest with 600,000 students, handed out upward of 400,000 meals a day, said spokeswoman Shannon Haber. San Luis Coastal, with 7,500 students, gave out 30,000 meals a week at the height of the pandemic, nearly triple the number before. The district includes the wealthy city of San Luis Obispo and lower-income areas.\u003c/p>\n\u003cp>“I thought it was a pipe dream for a long time,” said Sen. Nancy Skinner, D-Berkeley, a longtime advocate for universal free meals.\u003c/p>\n\u003cp>Backed by over 200 organizations in a coalition called “School Meals for All,” Skinner and other lawmakers pushed for funding in the state budget, seizing the momentum at a time when California is flush with cash. The $262 billion budget provides $54 million for the coming school year, supplementing funding from the Biden administration through June 2022. After that, California will spend $650 million annually.\u003c/p>\n\u003cp>“If you’re a hungry child, you’re not going to learn well,” said Skinner. “Why should we have to go through a bureaucratic hassle to get a kid fed, when we could just have universal meals?”\u003c/p>\n\u003cp>Senate Education Committee Republicans supported the plan as a way to help families struggling with California’s high cost of living. State Sen. Brian Dahle, a Republican from a largely rural area of Northern California, said he had watched kids at his children’s school steal leftover food when cafeteria workers weren’t looking.\u003c/p>\n\u003cp>“For a lot of them that was their dinner and they were sneaking it or taking it off someone’s plate when they didn’t finish it,” said Dahle.\u003c/p>\n\u003cp>Schools rarely turn hungry kids away. But for children who didn’t qualify and needed lunch, their parents were billed and many racked up huge debts. In recent years, some schools threatened to not let students graduate middle or high school until lunch debts were paid, or stamped the hands of students who owed money, said Jessica Bartholow, chief of staff for Skinner who previously was an anti-hunger advocate.[aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>Some schools would hire debt collectors to hound parents, but at the end of the year schools have to use general fund dollars to pay off lunch program debts, she said.\u003c/p>\n\u003cp>For Tina Self, a mother of three, avoiding the cost of $3 school lunches every day will be an enormous relief.\u003c/p>\n\u003cp>“It might seem like a little bit, but it helps a lot,” said Self, who lives in San Luis Obispo where a gallon of gas can cost just shy of $5 a gallon and rent is “crazy.”\u003c/p>\n\u003cp>“Lucky for us we both have a job and we have two running cars,” she said of herself and her husband. “But we’re barely making it as it is.”\u003c/p>\n\u003cp>Tony Wold, associate superintendent of the West Contra Costa Unified School District, says it’s about time lunches were free.\u003c/p>\n\u003cp>“Just like you need to give students textbooks and a computer, there are certain things you need to do. And this is one of them,” Wold said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is so historic. It’s beyond life-changing,” said Erin Primer, director of food services for the San Luis Coastal Unified School District on California’s central coast.\u003c/p>\n\u003cp>Several U.S. cities, including New York, Boston and Chicago, already offer free school meals for all. But until recently, statewide universal meal programs were considered too costly and unrealistic. California became the first state to adopt a universal program late last month, and Maine followed shortly after with a similar plan.\u003c/p>\n\u003cp>“We’ve completely leveled the playing field when it comes to school food,” Primer said. The extra funding will also allow her to offer tastier, better-quality food such as fresh bread, produce and cheese from local producers, she said.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Under federal rules, a family of four must make less than $34,000 a year to qualify for free meals and $48,000 to qualify for reduced-price meals. The caps shift annually but are based on federal poverty measures that don’t take into account the high cost of living and taxes in California.\u003c/p>\n\u003cp>“So it’s just for the most poor families, and not even all of them because some people failed to sign up or were fearful to sign up,” said Kat Taylor, a philanthropist and major funder of the Center for Ecoliteracy and the TomKat Ranch that backed California’s plan.\u003c/p>\n\u003cp>About 60% of California students qualify, but experts say the number of children who need food assistance is much higher in a state with vast income inequality. Communities of color are disproportionately affected and immigrant communities in particular are fearful of applying because of detailed forms that ask intrusive questions such as their family income, Social Security number and children’s immigration status.\u003c/p>\n\u003cp>Schools reported a declining percentage of families applying for free and reduced-price meals during the Trump administration, which attempted to tighten immigration policies and public benefits.\u003c/p>\n\u003cp>Like school officials statewide, Primer has countless tales of children who struggled to pay for school meals or were too ashamed to eat for free. There was the child whose mother called Primer, distraught because she made a few hundred dollars too much to qualify; the father who is in the country illegally and feared that filling out the free meal application could get him deported; and constant cases of high schoolers not wanting friends to know they need free food, so they skip eating.\u003c/p>\n\u003cp>When the pandemic hit, it changed everything — including how school meals were served — and provided an impetus for the universal program, which had bipartisan, unanimous support. Lawmakers previously had only pursued targeted bills such as easing school lunch debt.\u003c/p>\n\u003cp>After schools shut in March 2020, many transformed their parking lots into pickup sites, and federal funding allowed schools to offer meals to anyone. There were no applications, qualifications and no questions asked.\u003c/p>\n\u003cp>The massive turnout showed how much families rely on the meals.\u003c/p>\n\u003cp>The Los Angeles Unified School District, the state’s largest with 600,000 students, handed out upward of 400,000 meals a day, said spokeswoman Shannon Haber. San Luis Coastal, with 7,500 students, gave out 30,000 meals a week at the height of the pandemic, nearly triple the number before. The district includes the wealthy city of San Luis Obispo and lower-income areas.\u003c/p>\n\u003cp>“I thought it was a pipe dream for a long time,” said Sen. Nancy Skinner, D-Berkeley, a longtime advocate for universal free meals.\u003c/p>\n\u003cp>Backed by over 200 organizations in a coalition called “School Meals for All,” Skinner and other lawmakers pushed for funding in the state budget, seizing the momentum at a time when California is flush with cash. The $262 billion budget provides $54 million for the coming school year, supplementing funding from the Biden administration through June 2022. After that, California will spend $650 million annually.\u003c/p>\n\u003cp>“If you’re a hungry child, you’re not going to learn well,” said Skinner. “Why should we have to go through a bureaucratic hassle to get a kid fed, when we could just have universal meals?”\u003c/p>\n\u003cp>Senate Education Committee Republicans supported the plan as a way to help families struggling with California’s high cost of living. State Sen. Brian Dahle, a Republican from a largely rural area of Northern California, said he had watched kids at his children’s school steal leftover food when cafeteria workers weren’t looking.\u003c/p>\n\u003cp>“For a lot of them that was their dinner and they were sneaking it or taking it off someone’s plate when they didn’t finish it,” said Dahle.\u003c/p>\n\u003cp>Schools rarely turn hungry kids away. But for children who didn’t qualify and needed lunch, their parents were billed and many racked up huge debts. In recent years, some schools threatened to not let students graduate middle or high school until lunch debts were paid, or stamped the hands of students who owed money, said Jessica Bartholow, chief of staff for Skinner who previously was an anti-hunger advocate.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some schools would hire debt collectors to hound parents, but at the end of the year schools have to use general fund dollars to pay off lunch program debts, she said.\u003c/p>\n\u003cp>For Tina Self, a mother of three, avoiding the cost of $3 school lunches every day will be an enormous relief.\u003c/p>\n\u003cp>“It might seem like a little bit, but it helps a lot,” said Self, who lives in San Luis Obispo where a gallon of gas can cost just shy of $5 a gallon and rent is “crazy.”\u003c/p>\n\u003cp>“Lucky for us we both have a job and we have two running cars,” she said of herself and her husband. “But we’re barely making it as it is.”\u003c/p>\n\u003cp>Tony Wold, associate superintendent of the West Contra Costa Unified School District, says it’s about time lunches were free.\u003c/p>\n\u003cp>“Just like you need to give students textbooks and a computer, there are certain things you need to do. And this is one of them,” Wold said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve",
"title": "As High School Ethnic Studies Bill Advances, Some Bay Area Schools Are Ahead of the Curve",
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"content": "\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>[aside postID=news_11865712]The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>“It’s a big step, no doubt,” Medina said during Wednesday’s hearing. “I think it is something that is overdue in the state and in this country.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state’s far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>“This bill is going to come into law, and then there’s not going to be anything other than what has been proposed,” Dahle said during the hearing. “Let’s talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don’t have the resources to come up with this type of well-balanced curriculum.”\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren’t waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>[aside postID=news_11830384 hero='https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495678.750x-672x372.png']At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, ‘You be the judge of these facts,’ then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>“In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,” she said. “It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.”\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High’s principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Abby Sanchez, Berkeley High graduate\"]‘[Ethnic studies] really helped me understand the history of the United States, not as a country that once was oppressive, and then changed — but rather how oppression has been part of U.S. history and still is.’[/pullquote]The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It’s so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson’s ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco.jpg 1685w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>“We’re going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,” Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>“I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,” Dee said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>“It’s a big step, no doubt,” Medina said during Wednesday’s hearing. “I think it is something that is overdue in the state and in this country.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state’s far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>“This bill is going to come into law, and then there’s not going to be anything other than what has been proposed,” Dahle said during the hearing. “Let’s talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don’t have the resources to come up with this type of well-balanced curriculum.”\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren’t waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, ‘You be the judge of these facts,’ then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>“In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,” she said. “It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.”\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High’s principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘[Ethnic studies] really helped me understand the history of the United States, not as a country that once was oppressive, and then changed — but rather how oppression has been part of U.S. history and still is.