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"content": "\u003cp>When 18-year-old Catrina Maguire moved into her dorm at CSU Chico in mid-August, she was very much looking forward to the traditional college experience.\u003c/p>\n\u003cp>Her final semester of high school had been abruptly interrupted by the coronavirus pandemic. And when everything went online, she ended up finishing the school year from her home in San Francisco’s Sunset District that she shares with her parents and five siblings.\u003c/p>\n\u003cp>“And I don’t even have, really, a functioning desk,” she said.\u003c/p>\n\u003cp>Suffice to say, Maguire was yearning for some independence and grateful to be among the select students able to live on campus.\u003c/p>\n\u003cfigure id=\"attachment_11836500\" class=\"wp-caption alignright\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11836500\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_0037.jpeg\" alt=\"\" width=\"1536\" height=\"2048\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-1122x1496.jpeg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-840x1120.jpeg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-687x916.jpeg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-414x552.jpeg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-354x472.jpeg 354w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Catrina Maguire on campus in August when she moved in to the dorms. \u003ccite>(Courtesy of Catrina Maguire)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May, California State University Chancellor Timothy White \u003ca href=\"https://www.latimes.com/california/story/2020-05-12/coronavirus-reopening-csu-fall-online-classes#:~:text=California%20State%20University%2C%20the%20nation's,Chancellor%20Timothy%20White%20announced%20Tuesday.\">announced\u003c/a> that most of the system’s 23 campuses would continue to offer classes primarily online for the fall 2020 semester.\u003c/p>\n\u003cp>But in an announcement in June, CSU Chico President Gayle Hutchinson said the university still planned to offer a limited number of in-person classes and would provide single-room residence hall accommodations for just over 1,000 students — less than 50% of typical occupancy. By August, the school had further reduced that ceiling to just 750 students, or about one-third of normal occupancy.\u003c/p>\n\u003cp>From the get-go, though, it was clear to Maguire that the traditional college experience wouldn’t be in the cards this year.\u003c/p>\n\u003cp>To encourage social distancing, students were required to sign up for three-hour blocks of time over two days to move into their dorms. They were each allowed only one guest — in Maguire’s case, her mom — to help them haul boxes and furniture to their rooms.\u003c/p>\n\u003cp>Maguire eventually got settled in her dorm in Shasta Hall ahead of the beginning of classes on Aug. 24. And while campus life wasn’t exactly what she had once considered normal, she was adjusting.\u003c/p>\n\u003cp>“We had to wear masks, even in our dorm hallway, so that was a little weird, but I kind of knew to expect that,” she said. “I was still able to meet people outside and get food with them and just make sure we kept enough distance.”\u003c/p>\n\u003cp>Then, \u003ca href=\"https://www.csuchico.edu/coronavirus/stories/8-30-onlinetransition.shtml\">less than a week\u003c/a> after classes started, she got an email from administrators announcing that the university would immediately begin transitioning to fully online classes because of a COVID-19 outbreak on campus. And that meant students like Maguire who had just moved into their dorm rooms would now have to pack up again.\u003c/p>\n\u003ch3>The Outbreak\u003c/h3>\n\u003cp>In a press conference held over Zoom on Sept. 1, CSU Chico President Gayle Hutchinson said the school had followed state and federal guidelines and done everything it could to prevent the coronavirus from spreading across campus. That included limiting the number of in-person classes, significantly reducing the on-campus student population and enforcing social distancing and mask rules.\u003c/p>\n\u003cp>Hutchinson said the school was put on alert when Butte County public health officials began seeing a sharp increase in cases among young adults.\u003c/p>\n\u003cp>The county reported a total of 557 newly confirmed COVID-19 cases at the end of August among 18- to 24-year-olds in Butte County, a dramatic increase since the beginning of the month. Most cases were from the Chico area.\u003c/p>\n\u003cp>“This increase in cases comes just over one week after the start of the CSU, Chico fall semester,” officials said in a recent \u003ca href=\"http://www.buttecounty.net/Portals/21/Admin/Media/COVIDCasesAges18_24.pdf?ver=2020-09-02-125833-570\">press release\u003c/a>. “While BCPH [Butte County Public Health] cannot confirm that all cases associated with people ages 18-24 in Chico are college students, the increase in cases does coincide closely with the start of school and the influx of a large number of college-age students.”