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It’s so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson’s ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco.jpg 1685w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>“We’re going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,” Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>“I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,” Dee said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final.png\">\u003cimg class=\"alignnone size-full wp-image-11881192\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final.png\" alt=\"A Mark Fiore cartoon showing two students with masks standing in front of a chalk board with mathematical style writing that looks confusing. X=face masks, V=vaccines, if V, then X=0, and similar equations. The cartoon's caption reads "Maskmatics."\" width=\"1920\" height=\"1302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-800x543.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-1020x692.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-160x109.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-1536x1042.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Should students in California schools be required to wear face masks when in-person classes resume next month?\u003c/p>\n\u003cp>That depends \u003ca href=\"https://bit.ly/fioreschoolmasks\">who you ask\u003c/a>.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention released guidelines last week that said fully vaccinated students and teachers do not need to wear face masks indoors but recommended keeping a distance of 3 feet to avoid spreading COVID-19.\u003c/p>\n\u003cp>On Monday, the California Department of Public Health announced that all students at K-12 public schools must wear masks — even if they are fully vaccinated — or risk being sent home.\u003c/p>\n\u003cp>After an immediate uproar, health officials punted the enforcement portion of their mandate to local school districts.\u003c/p>\n\u003cp>Unfortunately, this looks like another confusing patchwork of competing health guidelines.\u003c/p>\n\u003cp>What's a kid to do?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final.png\">\u003cimg class=\"alignnone size-full wp-image-11881192\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final.png\" alt=\"A Mark Fiore cartoon showing two students with masks standing in front of a chalk board with mathematical style writing that looks confusing. X=face masks, V=vaccines, if V, then X=0, and similar equations. The cartoon's caption reads "Maskmatics."\" width=\"1920\" height=\"1302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-800x543.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-1020x692.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-160x109.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/07/schoolmasks_071221_final-1536x1042.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Should students in California schools be required to wear face masks when in-person classes resume next month?\u003c/p>\n\u003cp>That depends \u003ca href=\"https://bit.ly/fioreschoolmasks\">who you ask\u003c/a>.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention released guidelines last week that said fully vaccinated students and teachers do not need to wear face masks indoors but recommended keeping a distance of 3 feet to avoid spreading COVID-19.\u003c/p>\n\u003cp>On Monday, the California Department of Public Health announced that all students at K-12 public schools must wear masks — even if they are fully vaccinated — or risk being sent home.\u003c/p>\n\u003cp>After an immediate uproar, health officials punted the enforcement portion of their mandate to local school districts.\u003c/p>\n\u003cp>Unfortunately, this looks like another confusing patchwork of competing health guidelines.\u003c/p>\n\u003cp>What's a kid to do?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Less than a day after telling schools they would have to send students home who refuse to wear masks in class, California public health officials abruptly changed course Tuesday, saying districts will be able to independently decide how to enforce the state's school masking requirement when in-person classes resume next month.\u003c/p>\n\u003cp>The California Department of Public Health first \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">released details\u003c/a> of the new rules on Monday, which mandate almost all students and staff at K-12 public schools to continue wearing masks indoors at all times, even if they are fully vaccinated. Under those rules, schools would be required to \"exclude students from campus if they are not exempt from wearing a face covering under (the rules) and refuse to wear one provided by the school.\"\u003c/p>\n\u003cp>Those rules, which acknowledge the difficulty of social distancing in schools, also allow students and teachers to sit as close to each other as they want, and loosen quarantine restrictions for students who have been exposed to someone with the coronavirus, in some cases allowing masked students who remain asymptomatic to continue attending in-person classes. They also make mask-wearing optional in outdoor areas on school grounds.\u003c/p>\n\u003cp>But those new rules, which are significantly looser than they were last spring, were largely overshadowed by the state's ongoing mask requirement, which sparked anger among some parent groups and reignited criticism of Gov. Gavin Newsom, who is facing a recall election in September.\u003c/p>\n\u003cp>In response to the backlash, state officials quickly revised that mandate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There has been some confusion about the guidance so we wanted to offer some clarification and make sure you have the latest guidance,\" the agency said in a statement released Tuesday morning. \"Mask enforcement will continue to be handled by local schools as the state recognizes the unique needs of each district and child.\"\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"school-reopening\"]Troy Flint, spokesman for the California School Boards Association, said the updated rule \"is a huge difference in terms of how districts would operate and how the public is going to receive this guidance.\"\u003c/p>\n\u003cp>The rule could also force districts into some tough decisions. All California schools are required to resume in-person instruction when the new school year starts, but the new rules also require districts to provide remote learning options to students if officials send them home for refusing to wear masks.\u003c/p>\n\u003cp>\"If you have a district that chooses to take a harder line on masking and a subset of parents that doesn't want to comply, the school is obligated to provide independent study in a really robust way that asks more of the district than has been done in the past,\" Flint said.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html\">new set of guidelines\u003c/a> released last week, the Centers for Disease Control and Prevention said teachers and students who are fully vaccinated don’t have to wear masks indoors but recommended that students and staff stay at least 3 feet apart to reduce the spread of a disease that is primarily transmitted through the air.\u003c/p>\n\u003cp>State officials, however, were worried that imposing social distancing would make it harder for some schools to accommodate all students. So they chose to not require physical distancing in exchange for universal mask-wearing, a precaution they said would also help prevent the spread of new strains of the virus, like the delta variant.\u003c/p>\n\u003cp>The new state guidelines additionally recommend, but don't require, that older students get vaccinated. They also strongly urge schools to limit non-essential visitors, have their students eat lunch outdoors when possible and utilize the state's free COVID-19 testing resources.\u003c/p>\n\u003cp>Dr. Naomi Bardach, a UCSF pediatrician who heads the state’s Safe Schools for All plan, said the CDC's looser school mask guidelines are problematic in that they reinforce a divide between vaccinated and unvaccinated students.\u003c/p>\n\u003cp>\"The way the CDC guidance is written, it says vaccinated students don't have to wear masks and unvaccinated students have to wear a mask. And so that allows, all of a sudden, for two classes,\" Bardach said. \"And it really opens up the possibility of stigma, of bullying.\"\u003c/p>\n\u003cp>Two-thirds of California public school students 12 and older are not fully vaccinated, according to Bardach, who stressed that requiring everyone to wear masks will make schools much safer and simplify enforcement for school officials.\u003c/p>\n\u003cp>\"And so we actually would like to allow schools to open in a way that is a less controversial environment for those students as they walk through the doors,\" she said.\u003c/p>\n\u003cp>The state's mask requirement, though, angered some parents who say it will create additional stress for children who have already had two school years upended through remote learning and missed milestones like proms, sports, concerts and graduations.\u003c/p>\n\u003cp>\"We’re continuing to put the burden of this pandemic on our children, and it needs to stop,\" said Jonathan Zachreson, a father of three and founder of the group Reopen California Schools.\u003c/p>\n\u003cp>Newsom faced heavy criticism for not moving more quickly to return students to classrooms during the last school year. Many districts, including Los Angeles, with more than 550,000 K-12 students, only instituted part-time, in-person instruction for the final weeks of the spring semester.\u003c/p>\n\u003cp>Dr. Monica Gandhi, an infectious disease specialist and professor of medicine at UCSF who has advocated for California to loosen mask guidelines for fully vaccinated people, said the state's new school mask rules seemed reasonable.\u003c/p>\n\u003cp>She said that while eliminating the physical distancing requirement is one of the best things the state can do to get kids back in classrooms, the mask-requirement question is still a gray area because there is so little data about children.\u003c/p>\n\u003cp>\"We’ve just got to get the kids back and then we can sort out those kinds of details,\" Gandhi said.\u003c/p>\n\u003cp>But Dr. Jeffrey Klausner, a clinical professor of population and public health sciences at the University of Southern California, said the rules go too far and are not based on local data. He said it's unreasonable \"in a state of 40 million people, just to say everyone has to be the same.\"\u003c/p>\n\u003cp>\"I think they’d have better trust and credibility with Californians if they were a little more nuanced and smarter about it,\" he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post includes reporting from KQED's Julia McEvoy and Adam Beam of the Associated Press.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Less than a day after telling schools they would have to send students home who refuse to wear masks in class, California public health officials abruptly changed course Tuesday, saying districts will be able to independently decide how to enforce the state's school masking requirement when in-person classes resume next month.\u003c/p>\n\u003cp>The California Department of Public Health first \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">released details\u003c/a> of the new rules on Monday, which mandate almost all students and staff at K-12 public schools to continue wearing masks indoors at all times, even if they are fully vaccinated. Under those rules, schools would be required to \"exclude students from campus if they are not exempt from wearing a face covering under (the rules) and refuse to wear one provided by the school.\"\u003c/p>\n\u003cp>Those rules, which acknowledge the difficulty of social distancing in schools, also allow students and teachers to sit as close to each other as they want, and loosen quarantine restrictions for students who have been exposed to someone with the coronavirus, in some cases allowing masked students who remain asymptomatic to continue attending in-person classes. They also make mask-wearing optional in outdoor areas on school grounds.\u003c/p>\n\u003cp>But those new rules, which are significantly looser than they were last spring, were largely overshadowed by the state's ongoing mask requirement, which sparked anger among some parent groups and reignited criticism of Gov. Gavin Newsom, who is facing a recall election in September.\u003c/p>\n\u003cp>In response to the backlash, state officials quickly revised that mandate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There has been some confusion about the guidance so we wanted to offer some clarification and make sure you have the latest guidance,\" the agency said in a statement released Tuesday morning. \"Mask enforcement will continue to be handled by local schools as the state recognizes the unique needs of each district and child.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Troy Flint, spokesman for the California School Boards Association, said the updated rule \"is a huge difference in terms of how districts would operate and how the public is going to receive this guidance.\"\u003c/p>\n\u003cp>The rule could also force districts into some tough decisions. All California schools are required to resume in-person instruction when the new school year starts, but the new rules also require districts to provide remote learning options to students if officials send them home for refusing to wear masks.\u003c/p>\n\u003cp>\"If you have a district that chooses to take a harder line on masking and a subset of parents that doesn't want to comply, the school is obligated to provide independent study in a really robust way that asks more of the district than has been done in the past,\" Flint said.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html\">new set of guidelines\u003c/a> released last week, the Centers for Disease Control and Prevention said teachers and students who are fully vaccinated don’t have to wear masks indoors but recommended that students and staff stay at least 3 feet apart to reduce the spread of a disease that is primarily transmitted through the air.\u003c/p>\n\u003cp>State officials, however, were worried that imposing social distancing would make it harder for some schools to accommodate all students. So they chose to not require physical distancing in exchange for universal mask-wearing, a precaution they said would also help prevent the spread of new strains of the virus, like the delta variant.\u003c/p>\n\u003cp>The new state guidelines additionally recommend, but don't require, that older students get vaccinated. They also strongly urge schools to limit non-essential visitors, have their students eat lunch outdoors when possible and utilize the state's free COVID-19 testing resources.\u003c/p>\n\u003cp>Dr. Naomi Bardach, a UCSF pediatrician who heads the state’s Safe Schools for All plan, said the CDC's looser school mask guidelines are problematic in that they reinforce a divide between vaccinated and unvaccinated students.\u003c/p>\n\u003cp>\"The way the CDC guidance is written, it says vaccinated students don't have to wear masks and unvaccinated students have to wear a mask. And so that allows, all of a sudden, for two classes,\" Bardach said. \"And it really opens up the possibility of stigma, of bullying.\"\u003c/p>\n\u003cp>Two-thirds of California public school students 12 and older are not fully vaccinated, according to Bardach, who stressed that requiring everyone to wear masks will make schools much safer and simplify enforcement for school officials.\u003c/p>\n\u003cp>\"And so we actually would like to allow schools to open in a way that is a less controversial environment for those students as they walk through the doors,\" she said.\u003c/p>\n\u003cp>The state's mask requirement, though, angered some parents who say it will create additional stress for children who have already had two school years upended through remote learning and missed milestones like proms, sports, concerts and graduations.\u003c/p>\n\u003cp>\"We’re continuing to put the burden of this pandemic on our children, and it needs to stop,\" said Jonathan Zachreson, a father of three and founder of the group Reopen California Schools.\u003c/p>\n\u003cp>Newsom faced heavy criticism for not moving more quickly to return students to classrooms during the last school year. Many districts, including Los Angeles, with more than 550,000 K-12 students, only instituted part-time, in-person instruction for the final weeks of the spring semester.\u003c/p>\n\u003cp>Dr. Monica Gandhi, an infectious disease specialist and professor of medicine at UCSF who has advocated for California to loosen mask guidelines for fully vaccinated people, said the state's new school mask rules seemed reasonable.\u003c/p>\n\u003cp>She said that while eliminating the physical distancing requirement is one of the best things the state can do to get kids back in classrooms, the mask-requirement question is still a gray area because there is so little data about children.\u003c/p>\n\u003cp>\"We’ve just got to get the kids back and then we can sort out those kinds of details,\" Gandhi said.\u003c/p>\n\u003cp>But Dr. Jeffrey Klausner, a clinical professor of population and public health sciences at the University of Southern California, said the rules go too far and are not based on local data. He said it's unreasonable \"in a state of 40 million people, just to say everyone has to be the same.\"\u003c/p>\n\u003cp>\"I think they’d have better trust and credibility with Californians if they were a little more nuanced and smarter about it,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California will require that masks be worn at schools when classrooms open this fall.\u003c/p>\n\u003cp>On Friday, the Centers for Disease Control and Prevention said vaccinated teachers and students \u003ca href=\"https://www.kqed.org/news/11880730/cdc-updates-guidelines-on-k-12-schools-plus-tips-for-travel-and-family-gatherings\" target=\"_blank\" rel=\"noopener noreferrer\">don’t need to wear face coverings inside school buildings\u003c/a>. But, ahead of new school guidelines expected next week, health officials in California also said Friday that requiring face coverings will allow all schools to reopen this fall for full in-person instruction. [pullquote size=\"medium\" align=\"right\" citation=\"Dr. Mark Ghaly, California Health and Human Services Agency secretary\"]‘We believe that with masking and with testing, we can get kids back to in person 100% in our schools.’[/pullquote]\u003c/p>\n\u003cp>California Health and Human Services Agency Secretary Dr. Mark Ghaly said that not all schools can accommodate physical distancing of at least 3 feet or more, so the best preventive measure is wearing masks indoors.\u003c/p>\n\u003cp>The California Department of Public Health said in a statement that the mask requirement “also will ensure that all kids are treated the same,” without any stigma attached to those who are vaccinated or unvaccinated.\u003c/p>\n\u003cp>“We believe that with masking and with testing, we can get kids back to in person 100% in our schools,” Ghaly said.\u003c/p>\n\u003cp>Ghaly noted the CDC guidance released Friday says that when it is not possible to maintain at least 3 feet of physical distance, “it is especially important to layer multiple other prevention strategies, such as indoor masking.”\u003c/p>\n\u003cp>The health department plans to release more detailed guidance for school reopening next week, said Ghaly, who joined Gov. Gavin Newsom at a Napa Valley elementary school to sign a bill that provides record funding for California schools.\u003c/p>\n\u003cp>Newsom invited a group of young students to help him sign the legislation, which directs how most of the $123.9 billion for K-12 education in the 2021-2022 fiscal year must be spent. [ad fullwidth]\u003c/p>\n\u003cp>As part of a broad new education spending package made possible by the state’s surprise budget surplus, the state’s two-year kindergarten program will be expanded to include all 4-year-olds for free. The program aims to phase in the expansion by 2025 at a cost of $2.7 billion per year.\u003c/p>\n\u003cp>The new plan also puts more money toward after school and summer school programs, particularly in districts that serve high-needs students.\u003c/p>\n\u003cp>“This is a transformational budget. This is unlike anything we have ever done in this state,” Newsom said.\u003c/p>\n\u003cp>This year’s budget also adds money to fund free school meals for all students, with $54 million allocated for this year and $650 million in future years.\u003c/p>\n\u003cp>Newsom’s kindergarten expansion fulfills a promise that he and Democratic legislative leaders made to foot the bill for universal 4-year-old kindergarten statewide. [aside tag=\"education, coronavirus\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Currently, there are about 91,000 4-year-olds enrolled in transitional kindergarten. The new plan would boost enrollment to about 250,000.\u003c/p>\n\u003cp>The bill achieves many longtime priorities for Democrats in the Legislature, said Assemblymember Cecilia Aguiar-Curry, D-Winters, who joined the signing ceremony.\u003c/p>\n\u003cp>“We are changing lives,” said Aguiar-Curry. “By the signing of this today, we’re not going to leave anyone behind.”\u003c/p>\n\u003cp>Newsom has said the funding aims to address many of the inequities that the coronavirus pandemic exposed, including the need for robust mental health services to address childhood depression and trauma, more teachers and lower teacher-student ratios.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California Health and Human Services Agency Secretary Dr. Mark Ghaly said that not all schools can accommodate physical distancing of at least 3 feet or more, so the best preventive measure is wearing masks indoors.\u003c/p>\n\u003cp>The California Department of Public Health said in a statement that the mask requirement “also will ensure that all kids are treated the same,” without any stigma attached to those who are vaccinated or unvaccinated.\u003c/p>\n\u003cp>“We believe that with masking and with testing, we can get kids back to in person 100% in our schools,” Ghaly said.\u003c/p>\n\u003cp>Ghaly noted the CDC guidance released Friday says that when it is not possible to maintain at least 3 feet of physical distance, “it is especially important to layer multiple other prevention strategies, such as indoor masking.”\u003c/p>\n\u003cp>The health department plans to release more detailed guidance for school reopening next week, said Ghaly, who joined Gov. Gavin Newsom at a Napa Valley elementary school to sign a bill that provides record funding for California schools.\u003c/p>\n\u003cp>Newsom invited a group of young students to help him sign the legislation, which directs how most of the $123.9 billion for K-12 education in the 2021-2022 fiscal year must be spent. \u003c/p>\u003c/div>",
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"content": "\u003cp>Facing a lingering demand for distance learning as California emerges from the COVID-19 pandemic, Gov. Gavin Newsom and legislative leaders have agreed to expand the state's independent study program and require that every public school district offer the remote learning option.\u003c/p>\n\u003cp>In-person learning will be the default for California schools next year, but the independent study plan, set for a vote in the state Legislature on Thursday, is an acknowledgement that some parents may be hesitant to send their children back to the classroom because of health or learning concerns — and would leave the public school system to pursue remote learning.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Lisa Gardiner, California Teachers Association spokesperson\"]'While in-person learning will be a safe and preferred option for most students this fall, there must be options for students who are medically fragile, cannot be vaccinated or whose parents do not feel safe sending them to school.'[/pullquote]\u003c/p>\n\u003cp>\"Districts were concerned about enrollment and we were concerned that districts may encourage people to go to independent study as a proxy for distance learning,\" said Assembly Budget Chair Phil Ting, D-San Francisco. \"We really wanted to tighten up how independent study could be utilized by districts.\"\u003c/p>\n\u003cp>Independent study has existed in California schools for decades, but has been used by a small fraction of students — including child athletes, and those with severe health issues.\u003c/p>\n\u003cp>While many families found distance learning to be a poor substitute for classroom instruction during the pandemic, some came to \u003ca href=\"https://www.kqed.org/news/11869776/were-not-a-monolith-some-black-and-brown-parents-in-oakland-feel-conflicted-as-in-person-learning-returns\" target=\"_blank\" rel=\"noopener noreferrer\">prefer the remote education\u003c/a> their children were receiving.\u003c/p>\n\u003cp>\"This budget proposal strikes a good balance of flexibility to meet the needs of students and families and local school districts,\" said Lisa Gardiner, spokeswoman for the California Teachers Association. \"While in-person learning will be a safe and preferred option for most students this fall, there must be options for students who are medically fragile, cannot be vaccinated or whose parents do not feel safe sending them to school.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.kqed.org/news/11873813/newsom-proposes-a-return-to-in-person-learning-beginning-next-school-year\" target=\"_blank\" rel=\"noopener noreferrer\">revised budget proposal released\u003c/a> in May, Newsom made independent study optional for districts, but proposed more rules for the program — requiring districts provide an internet connection for students and monitor their progress on a daily basis.\u003c/p>\n\u003cp>The final deal reached between the governor and legislative leaders, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">contained\u003c/a> in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB130\" target=\"_blank\" rel=\"noopener noreferrer\">two bills\u003c/a> connected to the state budget, requires all districts to offer independent study.