\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"education\"]On Aug. 25, the school informed students and faculty of \u003ca href=\"https://www.csuchico.edu/coronavirus/stories/8-25-covid-cases.shtml\">two new confirmed positive \u003c/a>COVID-19 cases on campus. A few days later, \u003ca href=\"https://www.csuchico.edu/coronavirus/stories/8-29-case-update.shtml\">five additional cases were reported\u003c/a>, and then nine more after that, bringing the total number of cases that had been identified on the campus since the beginning of August to 36, officials said.\u003c/p>\n\u003cp>“And when we look at exposure to those particular cases, then we knew that exponential growth would require us to do something to protect public health, and that something was to make everything go virtual and to vacate our residence halls,” Hutchinson said.\u003c/p>\n\u003cp>Students were initially given one week to leave the dorms and find other housing options — a short time frame to find a new apartment in a notoriously tight housing market. University officials say they’ve been trying to accommodate students who need more time, and those who are unable to go home will be able apply for “hardship housing,” allowing them to stay in another residence hall on campus.\u003c/p>\n\u003cp>“We know that (there are) students who are interested in living with us because they, for whatever reason, can’t go home or don’t have a home to go to,” Hutchinson said. “We have housing-insecure students, students who are former foster youth. So we’re absolutely helping those folks.”\u003c/p>\n\u003cp>The school has received 115 applications for hardship housing so far, she said, but most students have opted to go home.\u003c/p>\n\u003cp>Maguire is among them.\u003c/p>\n\u003cp>“I need to feel some sense of security right now,” she explained. “Like, not having a graduation, not finishing senior year traditionally. And then having a semi-traditional freshman year and then getting that taken away. … I need some familiar surroundings right now to be able to clear my head.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>Who’s to Blame?\u003c/h3>\n\u003cp>Some have been quick to blame actions by students for the recent spike in new cases, pointing to CSU Chico’s longstanding reputation as a “party school.”\u003c/p>\n\u003cp>https://twitter.com/valeriaagst/status/1300202801440501760?s=20\u003c/p>\n\u003cp>But Maguire said it was inevitable.\u003c/p>\n\u003cp>“To be honest with you, parties or not, I think it would have happened because we’re all accessing the same door handles. We’re all using the same bathrooms. We’re all going to pick up our food from the same spot,” she said.\u003c/p>\n\u003cp>And while she acknowledges that partying may have played a part, she also notes that the university did not require testing or quarantining when students arrived.\u003c/p>\n\u003cp>“It’s kind of like, socializing or not, how could you expect no COVID cases to come from this?” she said.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Catrina Maguire\"]‘If I’m not here in person … I have the thought, like, what’s the point? Especially spending the money. What’s the difference between Chico State online and community college online?’[/pullquote]Juanita Mottley with WellCat Health Center on campus said the university has been requesting coronavirus test kits, but has been unable to get them due to high demand from hospitals and public health departments.\u003c/p>\n\u003cp>Some have suggested that because the coronavirus can be carried asymptomatically, students might have brought the virus with them from home. But with so many venues for the virus to spread, university officials say it’s too soon to determine how exactly it got on campus.\u003c/p>\n\u003cp>“There are many variables. There could be people who are symptomatic and did not know it,” Mottley said. “And … whenever you start traveling and (have) people moving around, that’s going to increase the risk as well. So I think there’s too many variables to say directly what caused the spike in cases here in Butte County.”\u003c/p>\n\u003cp>Ultimately, it’s not productive to try to place blame on individual groups of students, said Lindsay Briggs, a CSU Chico public health professor.\u003c/p>\n\u003cp>“We could point out the students who were partying or point at the people who weren’t wearing masks or people who didn’t know that they were sick, but that’s actually not the root cause of all of this,” Briggs said, pointing to systemic failures to appropriately address the virus at the national level.