\u003c/p>\n\u003cp>[aside label=\"Education Stories\" tag=\"remote-learning\"]\u003c/p>\n\u003cp>The only exception would be if the program places an \"unreasonable fiscal burden\" on the district, and if the agency can't reach a deal to transfer the student to another district offering independent study.\u003c/p>\n\u003cp>A statement from the California Association of Suburban School Districts says the group \"appreciates the compromise language in AB/SB 130 on independent study that provides an option for independent study in instances in which parents or guardians determine that in-person instruction would put a student’s health at risk.\"\u003c/p>\n\u003cp>Lawmakers are envisioning an independent study program that goes beyond the historic practice of having students pick up a study packet every few weeks.\u003c/p>\n\u003cp>Credentialed teachers will have to document live daily interaction with their students and kids in grades K-3 must get at least one hour a day of live instruction. Curriculum, instructional minutes and teacher-to-student ratios will have to align with what's offered to in-person students, and students will be provided with a connected device.\u003c/p>\n\u003cp>Importantly, Ting said, the bills provide parents with transparency about the independent study program, and a clear path to return their children to the classroom, if desired.\u003c/p>\n\u003cp>\"What we really were focused on is making sure that students that were going into independent study, say for the semester, really understood what they were getting into,\" he said. \"We ask that they have a parent-teacher conference with the administration, so parents are given the pros and cons of what you're really getting out of independent study.\"\u003c/p>\n\u003cp>Under the agreement, districts must set benchmarks for a student's progress. Late or unsatisfactory work would lead to \"an evaluation of whether or not the pupil should be allowed to continue in course-based independent study.\"\u003c/p>\n\u003cp>And if a family wishes to return their child to the classroom from independent study, districts will have make the transition happen within five school days.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Facing a lingering demand for distance learning as California emerges from the COVID-19 pandemic, Gov. Gavin Newsom and legislative leaders have agreed to expand the state's independent study program and require that every public school district offer the remote learning option.\u003c/p>\n\u003cp>In-person learning will be the default for California schools next year, but the independent study plan, set for a vote in the state Legislature on Thursday, is an acknowledgement that some parents may be hesitant to send their children back to the classroom because of health or learning concerns — and would leave the public school system to pursue remote learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Districts were concerned about enrollment and we were concerned that districts may encourage people to go to independent study as a proxy for distance learning,\" said Assembly Budget Chair Phil Ting, D-San Francisco. \"We really wanted to tighten up how independent study could be utilized by districts.\"\u003c/p>\n\u003cp>Independent study has existed in California schools for decades, but has been used by a small fraction of students — including child athletes, and those with severe health issues.\u003c/p>\n\u003cp>While many families found distance learning to be a poor substitute for classroom instruction during the pandemic, some came to \u003ca href=\"https://www.kqed.org/news/11869776/were-not-a-monolith-some-black-and-brown-parents-in-oakland-feel-conflicted-as-in-person-learning-returns\" target=\"_blank\" rel=\"noopener noreferrer\">prefer the remote education\u003c/a> their children were receiving.\u003c/p>\n\u003cp>\"This budget proposal strikes a good balance of flexibility to meet the needs of students and families and local school districts,\" said Lisa Gardiner, spokeswoman for the California Teachers Association. \"While in-person learning will be a safe and preferred option for most students this fall, there must be options for students who are medically fragile, cannot be vaccinated or whose parents do not feel safe sending them to school.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.kqed.org/news/11873813/newsom-proposes-a-return-to-in-person-learning-beginning-next-school-year\" target=\"_blank\" rel=\"noopener noreferrer\">revised budget proposal released\u003c/a> in May, Newsom made independent study optional for districts, but proposed more rules for the program — requiring districts provide an internet connection for students and monitor their progress on a daily basis.\u003c/p>\n\u003cp>The final deal reached between the governor and legislative leaders, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">contained\u003c/a> in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB130\" target=\"_blank\" rel=\"noopener noreferrer\">two bills\u003c/a> connected to the state budget, requires all districts to offer independent study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The only exception would be if the program places an \"unreasonable fiscal burden\" on the district, and if the agency can't reach a deal to transfer the student to another district offering independent study.\u003c/p>\n\u003cp>A statement from the California Association of Suburban School Districts says the group \"appreciates the compromise language in AB/SB 130 on independent study that provides an option for independent study in instances in which parents or guardians determine that in-person instruction would put a student’s health at risk.\"\u003c/p>\n\u003cp>Lawmakers are envisioning an independent study program that goes beyond the historic practice of having students pick up a study packet every few weeks.\u003c/p>\n\u003cp>Credentialed teachers will have to document live daily interaction with their students and kids in grades K-3 must get at least one hour a day of live instruction. Curriculum, instructional minutes and teacher-to-student ratios will have to align with what's offered to in-person students, and students will be provided with a connected device.\u003c/p>\n\u003cp>Importantly, Ting said, the bills provide parents with transparency about the independent study program, and a clear path to return their children to the classroom, if desired.\u003c/p>\n\u003cp>\"What we really were focused on is making sure that students that were going into independent study, say for the semester, really understood what they were getting into,\" he said. \"We ask that they have a parent-teacher conference with the administration, so parents are given the pros and cons of what you're really getting out of independent study.\"\u003c/p>\n\u003cp>Under the agreement, districts must set benchmarks for a student's progress. Late or unsatisfactory work would lead to \"an evaluation of whether or not the pupil should be allowed to continue in course-based independent study.\"\u003c/p>\n\u003cp>And if a family wishes to return their child to the classroom from independent study, districts will have make the transition happen within five school days.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"headTitle": "California Lawmakers Tout Big College Spending, But Key Items Get Zero Dollars This Year | KQED",
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"content": "\u003cp>Lawmakers are boasting about a massive infusion of funding in the new budget to help more Californians afford college and expand enrollment at public universities, including the most competitive. But all of those are unfunded promises.\u003c/p>\n\u003cp>None of that money will be available unless lawmakers and the governor agree next year to fund them.\u003c/p>\n\u003cp>The $515 million to create a debt-free grant for lower- and middle-income University of California and California State University students? The budget deal for the 2021-22 fiscal year dedicates not one dollar to it but will next year, “subject to an available and sufficient appropriation.”\u003c/p>\n\u003cp>The $149 million to fund 15,000 extra seats in 2022-23 for California residents at the UC and CSU? Not a dollar either.\u003c/p>\n\u003cp>For now, the budget language says the Legislature has “the intent” to provide funds next year, a departure from recent practice when the budget act provided money upfront to grow enrollment later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Legislative staffers explain that their revenue projections show the state will be more cash-rich next year than this year. The move puts pressure on the systems to begin hiring more faculty without money in the bank ahead of an expected mandate to enroll more students.\u003c/p>\n\u003cp>That sounds different than what Assemblymember Phil Ting, a San Francisco Democrat and chair of the Assembly’s budget committee, said yesterday during a hearing on the budget deal: “We also hear people that we need to increase access to higher education. So we are increasing slots for them for 15,000 more students.”\u003c/p>\n\u003ch3>What’s getting money now\u003c/h3>\n\u003cp>The historic budget, the largest ever produced by Sacramento, does inject real money for the fiscal year starting July 1 that will immediately benefit hundreds of thousands of students — but on a smaller scale than what lawmakers’ budget summaries say.\u003c/p>\n\u003cp>It’s a dramatic change from just a year ago, when the state was staring down a $54 billion budget hole and imposed cuts and IOUs of nearly $2.6 billion on California’s public universities and community colleges. All those dollars are being restored and then some in this budget deal, with the UC and CSU getting increases in ongoing funding of 5% — about $173 million and $186 million, respectively.\u003c/p>\n\u003cp>And that excludes other one-time investments, like more than $400 million to revamp Cal State Humboldt as the state’s third polytechnic university with the goal of beefing up California’s capacity to teach the sciences. Or the $2 billion over three years to build affordable student housing and other campus buildings.\u003c/p>\n\u003cp>A lot of that money will fund efforts at the UC and CSU to improve their graduation rates. This has the dual effect of getting students to a degree faster and opening slots for new students — though not as many as the proposed enrollment growth plans.\u003c/p>\n\u003cp>But all the money for the UC still falls short of how much of its core funding for student academics used to flow from state support. Just over a decade ago, 60% came from the state’s general fund. Lately, it’s closer to 40%, meaning the system has relied more on tuition hikes.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://e.infogram.com/c4661e74-01b9-4fc0-81a2-1f3a7617df21?src=embed\" title=\"Declining state support for the UC\" width=\"625\" height=\"1054\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch3>Cal Grants coming to twice as many community college students\u003c/h3>\n\u003cp>The state’s marquee financial aid program, Cal Grant, will this year expand guaranteed eligibility to at least 133,000 more community college students, doubling how many community college students currently receive it. That number can grow in future years because the award is an entitlement. It’s the most significant update in two decades to arguably the nation’s most generous state financial aid program.\u003c/p>\n\u003cp>That’s because the restrictions on which community college students can get the guaranteed money are waived, including those a year or less from graduating high school and those under a certain age. They will remain for students attending UC, CSU and private schools. Those restrictions blocked most community college students from receiving the aid; while more than a third of UC and CSU students got Cal Grants, the same was true for less than 10% of community college students.\u003c/p>\n\u003cp>[aside postID=\"news_11742017\" label=\"More on student debt\"]\u003c/p>\n\u003cp>By expanding Cal Grant, related programs are getting more money. The budget deal is adding another $83 million to make sure more students with dependent children who get Cal Grants also receive an additional $6,000, a program that first debuted in 2019.\u003c/p>\n\u003cp>Student advocacy made a difference, said Colm Fitzgerald, outgoing student-voting member of the governing board of the community college system. “I watched how that directly impacted the perspectives of legislators in terms of Cal Grants and how Cal Grant was then reformed,” Fitzgerald said.\u003c/p>\n\u003cp>He also credited a law passed in 2019 that led to increases in the advocacy budget for members of the student senate of the community colleges to travel to Sacramento.\u003c/p>\n\u003ch3>Debt-free grant program won’t cover community college students\u003c/h3>\n\u003cp>The budget deal promises to supersize an existing Middle Class Scholarship that covers a portion of a student’s tuition at the UC and CSU by instead becoming a debt-free grant program.\u003c/p>\n\u003cp>Crucially, the plan leaves out virtually all community college students, except for the tiny number who are enrolled in a bachelor’s degree program at a community college.\u003c/p>\n\u003cp>If the debt-free grant debuts next year, it’ll cover the college-going expenses that part-time work, college grants and state and federal grant aid don’t. Students of families earning more than $100,000 annually will receive less. That plan alone is estimated to cost $515 million, part of a down payment of what legislative staffers say will eventually cost at least $1.5 billion if fully funded. More details about the plan are forthcoming in a “trailer” bill that’s expected to appear in print today.\u003c/p>\n\u003cp>Community college students make up almost two-thirds of all college students in California, so the state would have to spend as much as $1.4 billion to cover their housing, food and transportation expenses that existing aid doesn’t cover. That’s based on a 2019 estimate of how much a debt-free grant for community colleges would cost.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This budget deal favors community colleges by funding their Cal Grant expansion now rather than later, said Senate President Pro Tem Toni Atkins. “There is more work to do, but we are particularly proud that our initial investment benefits community college students first.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lawmakers are boasting about a massive infusion of funding in the new budget to help more Californians afford college and expand enrollment at public universities, including the most competitive. But all of those are unfunded promises.\u003c/p>\n\u003cp>None of that money will be available unless lawmakers and the governor agree next year to fund them.\u003c/p>\n\u003cp>The $515 million to create a debt-free grant for lower- and middle-income University of California and California State University students? The budget deal for the 2021-22 fiscal year dedicates not one dollar to it but will next year, “subject to an available and sufficient appropriation.”\u003c/p>\n\u003cp>The $149 million to fund 15,000 extra seats in 2022-23 for California residents at the UC and CSU? Not a dollar either.\u003c/p>\n\u003cp>For now, the budget language says the Legislature has “the intent” to provide funds next year, a departure from recent practice when the budget act provided money upfront to grow enrollment later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Legislative staffers explain that their revenue projections show the state will be more cash-rich next year than this year. The move puts pressure on the systems to begin hiring more faculty without money in the bank ahead of an expected mandate to enroll more students.\u003c/p>\n\u003cp>That sounds different than what Assemblymember Phil Ting, a San Francisco Democrat and chair of the Assembly’s budget committee, said yesterday during a hearing on the budget deal: “We also hear people that we need to increase access to higher education. So we are increasing slots for them for 15,000 more students.”\u003c/p>\n\u003ch3>What’s getting money now\u003c/h3>\n\u003cp>The historic budget, the largest ever produced by Sacramento, does inject real money for the fiscal year starting July 1 that will immediately benefit hundreds of thousands of students — but on a smaller scale than what lawmakers’ budget summaries say.\u003c/p>\n\u003cp>It’s a dramatic change from just a year ago, when the state was staring down a $54 billion budget hole and imposed cuts and IOUs of nearly $2.6 billion on California’s public universities and community colleges. All those dollars are being restored and then some in this budget deal, with the UC and CSU getting increases in ongoing funding of 5% — about $173 million and $186 million, respectively.\u003c/p>\n\u003cp>And that excludes other one-time investments, like more than $400 million to revamp Cal State Humboldt as the state’s third polytechnic university with the goal of beefing up California’s capacity to teach the sciences. Or the $2 billion over three years to build affordable student housing and other campus buildings.\u003c/p>\n\u003cp>A lot of that money will fund efforts at the UC and CSU to improve their graduation rates. This has the dual effect of getting students to a degree faster and opening slots for new students — though not as many as the proposed enrollment growth plans.\u003c/p>\n\u003cp>But all the money for the UC still falls short of how much of its core funding for student academics used to flow from state support. Just over a decade ago, 60% came from the state’s general fund. Lately, it’s closer to 40%, meaning the system has relied more on tuition hikes.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://e.infogram.com/c4661e74-01b9-4fc0-81a2-1f3a7617df21?src=embed\" title=\"Declining state support for the UC\" width=\"625\" height=\"1054\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch3>Cal Grants coming to twice as many community college students\u003c/h3>\n\u003cp>The state’s marquee financial aid program, Cal Grant, will this year expand guaranteed eligibility to at least 133,000 more community college students, doubling how many community college students currently receive it. That number can grow in future years because the award is an entitlement. It’s the most significant update in two decades to arguably the nation’s most generous state financial aid program.\u003c/p>\n\u003cp>That’s because the restrictions on which community college students can get the guaranteed money are waived, including those a year or less from graduating high school and those under a certain age. They will remain for students attending UC, CSU and private schools. Those restrictions blocked most community college students from receiving the aid; while more than a third of UC and CSU students got Cal Grants, the same was true for less than 10% of community college students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By expanding Cal Grant, related programs are getting more money. The budget deal is adding another $83 million to make sure more students with dependent children who get Cal Grants also receive an additional $6,000, a program that first debuted in 2019.\u003c/p>\n\u003cp>Student advocacy made a difference, said Colm Fitzgerald, outgoing student-voting member of the governing board of the community college system. “I watched how that directly impacted the perspectives of legislators in terms of Cal Grants and how Cal Grant was then reformed,” Fitzgerald said.\u003c/p>\n\u003cp>He also credited a law passed in 2019 that led to increases in the advocacy budget for members of the student senate of the community colleges to travel to Sacramento.\u003c/p>\n\u003ch3>Debt-free grant program won’t cover community college students\u003c/h3>\n\u003cp>The budget deal promises to supersize an existing Middle Class Scholarship that covers a portion of a student’s tuition at the UC and CSU by instead becoming a debt-free grant program.\u003c/p>\n\u003cp>Crucially, the plan leaves out virtually all community college students, except for the tiny number who are enrolled in a bachelor’s degree program at a community college.\u003c/p>\n\u003cp>If the debt-free grant debuts next year, it’ll cover the college-going expenses that part-time work, college grants and state and federal grant aid don’t. Students of families earning more than $100,000 annually will receive less. That plan alone is estimated to cost $515 million, part of a down payment of what legislative staffers say will eventually cost at least $1.5 billion if fully funded. More details about the plan are forthcoming in a “trailer” bill that’s expected to appear in print today.\u003c/p>\n\u003cp>Community college students make up almost two-thirds of all college students in California, so the state would have to spend as much as $1.4 billion to cover their housing, food and transportation expenses that existing aid doesn’t cover. That’s based on a 2019 estimate of how much a debt-free grant for community colleges would cost.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This budget deal favors community colleges by funding their Cal Grant expansion now rather than later, said Senate President Pro Tem Toni Atkins. “There is more work to do, but we are particularly proud that our initial investment benefits community college students first.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California schools are poised to get a record-breaking amount of money in the state budget to help students recover from 15 months of pandemic-related chaos, virtual classrooms, hybrid schedules and ever-shifting guidance.\u003c/p>\n\u003cp>Districts with lots of high-needs students, including those with disabilities, stand to get even more money.\u003c/p>\n\u003cp>Educators will use some of the extra funding to hire counselors who are better suited to address the mental health impacts of the pandemic. Lawmakers hope the unprecedented funding will also help address the pre-pandemic costs of special education and \u003ca href=\"https://calmatters.org/economy/2018/07/california-teacher-pension-debt/\">employee pensions\u003c/a>.\u003c/p>\n\u003cp>“The pandemic hit everybody, and everybody could use more mental health support and counseling,” said Sara Noguchi, superintendent of Modesto City Schools. “But the pension costs each year are also significant. And that is just one of the areas that’s been difficult to manage.”\u003c/p>\n\u003ch3>More Money Across the Board\u003c/h3>\n\u003cp>The state will spend an unprecedented $93.7 billion from its general fund on education this year, with most California districts raking in millions of dollars in new funding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Modesto’s district, for example, which has close to 30,000 students, is getting an extra $16.5 million this year. And that money comes with almost no strings attached and can be spent on anything from payroll to maintenance.\u003c/p>\n\u003cp>But that’s just the beginning.\u003c/p>\n\u003cp>The state calculates funding for school districts using what’s called the Local Control Funding Formula. Under the formula, all districts receive a base amount of money per student, and more money for foster children, English learners or those qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced-price lunch\u003c/a>. If any of those groups make up more than half of a district’s enrollment, the district gets additional money.\u003c/p>\n\u003cp>The budget deal also reflects Gov. Gavin Newsom’s proposal to direct $1.1 billion to districts with a high concentration of those vulnerable student groups; the Legislature had wanted to spread the money out over all districts that have high-needs students.\u003c/p>\n\u003ch3>Extra Attention for Special Ed\u003c/h3>\n\u003cp>Education experts are calling this fiscal year “the year of special ed,” with good reason: Not only are California lawmakers increasing state special ed spending by $656 million, President Biden’s administration has promised even more funding over the next several years.\u003c/p>\n\u003cp>“Special education funding has never, ever been the amount that is needed,” said Jonathan Kaplan, a senior policy analyst at the California Budget and Policy Center. “The federal government is the one that requires schools to provide an appropriate education, but they’ve never provided the funding. State dollars are provided to supplement what the federal government is providing.”\u003c/p>\n\u003cp>This year, California will provide a 4.05% cost-of-living adjustment for all special education programs.\u003c/p>\n\u003cp>In addition, the state will also provide another $550 million for “dispute resolution” for students who received little or no special education services during the pandemic.\u003c/p>\n\u003ch3>Early Childhood Education\u003c/h3>\n\u003cp>[aside label=\"more education coverage\" tag=\"education\"]The final budget deal also dedicates ongoing funding to transitional kindergarten, an intermediate grade level established to accommodate 4-year-olds who won’t turn 5 by Sept. 1, the cutoff for kindergarten admission.\u003c/p>\n\u003cp>The budget deal includes a timeline to implement transitional kindergarten for all 4-year-olds in California by the 2025-26 school year. The plan would cost $2.7 billion once fully implemented.\u003c/p>\n\u003cp>The state is also spending billions to expand child care subsidies. This year, $1.5 billion will go toward 120,000 additional kids, mostly those of essential workers. Next year, child care subsidy spending would increase to $2.7 billion.\u003c/p>\n\u003cp>“I’ve never seen such an expansion and an attempt to improve the quality of child care, really since the advent of pre-K in the 1960s,” said Bruce Fuller, a professor of education at UC Berkeley. “The expansion of early education, in sheer dollar amounts, rivals the increases in K-12.”\u003c/p>\n\u003ch3>\u003cstrong>Easing the Fiscal Burden of Pensions\u003c/strong>\u003c/h3>\n\u003cp>In past years, increases in overall education funding were dwarfed by the tens of millions of dollars some districts were required to pay to employee retirement funds. The cost of pension liability stressed district budgets, especially during the pandemic.