\u003c/p>\n\u003ch3>The ‘New’ College Experience\u003c/h3>\n\u003cp>With her first foray into college — and the independence that comes with it — on hold for now, Maguire is trying to make the most of the situation. She’s working on getting a foldable desk and finding a quiet space at her parents’ house where she can study in peace.\u003c/p>\n\u003cp>But as for what comes next, Maguire’s not sure. She has scholarships for this semester and plans to finish her classes. But after that, she’s not certain she’ll stay at the school.\u003c/p>\n\u003cp>“If I’m not here in person … I have the thought, like, what’s the point? Especially spending the money,” she said. “What’s the difference between Chico State online and community college online?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "After an outbreak of the coronavirus forced CSU Chico students out of the dorms less than a week into the fall semester, pushing all classes online, some are now wondering if the tuition costs are worth it. ",
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"title": "'What's the Point?': After Outbreak, Some Chico State Students Question Continuing Online | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When 18-year-old Catrina Maguire moved into her dorm at CSU Chico in mid-August, she was very much looking forward to the traditional college experience.\u003c/p>\n\u003cp>Her final semester of high school had been abruptly interrupted by the coronavirus pandemic. And when everything went online, she ended up finishing the school year from her home in San Francisco’s Sunset District that she shares with her parents and five siblings.\u003c/p>\n\u003cp>“And I don’t even have, really, a functioning desk,” she said.\u003c/p>\n\u003cp>Suffice to say, Maguire was yearning for some independence and grateful to be among the select students able to live on campus.\u003c/p>\n\u003cfigure id=\"attachment_11836500\" class=\"wp-caption alignright\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11836500\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_0037.jpeg\" alt=\"\" width=\"1536\" height=\"2048\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-1122x1496.jpeg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-840x1120.jpeg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-687x916.jpeg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-414x552.jpeg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_0037-354x472.jpeg 354w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Catrina Maguire on campus in August when she moved in to the dorms. \u003ccite>(Courtesy of Catrina Maguire)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May, California State University Chancellor Timothy White \u003ca href=\"https://www.latimes.com/california/story/2020-05-12/coronavirus-reopening-csu-fall-online-classes#:~:text=California%20State%20University%2C%20the%20nation's,Chancellor%20Timothy%20White%20announced%20Tuesday.\">announced\u003c/a> that most of the system’s 23 campuses would continue to offer classes primarily online for the fall 2020 semester.\u003c/p>\n\u003cp>But in an announcement in June, CSU Chico President Gayle Hutchinson said the university still planned to offer a limited number of in-person classes and would provide single-room residence hall accommodations for just over 1,000 students — less than 50% of typical occupancy. By August, the school had further reduced that ceiling to just 750 students, or about one-third of normal occupancy.\u003c/p>\n\u003cp>From the get-go, though, it was clear to Maguire that the traditional college experience wouldn’t be in the cards this year.\u003c/p>\n\u003cp>To encourage social distancing, students were required to sign up for three-hour blocks of time over two days to move into their dorms. They were each allowed only one guest — in Maguire’s case, her mom — to help them haul boxes and furniture to their rooms.\u003c/p>\n\u003cp>Maguire eventually got settled in her dorm in Shasta Hall ahead of the beginning of classes on Aug. 24. And while campus life wasn’t exactly what she had once considered normal, she was adjusting.\u003c/p>\n\u003cp>“We had to wear masks, even in our dorm hallway, so that was a little weird, but I kind of knew to expect that,” she said. “I was still able to meet people outside and get food with them and just make sure we kept enough distance.”\u003c/p>\n\u003cp>Then, \u003ca href=\"https://www.csuchico.edu/coronavirus/stories/8-30-onlinetransition.shtml\">less than a week\u003c/a> after classes started, she got an email from administrators announcing that the university would immediately begin transitioning to fully online classes because of a COVID-19 outbreak on campus. And that meant students like Maguire who had just moved into their dorm rooms would now have to pack up again.