\u003c/p>\n\u003cp>“Every year the pension costs continue to rise,” said Noguchi, from Modesto. “Last year, there was no cost-of-living adjustment but an increase in pension costs.”\u003c/p>\n\u003cp>The overall increase in funding this year would help districts with their pension liabilities, a fiscal burden that has pushed some districts into deficits.\u003c/p>\n\u003ch3>More Teachers, More Class Time, More Meals\u003c/h3>\n\u003cp>The budget deal also includes $2.8 billion in one-time funding to help school districts recruit, retain and train teachers. With a high number of \u003ca href=\"https://calmatters.org/education/2021/06/california-teacher-retirement/\">teacher retirements\u003c/a> this year, some districts face a looming staffing shortage. As the pandemic recedes, more teachers could keep class sizes low and allow students who fell behind to receive more one-on-one attention.\u003c/p>\n\u003cp>The state is also providing $1.8 billion this year as part of a multiyear $5 billion funding package to expand \u003ca href=\"https://calmatters.org/education/2021/06/summer-school-options-california/\">summer school\u003c/a> and after school programs. Districts with more low-income students, foster children and English learners would get more funding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In line with the Legislature’s proposal, the budget will also invest $54 million this year and $650 million in ongoing spending to pay for breakfasts and lunches for students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California schools are poised to get a record-breaking amount of money in the state budget to help students recover from 15 months of pandemic-related chaos, virtual classrooms, hybrid schedules and ever-shifting guidance.\u003c/p>\n\u003cp>Districts with lots of high-needs students, including those with disabilities, stand to get even more money.\u003c/p>\n\u003cp>Educators will use some of the extra funding to hire counselors who are better suited to address the mental health impacts of the pandemic. Lawmakers hope the unprecedented funding will also help address the pre-pandemic costs of special education and \u003ca href=\"https://calmatters.org/economy/2018/07/california-teacher-pension-debt/\">employee pensions\u003c/a>.\u003c/p>\n\u003cp>“The pandemic hit everybody, and everybody could use more mental health support and counseling,” said Sara Noguchi, superintendent of Modesto City Schools. “But the pension costs each year are also significant. And that is just one of the areas that’s been difficult to manage.”\u003c/p>\n\u003ch3>More Money Across the Board\u003c/h3>\n\u003cp>The state will spend an unprecedented $93.7 billion from its general fund on education this year, with most California districts raking in millions of dollars in new funding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Modesto’s district, for example, which has close to 30,000 students, is getting an extra $16.5 million this year. And that money comes with almost no strings attached and can be spent on anything from payroll to maintenance.\u003c/p>\n\u003cp>But that’s just the beginning.\u003c/p>\n\u003cp>The state calculates funding for school districts using what’s called the Local Control Funding Formula. Under the formula, all districts receive a base amount of money per student, and more money for foster children, English learners or those qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced-price lunch\u003c/a>. If any of those groups make up more than half of a district’s enrollment, the district gets additional money.\u003c/p>\n\u003cp>The budget deal also reflects Gov. Gavin Newsom’s proposal to direct $1.1 billion to districts with a high concentration of those vulnerable student groups; the Legislature had wanted to spread the money out over all districts that have high-needs students.\u003c/p>\n\u003ch3>Extra Attention for Special Ed\u003c/h3>\n\u003cp>Education experts are calling this fiscal year “the year of special ed,” with good reason: Not only are California lawmakers increasing state special ed spending by $656 million, President Biden’s administration has promised even more funding over the next several years.\u003c/p>\n\u003cp>“Special education funding has never, ever been the amount that is needed,” said Jonathan Kaplan, a senior policy analyst at the California Budget and Policy Center. “The federal government is the one that requires schools to provide an appropriate education, but they’ve never provided the funding. State dollars are provided to supplement what the federal government is providing.”\u003c/p>\n\u003cp>This year, California will provide a 4.05% cost-of-living adjustment for all special education programs.\u003c/p>\n\u003cp>In addition, the state will also provide another $550 million for “dispute resolution” for students who received little or no special education services during the pandemic.\u003c/p>\n\u003ch3>Early Childhood Education\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The final budget deal also dedicates ongoing funding to transitional kindergarten, an intermediate grade level established to accommodate 4-year-olds who won’t turn 5 by Sept. 1, the cutoff for kindergarten admission.\u003c/p>\n\u003cp>The budget deal includes a timeline to implement transitional kindergarten for all 4-year-olds in California by the 2025-26 school year. The plan would cost $2.7 billion once fully implemented.\u003c/p>\n\u003cp>The state is also spending billions to expand child care subsidies. This year, $1.5 billion will go toward 120,000 additional kids, mostly those of essential workers. Next year, child care subsidy spending would increase to $2.7 billion.\u003c/p>\n\u003cp>“I’ve never seen such an expansion and an attempt to improve the quality of child care, really since the advent of pre-K in the 1960s,” said Bruce Fuller, a professor of education at UC Berkeley. “The expansion of early education, in sheer dollar amounts, rivals the increases in K-12.”\u003c/p>\n\u003ch3>\u003cstrong>Easing the Fiscal Burden of Pensions\u003c/strong>\u003c/h3>\n\u003cp>In past years, increases in overall education funding were dwarfed by the tens of millions of dollars some districts were required to pay to employee retirement funds. The cost of pension liability stressed district budgets, especially during the pandemic.\u003c/p>\n\u003cp>“Every year the pension costs continue to rise,” said Noguchi, from Modesto. “Last year, there was no cost-of-living adjustment but an increase in pension costs.”\u003c/p>\n\u003cp>The overall increase in funding this year would help districts with their pension liabilities, a fiscal burden that has pushed some districts into deficits.\u003c/p>\n\u003ch3>More Teachers, More Class Time, More Meals\u003c/h3>\n\u003cp>The budget deal also includes $2.8 billion in one-time funding to help school districts recruit, retain and train teachers. With a high number of \u003ca href=\"https://calmatters.org/education/2021/06/california-teacher-retirement/\">teacher retirements\u003c/a> this year, some districts face a looming staffing shortage. As the pandemic recedes, more teachers could keep class sizes low and allow students who fell behind to receive more one-on-one attention.\u003c/p>\n\u003cp>The state is also providing $1.8 billion this year as part of a multiyear $5 billion funding package to expand \u003ca href=\"https://calmatters.org/education/2021/06/summer-school-options-california/\">summer school\u003c/a> and after school programs. Districts with more low-income students, foster children and English learners would get more funding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In line with the Legislature’s proposal, the budget will also invest $54 million this year and $650 million in ongoing spending to pay for breakfasts and lunches for students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The ‘Secret Sauce’: How a Parent-Led Project Is Reimagining Public Schools for Oakland's Black and Latino Students",
"title": "The ‘Secret Sauce’: How a Parent-Led Project Is Reimagining Public Schools for Oakland's Black and Latino Students",
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"content": "\u003cp>After the chaos that marked the end of Oakland's 2019-20 school year, when many teachers scrambled to move classrooms online even as thousands of students lacked the required technology, Lakisha Young knew she had to do something.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Lakisha Young, executive director of The Oakland REACH\"]'These issues are not new issues, but we have a new opportunity to do something. Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?'[/pullquote]“Immediately, when COVID hit, you heard so many people saying, ‘Oh my God, it's just going to get worse for Black and brown kids. It’s just gonna get worse,’ ” she said. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>For years, members of \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">The Oakland REACH\u003c/a>, the parent advocacy group Young founded, \u003ca href=\"https://www.kqed.org/mindshift/56629/how-families-are-pushing-schools-to-teach-reading-skills-more-effectively\" target=\"_blank\" rel=\"noopener noreferrer\">have been showing up\u003c/a> at Oakland Unified School District board meetings demanding better schools, but academic outcomes for many students have barely budged. The district hasn't been able to get more than a quarter of Black and Latino kids up to state reading standards.\u003c/p>\n\u003cp>“We have no interest in continuing the learning that our children are getting,” Young said.\u003c/p>\n\u003cp>But when the COVID-19 pandemic hit last year, and billions of dollars in state and federal relief funds began flowing into school districts, REACH saw an opportunity to remake an education system they contend was failing their kids long before COVID closed schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These issues are not new issues, but we have a new opportunity to do something,” Young said. “Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?”\u003c/p>\n\u003cp>To that end, Young and her team built an academic program from scratch, designed to supplement, not replace, the education students get at school.\u003c/p>\n\u003cp>“We’ve been able to fundraise to make sure our kids can get access to things that normally only wealthy, privileged families gain access to,” said Michael De Sousa, REACH’s chief program officer.\u003c/p>\n\u003cp>The program, which \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">began as a summer school initiative last year\u003c/a>, continued into the new school year, offering afternoon online art, karate, cooking, STEM and literature classes for kids of all ages, plus tutoring and intensive-reading help.\u003c/p>\n\u003cfigure id=\"attachment_11829275\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11829275 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lakisha Young, co-founder and executive director of The Oakland REACH, on July 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It served over 350 students throughout district and charter schools during the school year; about 400 are enrolled this summer in an expanded program that added new courses and one-on-one mentorship for high schoolers.\u003c/p>\n\u003cp>Young’s goal is to see the model adopted across the city, and she’s found a willing partner in OUSD. With the support of a \u003ca href=\"https://www.ousd.org/site/default.aspx?PageType=3&DomainID=4875&ModuleInstanceID=34476&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=35661&PageID=13526\" target=\"_blank\" rel=\"noopener noreferrer\">$900,000 grant\u003c/a> from the Center on Reinventing Public Education and TNTP (formerly The New Teacher Project), REACH and the district are expanding the program to six elementary schools.\u003c/p>\n\u003cp>“The brilliance of this moment is we all had to stretch and do something different out of necessity,” OUSD Superintendent Kyla Johnson-Trammell said at a national education conference recently, where she and Young talked about their sometimes tense partnership.\u003c/p>\n\u003cp>“There have been many touchy, uncomfortable conversations that Lakisha and I have had in terms of, ‘This isn't working,’ \" she said. “But to me, \u003cem>that\u003c/em> \u003cem>is\u003c/em> the work.”\u003c/p>\n\u003cp>Johnson-Trammell acknowledges that her district needs to do more to get more kids in the most underserved communities reading at grade level and better prepared for college.\u003c/p>\n\u003cp>“It really is being radical in terms of, ‘Is there a different way to conceive of how a system operates?’ ” she said.\u003c/p>\n\u003cp>By fall, the goal is to expand the program to another 325 families, whose kids would have access to reading support and enrichment classes.\u003c/p>\n\u003cp>Howard Elementary School in East Oakland, one of the six schools in the pilot program, had just one literacy tutor before the partnership began. Now they’ve added three, allowing for smaller groups and more targeted instruction, according to Nikki Williams, the school’s principal.