\u003c/p>\n\u003ch3>The Outbreak\u003c/h3>\n\u003cp>In a press conference held over Zoom on Sept. 1, CSU Chico President Gayle Hutchinson said the school had followed state and federal guidelines and done everything it could to prevent the coronavirus from spreading across campus. That included limiting the number of in-person classes, significantly reducing the on-campus student population and enforcing social distancing and mask rules.\u003c/p>\n\u003cp>Hutchinson said the school was put on alert when Butte County public health officials began seeing a sharp increase in cases among young adults.\u003c/p>\n\u003cp>The county reported a total of 557 newly confirmed COVID-19 cases at the end of August among 18- to 24-year-olds in Butte County, a dramatic increase since the beginning of the month. Most cases were from the Chico area.\u003c/p>\n\u003cp>“This increase in cases comes just over one week after the start of the CSU, Chico fall semester,” officials said in a recent \u003ca href=\"http://www.buttecounty.net/Portals/21/Admin/Media/COVIDCasesAges18_24.pdf?ver=2020-09-02-125833-570\">press release\u003c/a>. “While BCPH [Butte County Public Health] cannot confirm that all cases associated with people ages 18-24 in Chico are college students, the increase in cases does coincide closely with the start of school and the influx of a large number of college-age students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>On Aug. 25, the school informed students and faculty of \u003ca href=\"https://www.csuchico.edu/coronavirus/stories/8-25-covid-cases.shtml\">two new confirmed positive \u003c/a>COVID-19 cases on campus. A few days later, \u003ca href=\"https://www.csuchico.edu/coronavirus/stories/8-29-case-update.shtml\">five additional cases were reported\u003c/a>, and then nine more after that, bringing the total number of cases that had been identified on the campus since the beginning of August to 36, officials said.\u003c/p>\n\u003cp>“And when we look at exposure to those particular cases, then we knew that exponential growth would require us to do something to protect public health, and that something was to make everything go virtual and to vacate our residence halls,” Hutchinson said.\u003c/p>\n\u003cp>Students were initially given one week to leave the dorms and find other housing options — a short time frame to find a new apartment in a notoriously tight housing market. University officials say they’ve been trying to accommodate students who need more time, and those who are unable to go home will be able apply for “hardship housing,” allowing them to stay in another residence hall on campus.\u003c/p>\n\u003cp>“We know that (there are) students who are interested in living with us because they, for whatever reason, can’t go home or don’t have a home to go to,” Hutchinson said. “We have housing-insecure students, students who are former foster youth. So we’re absolutely helping those folks.”\u003c/p>\n\u003cp>The school has received 115 applications for hardship housing so far, she said, but most students have opted to go home.\u003c/p>\n\u003cp>Maguire is among them.\u003c/p>\n\u003cp>“I need to feel some sense of security right now,” she explained. “Like, not having a graduation, not finishing senior year traditionally. And then having a semi-traditional freshman year and then getting that taken away. … I need some familiar surroundings right now to be able to clear my head.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>Who’s to Blame?\u003c/h3>\n\u003cp>Some have been quick to blame actions by students for the recent spike in new cases, pointing to CSU Chico’s longstanding reputation as a “party school.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>But Maguire said it was inevitable.\u003c/p>\n\u003cp>“To be honest with you, parties or not, I think it would have happened because we’re all accessing the same door handles. We’re all using the same bathrooms. We’re all going to pick up our food from the same spot,” she said.\u003c/p>\n\u003cp>And while she acknowledges that partying may have played a part, she also notes that the university did not require testing or quarantining when students arrived.\u003c/p>\n\u003cp>“It’s kind of like, socializing or not, how could you expect no COVID cases to come from this?” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘If I’m not here in person … I have the thought, like, what’s the point? Especially spending the money. What’s the difference between Chico State online and community college online?’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Juanita Mottley with WellCat Health Center on campus said the university has been requesting coronavirus test kits, but has been unable to get them due to high demand from hospitals and public health departments.\u003c/p>\n\u003cp>Some have suggested that because the coronavirus can be carried asymptomatically, students might have brought the virus with them from home. But with so many venues for the virus to spread, university officials say it’s too soon to determine how exactly it got on campus.\u003c/p>\n\u003cp>“There are many variables. There could be people who are symptomatic and did not know it,” Mottley said. “And … whenever you start traveling and (have) people moving around, that’s going to increase the risk as well. So I think there’s too many variables to say directly what caused the spike in cases here in Butte County.”\u003c/p>\n\u003cp>Ultimately, it’s not productive to try to place blame on individual groups of students, said Lindsay Briggs, a CSU Chico public health professor.\u003c/p>\n\u003cp>“We could point out the students who were partying or point at the people who weren’t wearing masks or people who didn’t know that they were sick, but that’s actually not the root cause of all of this,” Briggs said, pointing to systemic failures to appropriately address the virus at the national level.\u003c/p>\n\u003ch3>The ‘New’ College Experience\u003c/h3>\n\u003cp>With her first foray into college — and the independence that comes with it — on hold for now, Maguire is trying to make the most of the situation. She’s working on getting a foldable desk and finding a quiet space at her parents’ house where she can study in peace.\u003c/p>\n\u003cp>But as for what comes next, Maguire’s not sure. She has scholarships for this semester and plans to finish her classes. But after that, she’s not certain she’ll stay at the school.\u003c/p>\n\u003cp>“If I’m not here in person … I have the thought, like, what’s the point? Especially spending the money,” she said. “What’s the difference between Chico State online and community college online?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "From Teaching to Tech Support: Helping Oakland Students Through IT Woes",
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"headTitle": "From Teaching to Tech Support: Helping Oakland Students Through IT Woes | KQED",
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"content": "\u003cp>Avi Zellman was supposed to be teaching an advanced math class at Bret Harte Middle School this year; it would have been his 12th year teaching in the Oakland Unified School District. Instead, he has a new job: tech support guy. He’d been doing some IT work on top of his teaching duties for years, but now it’s all tech support, all the time.\u003c/p>\n\u003cp>He spends his days on the phone and on video chats helping staff, students and their families navigate the transition to distance learning.\u003c/p>\n\u003cp>“You have the computer in front of you?” he asked a 12-year-old student on the phone as they launch into a troubleshooting session. “All right, what we’re gonna do is we’re going to totally reset the computer.”\u003c/p>\n\u003cp>As online school rolls out in Oakland and across much of the country, kids are being forced to contend with the bane of every office worker’s existence: tech issues. And in Oakland, in some cases, it’s teachers like Zellman who’ve been tasked with doing IT.\u003c/p>\n\u003cfigure id=\"attachment_11836103\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11836103 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students Xavia Butler and Tamari Smith speak with Oakland Mayor Libby Schaaf during a technology giveaway for eligible students in Oakland on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each of the district’s schools has a new role this year, distance learning lead, which oversees technology distribution and support. Some teachers, like Zellman, have been reassigned to these jobs full time, while other staff, including teachers, administrators, librarians and community schools managers, are being paid to take on the duties on top of other responsibilities, said OUSD Chief Systems and Services Officer Preston Thomas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the district level, OUSD plans to expand its technology team by four full-time equivalent positions, Thomas said.\u003c/p>\n\u003cp>Since mid-March, the district has fielded an additional 3,041 requests for tech support compared to the same period last year. At this point, district spokesman John Sasaki said, most of the issues families are raising involve the quality of internet connectivity. [pullquote size=\"medium\" align=\"right\" citation=\"Avi Zellman, Tech Support at Bret Harte Middle School in Oakland\"]‘Families get frustrated very easily … A lot of the conversations that I have, I’m playing the role of both support, but also doing a little bit of therapy.’[/pullquote]\u003c/p>\n\u003cp>For Zellman and other newly minted distance learning leads, the first challenge has been getting technology into students’ hands. Across Oakland Unified, of nearly 25,000 students surveyed, over 19,000 don’t have access to a computer without district help, Thomas said.