\u003c/p>\n\u003cp>“It’s about increasing the depth of the support,” she said. “Going from six [students per group] to four can really make a big difference, especially when you're talking about foundational skills.”\u003c/p>\n\u003cp>Students were selected based on literacy levels and staff recommendations, Williams says, noting that the program offers them more opportunities than what her school could provide alone.\u003c/p>\n\u003cp>“They're really a partner and a support to what's happening during the school day,” she said.\u003c/p>\n\u003cp>For Leonard Taylor’s daughter, Am’Briyah, who'll be starting second grade in the fall, the intensive literacy coaching made a difference this past year. Early in the school year, Taylor didn’t have child care, so Am’Briyah had to do her distance learning Zoom classes in the car while he delivered food for Grubhub — and she quickly started falling behind.\u003c/p>\n\u003cp>“It's hard to pay attention to the computer when you’re riding around and stuff is moving,” Taylor said.\u003c/p>\n\u003cp>He credits the REACH program’s small class sizes and one-on-one support for getting his daughter caught up.\u003c/p>\n\u003cp>“Actually, she's [now] above her reading level,” he said. “I feel better now because she's in tune, she shows interest. She doesn't even want to go to her regular school class; The Oakland REACH program, she's ready.”\u003c/p>\n\u003cfigure id=\"attachment_11875277\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11875277 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of Oakland REACH students. \u003ccite>(Olivia Obineme/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Preliminary data collected by REACH last summer showed that during five weeks of online instruction, students, on average, made the kind of reading progress that’s normally expected over two months of in-person instruction.\u003c/p>\n\u003cp>“One of the things that I really appreciate from the partnership is that we keep coming back to the science of reading,” said Romy Trigg-Smith, OUSD's early literacy coordinator.\u003c/p>\n\u003cp>That means grounding not only literacy tutors, but also parents, in an evidence-based approach to teaching reading. REACH holds workshops to help parents understand their kids’ reading assessment data and to demonstrate what quality reading instruction should look like, with the goal of getting parents to advocate for it and support their kids at home.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"oakland-reach\"]Am’Briyah was one of just two students in an afternoon reading class this year led by Irene Segura, a former OUSD reading tutor. Segura’s new title with REACH is “literacy liberator.” She and nearly all the other coaches are Black or Latino, like their students. She credits the individualized attention for helping the kids make rapid reading gains, and says the program’s focus on the whole family is key.\u003c/p>\n\u003cp>“It's very family driven,” she said. “We involve the family so that they know exactly what they're teaching and can do a lot of the activities at home. And it's just a place where we keep each other safe and we care for each other and we solve problems together.”\u003c/p>\n\u003cp>Having the program so firmly grounded in family and community is what makes it unique, says Williams, the principal at Howard Elementary. “Sometimes hearing it parent-to-parent is so much more powerful. You can say, ‘My kids struggle with the same thing. Here is what I can do to support you,’ ” she said. “I think that just brings power to the message.”\u003c/p>\n\u003cp>Through the program, every family gets assigned a caseworker from their own community to help them navigate the school system and access everything from housing to employment services. REACH co-founder Keta Brown works with 18 families from all over Oakland and San Leandro.\u003c/p>\n\u003cp>“When you have these relationships, you understand the challenges of each family,” she said.\u003c/p>\n\u003cp>Sometimes that means making a house call to help a grandparent set up a Wi-Fi hotspot, or walking a parent through the school enrollment process. Brown says her goal is always to empower parents, not do things for them.\u003c/p>\n\u003cp>“There's a difference,” Brown said. “It's like cooking. You know, I'm not going to keep cooking all the food. We're gonna get our ingredients together and we're gonna lay out the recipe and you might want to add a little different twist. And at the end of the day it’s the dish that works for you.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland REACH parents preparing to distribute computers and other school supplies last summer when they first launched the learning program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the district has family outreach staff, a single coordinator might serve hundreds of families. The REACH model brings that ratio down to 20 families per caseworker, at most.\u003c/p>\n\u003cp>“For me, what was really exciting was understanding what they call their secret sauce,” Trigg-Smith, the OUSD early literacy coordinator said. “How does that family support look different from how our family liaisons work? How can we learn from those practices?”\u003c/p>\n\u003cp>REACH’s Lakisha Young hopes her group’s model demonstrates to district administrators that outreach alone isn't enough; listening and responding to parents’ needs is also essential in getting them more involved in their kids' education.\u003c/p>\n\u003cp>“It's not just about engaging families,” she said. “It's helping families step into their power — making sure that the voices of families are really front and center in guiding solutions.”\u003c/p>\n\u003cp>Young says her goal is to help the district expand the program over the next couple of years, eventually handing it over to them completely.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We would like to see this become the new normal,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Immediately, when COVID hit, you heard so many people saying, ‘Oh my God, it's just going to get worse for Black and brown kids. It’s just gonna get worse,’ ” she said. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>For years, members of \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">The Oakland REACH\u003c/a>, the parent advocacy group Young founded, \u003ca href=\"https://www.kqed.org/mindshift/56629/how-families-are-pushing-schools-to-teach-reading-skills-more-effectively\" target=\"_blank\" rel=\"noopener noreferrer\">have been showing up\u003c/a> at Oakland Unified School District board meetings demanding better schools, but academic outcomes for many students have barely budged. The district hasn't been able to get more than a quarter of Black and Latino kids up to state reading standards.\u003c/p>\n\u003cp>“We have no interest in continuing the learning that our children are getting,” Young said.\u003c/p>\n\u003cp>But when the COVID-19 pandemic hit last year, and billions of dollars in state and federal relief funds began flowing into school districts, REACH saw an opportunity to remake an education system they contend was failing their kids long before COVID closed schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These issues are not new issues, but we have a new opportunity to do something,” Young said. “Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?”\u003c/p>\n\u003cp>To that end, Young and her team built an academic program from scratch, designed to supplement, not replace, the education students get at school.\u003c/p>\n\u003cp>“We’ve been able to fundraise to make sure our kids can get access to things that normally only wealthy, privileged families gain access to,” said Michael De Sousa, REACH’s chief program officer.\u003c/p>\n\u003cp>The program, which \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">began as a summer school initiative last year\u003c/a>, continued into the new school year, offering afternoon online art, karate, cooking, STEM and literature classes for kids of all ages, plus tutoring and intensive-reading help.\u003c/p>\n\u003cfigure id=\"attachment_11829275\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11829275 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lakisha Young, co-founder and executive director of The Oakland REACH, on July 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It served over 350 students throughout district and charter schools during the school year; about 400 are enrolled this summer in an expanded program that added new courses and one-on-one mentorship for high schoolers.\u003c/p>\n\u003cp>Young’s goal is to see the model adopted across the city, and she’s found a willing partner in OUSD. With the support of a \u003ca href=\"https://www.ousd.org/site/default.aspx?PageType=3&DomainID=4875&ModuleInstanceID=34476&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=35661&PageID=13526\" target=\"_blank\" rel=\"noopener noreferrer\">$900,000 grant\u003c/a> from the Center on Reinventing Public Education and TNTP (formerly The New Teacher Project), REACH and the district are expanding the program to six elementary schools.\u003c/p>\n\u003cp>“The brilliance of this moment is we all had to stretch and do something different out of necessity,” OUSD Superintendent Kyla Johnson-Trammell said at a national education conference recently, where she and Young talked about their sometimes tense partnership.\u003c/p>\n\u003cp>“There have been many touchy, uncomfortable conversations that Lakisha and I have had in terms of, ‘This isn't working,’ \" she said. “But to me, \u003cem>that\u003c/em> \u003cem>is\u003c/em> the work.”\u003c/p>\n\u003cp>Johnson-Trammell acknowledges that her district needs to do more to get more kids in the most underserved communities reading at grade level and better prepared for college.\u003c/p>\n\u003cp>“It really is being radical in terms of, ‘Is there a different way to conceive of how a system operates?’ ” she said.\u003c/p>\n\u003cp>By fall, the goal is to expand the program to another 325 families, whose kids would have access to reading support and enrichment classes.\u003c/p>\n\u003cp>Howard Elementary School in East Oakland, one of the six schools in the pilot program, had just one literacy tutor before the partnership began. Now they’ve added three, allowing for smaller groups and more targeted instruction, according to Nikki Williams, the school’s principal.\u003c/p>\n\u003cp>“It’s about increasing the depth of the support,” she said. “Going from six [students per group] to four can really make a big difference, especially when you're talking about foundational skills.”\u003c/p>\n\u003cp>Students were selected based on literacy levels and staff recommendations, Williams says, noting that the program offers them more opportunities than what her school could provide alone.\u003c/p>\n\u003cp>“They're really a partner and a support to what's happening during the school day,” she said.\u003c/p>\n\u003cp>For Leonard Taylor’s daughter, Am’Briyah, who'll be starting second grade in the fall, the intensive literacy coaching made a difference this past year. Early in the school year, Taylor didn’t have child care, so Am’Briyah had to do her distance learning Zoom classes in the car while he delivered food for Grubhub — and she quickly started falling behind.\u003c/p>\n\u003cp>“It's hard to pay attention to the computer when you’re riding around and stuff is moving,” Taylor said.\u003c/p>\n\u003cp>He credits the REACH program’s small class sizes and one-on-one support for getting his daughter caught up.\u003c/p>\n\u003cp>“Actually, she's [now] above her reading level,” he said. “I feel better now because she's in tune, she shows interest. She doesn't even want to go to her regular school class; The Oakland REACH program, she's ready.”\u003c/p>\n\u003cfigure id=\"attachment_11875277\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11875277 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of Oakland REACH students. \u003ccite>(Olivia Obineme/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Preliminary data collected by REACH last summer showed that during five weeks of online instruction, students, on average, made the kind of reading progress that’s normally expected over two months of in-person instruction.\u003c/p>\n\u003cp>“One of the things that I really appreciate from the partnership is that we keep coming back to the science of reading,” said Romy Trigg-Smith, OUSD's early literacy coordinator.\u003c/p>\n\u003cp>That means grounding not only literacy tutors, but also parents, in an evidence-based approach to teaching reading. 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"content": "\u003cdiv class=\"post-body\">\u003cp>Am’Briyah was one of just two students in an afternoon reading class this year led by Irene Segura, a former OUSD reading tutor. Segura’s new title with REACH is “literacy liberator.” She and nearly all the other coaches are Black or Latino, like their students. She credits the individualized attention for helping the kids make rapid reading gains, and says the program’s focus on the whole family is key.\u003c/p>\n\u003cp>“It's very family driven,” she said. “We involve the family so that they know exactly what they're teaching and can do a lot of the activities at home. And it's just a place where we keep each other safe and we care for each other and we solve problems together.”\u003c/p>\n\u003cp>Having the program so firmly grounded in family and community is what makes it unique, says Williams, the principal at Howard Elementary. “Sometimes hearing it parent-to-parent is so much more powerful. You can say, ‘My kids struggle with the same thing. Here is what I can do to support you,’ ” she said. “I think that just brings power to the message.”\u003c/p>\n\u003cp>Through the program, every family gets assigned a caseworker from their own community to help them navigate the school system and access everything from housing to employment services. REACH co-founder Keta Brown works with 18 families from all over Oakland and San Leandro.\u003c/p>\n\u003cp>“When you have these relationships, you understand the challenges of each family,” she said.\u003c/p>\n\u003cp>Sometimes that means making a house call to help a grandparent set up a Wi-Fi hotspot, or walking a parent through the school enrollment process. Brown says her goal is always to empower parents, not do things for them.\u003c/p>\n\u003cp>“There's a difference,” Brown said. “It's like cooking. You know, I'm not going to keep cooking all the food. We're gonna get our ingredients together and we're gonna lay out the recipe and you might want to add a little different twist. And at the end of the day it’s the dish that works for you.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland REACH parents preparing to distribute computers and other school supplies last summer when they first launched the learning program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the district has family outreach staff, a single coordinator might serve hundreds of families. The REACH model brings that ratio down to 20 families per caseworker, at most.\u003c/p>\n\u003cp>“For me, what was really exciting was understanding what they call their secret sauce,” Trigg-Smith, the OUSD early literacy coordinator said. “How does that family support look different from how our family liaisons work? How can we learn from those practices?”\u003c/p>\n\u003cp>REACH’s Lakisha Young hopes her group’s model demonstrates to district administrators that outreach alone isn't enough; listening and responding to parents’ needs is also essential in getting them more involved in their kids' education.\u003c/p>\n\u003cp>“It's not just about engaging families,” she said. “It's helping families step into their power — making sure that the voices of families are really front and center in guiding solutions.”\u003c/p>\n\u003cp>Young says her goal is to help the district expand the program over the next couple of years, eventually handing it over to them completely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>An El Sobrante middle school will be renamed in honor of National Park Service Ranger Betty Reid Soskin following a vote by the West Contra Costa Unified School District's Board of Education Wednesday night.\u003c/p>\n\u003cp>The vote came after eight months of consideration to rename Juan Crespi Middle School. According to the district, social justice movements during the COVID-19 pandemic \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">inspired the school to assign students a project\u003c/a> researching their former namesake, a Spanish Franciscan missionary, and the mission system's exploitation of the Indigenous people living in California.\u003c/p>\n\u003cp>Eighth grader Anaya Zenad, along with faculty members, led a series of community meetings earlier this year and petitioned the WCCUSD school board to change the name, \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">according to EdSource\u003c/a>.\u003c/p>\n\u003cp>“I’m a person of color, and I don’t want to be treated horribly in school where I want to learn,” Zenad, who is Mexican American, told EdSource. “If that represents our school, then why would I even come?”\u003c/p>\n\u003cp>Principal Guthrie Fleischman told EdSource the idea for the research project arose last summer, in the wake of the nation's racial reckoning following the police murder of George Floyd.\u003c/p>\n\u003cp>“Students have always been told a very whitewashed version of history,\" Fleischman said. \"Essentially we wanted to provide an alternative perspective ... A name can be motivating, a call to action, or it can harbor trauma and violence and abuse.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Juan Crespi Renaming Committee came up with two options for a new name: Chochenyo Middle School, to recognize the language spoken by Indigenous tribes in the Richmond area, or Betty Reid Soskin.\u003c/p>\n\u003cp>\"The district must be agents of change,\" WCCUSD trustee Jamela Smith-Folds said in a statement. \"Naming a middle school Betty Reid Soskin is creating conditions for positive change.\"\u003c/p>\n\u003cp>Soskin, 99, is the United States' oldest National Park Service ranger. A graduate of Oakland's Castlemont High School, she works at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, which honors World War II home front workers and recognizes the contribution of Richmond's shipyards.\u003c/p>\n\u003cp>Before working at the museum, Soskin was herself a home front worker in Richmond. \u003c/p>\n\u003cp>[aside postID=news_11876326 label='Related Coverage']During World War II, she worked as a file clerk helping Black workers. She was active in the civil rights struggle and founded a record store in Berkeley. Now, she helps teach park visitors about the contributions of women and African Americans to the war effort, and about the experience of Black home front workers – an otherwise \"missing\" part of the story, she wrote in an article for Newsweek. \u003c/p>\n\u003cp>\"What gets remembered is a function of who's in the room doing the remembering,\" Soskin \u003ca href=\"https://www.npr.org/2014/05/15/312707926/oldest-national-park-ranger-shares-what-gets-remembered\">told NPR in 2014\u003c/a>, recalling her involvement in hashing out plans for the park's creation in 2001. \u003c/p>\n\u003cp>As the only person of color at the planning table, Soskin said she drew deeper connections between Richmond's World War II-era home front historic sites that define the park, and those sites' histories of racial segregation. She said she was \"the only person in the room who had any reason to remember that.\"\u003c/p>\n\u003cp>Soskin spoke to KQED in 2018, when her memoir \"\u003ca href=\"https://www.hayhouse.com/sign-my-name-to-freedom-ebook\">Sign My Name to Freedom\u003c/a>\" was released. \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=re-EjNHty64\u003c/p>\n\u003cp>\"Betty Reid Soskin is a national icon, leader, and symbol of inspiration in the WCCUSD community,\" WCCUSD trustee Demetrio Gonzalez-Hoy said in a statement. \u003c/p>\n\u003cp>\"I am thankful to the now Betty Reid Soskin community to be a small part of the process of this renaming and to the families, communities, and especially the students who advocated for this change.\"\u003c/p>\n\u003cp>\u003cem>This story includes reporting from Bay City News, EdSource's Ali Tadayon and KQED's David Marks.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>An El Sobrante middle school will be renamed in honor of National Park Service Ranger Betty Reid Soskin following a vote by the West Contra Costa Unified School District's Board of Education Wednesday night.\u003c/p>\n\u003cp>The vote came after eight months of consideration to rename Juan Crespi Middle School. According to the district, social justice movements during the COVID-19 pandemic \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">inspired the school to assign students a project\u003c/a> researching their former namesake, a Spanish Franciscan missionary, and the mission system's exploitation of the Indigenous people living in California.\u003c/p>\n\u003cp>Eighth grader Anaya Zenad, along with faculty members, led a series of community meetings earlier this year and petitioned the WCCUSD school board to change the name, \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">according to EdSource\u003c/a>.\u003c/p>\n\u003cp>“I’m a person of color, and I don’t want to be treated horribly in school where I want to learn,” Zenad, who is Mexican American, told EdSource. “If that represents our school, then why would I even come?”\u003c/p>\n\u003cp>Principal Guthrie Fleischman told EdSource the idea for the research project arose last summer, in the wake of the nation's racial reckoning following the police murder of George Floyd.\u003c/p>\n\u003cp>“Students have always been told a very whitewashed version of history,\" Fleischman said. \"Essentially we wanted to provide an alternative perspective ... A name can be motivating, a call to action, or it can harbor trauma and violence and abuse.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>During World War II, she worked as a file clerk helping Black workers. She was active in the civil rights struggle and founded a record store in Berkeley. Now, she helps teach park visitors about the contributions of women and African Americans to the war effort, and about the experience of Black home front workers – an otherwise \"missing\" part of the story, she wrote in an article for Newsweek. \u003c/p>\n\u003cp>\"What gets remembered is a function of who's in the room doing the remembering,\" Soskin \u003ca href=\"https://www.npr.org/2014/05/15/312707926/oldest-national-park-ranger-shares-what-gets-remembered\">told NPR in 2014\u003c/a>, recalling her involvement in hashing out plans for the park's creation in 2001. \u003c/p>\n\u003cp>As the only person of color at the planning table, Soskin said she drew deeper connections between Richmond's World War II-era home front historic sites that define the park, and those sites' histories of racial segregation. She said she was \"the only person in the room who had any reason to remember that.\"\u003c/p>\n\u003cp>Soskin spoke to KQED in 2018, when her memoir \"\u003ca href=\"https://www.hayhouse.com/sign-my-name-to-freedom-ebook\">Sign My Name to Freedom\u003c/a>\" was released. \u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/re-EjNHty64'\n title='//www.youtube.com/embed/re-EjNHty64'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"Betty Reid Soskin is a national icon, leader, and symbol of inspiration in the WCCUSD community,\" WCCUSD trustee Demetrio Gonzalez-Hoy said in a statement. \u003c/p>\n\u003cp>\"I am thankful to the now Betty Reid Soskin community to be a small part of the process of this renaming and to the families, communities, and especially the students who advocated for this change.\"\u003c/p>\n\u003cp>\u003cem>This story includes reporting from Bay City News, EdSource's Ali Tadayon and KQED's David Marks.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 3
},
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"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
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}
},
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"id": "bbc-world-service",
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
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"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"rss": "https://feeds.npr.org/510312/podcast.xml"
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},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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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.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"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",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"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/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
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"link": "/radio/program/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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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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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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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"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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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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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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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"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": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"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/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
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