\u003c/p>\n\u003cp>Since learning went online in the spring, \u003ca href=\"https://t.e2ma.net/message/5ir8cd/xsl0zg\" target=\"_blank\" rel=\"noopener noreferrer\">OUSD has loaned out\u003c/a> 23,000 Chromebooks and 5,000 Wi-Fi hotspots.\u003c/p>\n\u003cp>At Bret Harte, survey results show that half of the roughly 550 students don’t have the computer or internet access they need for distance learning without school resources. Some borrowed devices in the spring, and Zellman got loner devices out to most of the rest during the first week of school.\u003c/p>\n\u003cp>But as soon as students got the tech, another set of issues cropped up.\u003c/p>\n\u003cp>“Even when families get home with that Chromebook in hand or that hotspot in hand, they don’t always know how to use it,” Zellman said.\u003c/p>\n\u003cp>And then, of course, things can go wrong. Seventh-grader Darriah Andrews has been borrowing a Chromebook from her school since the spring. On the phone with Zellman, she explained that it was working fine, then suddenly stopped recognizing her home Wi-Fi network.\u003c/p>\n\u003cp>“This internet thing, which is not our internet, keeps popping up and I was trying to delete off the screen, but it wouldn’t come off,” she said.\u003c/p>\n\u003cp>“Well, I’m happy to help you,” Zellman said. “This is actually a problem that a lot of the school computers have been having. I actually have a way of fixing it, OK? We’re going to put the computer into what’s called developer mode.”\u003c/p>\n\u003cp>Darriah got connected to Zellman in the second week of school because her teachers noticed she hadn’t been able to connect to Zoom. She’d been trying to use her phone, but, “I lost my phone for a minute,” she said. “I’m not gonna lie.”\u003c/p>\n\u003cp>After she and Zellman got the Wi-Fi dilemma fixed, they moved on to enrolling the computer in the district’s network through \u003ca href=\"https://support.google.com/chrome/a/answer/1360534?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\">Chrome Enterprise\u003c/a>. This enables the district’s content filtering settings, which block kids from gaming sites and other web material deemed inappropriate, and automatically installs certain browser extensions and apps students need for school.\u003c/p>\n\u003cfigure id=\"attachment_11836104\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11836104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School staff help to handout laptops at three co-located schools, Futures Elementary, Community United Elementary and Coliseum College Prep Academy during the #OaklandUndivided Campaign on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want you to hit control shift and the letter E, like elephant,” Zellman said.\u003c/p>\n\u003cp>Darriah was on it.\u003c/p>\n\u003cp>“All right, now, does it say enterprise enrollment?” he asked.\u003c/p>\n\u003cp>It did.\u003c/p>\n\u003cp>“So you’re gonna type in a special email address,” Zellman continued.\u003c/p>\n\u003cp>Finally, Zellman walked Darriah through logging into her school email account, where her teachers have been sending emails she hasn’t been able to access. Here they hit a familiar snag.\u003c/p>\n\u003cp>“It’s saying the email and password you entered don’t match,” Darriah said.\u003c/p>\n\u003cp>“This is going to sound silly, but I want you to make sure that you spelled your name correctly,” Zellman said.\u003c/p>\n\u003cp>He knew there had to be some mistake, he told her, because he tested the login on his end and it worked. “I’m going to spell it out for you. Ready?” he said. “So, S for student, and then underscore — that’s where you have to hit shift and then the key that’s next to the zero.”\u003c/p>\n\u003cp>Eventually they got things sorted out.\u003c/p>\n\u003cp>“It works!” she said. “Hurray!” Zellman responded, with the enthusiasm of a person who too often sees things work out less well.\u003c/p>\n\u003cp>Before hanging up with Darriah, he reminded her to email her teachers to let them know she’s set for class the following day.\u003c/p>\n\u003cp>The whole process took less than 15 minutes, but sometimes the problems aren’t so simple. If a phone call doesn’t cut it, Zellman uses Zoom or FaceTime, and in the most complicated cases, meets people in person.\u003c/p>\n\u003cp>“Families get frustrated very easily,” he said. “A lot of the conversations that I have, I’m playing the role of both support, but also doing a little bit of therapy, of ‘It’s OK. This is hard for everybody.’ ”\u003c/p>\n\u003cp>Since school started, Zellman estimated he’s helped 40 to 50 students and families. “This feels like all I do,” he said, although his duties also include supporting all Bret Harte’s teachers with their own tech woes. [aside tag=\"education\" label=\"More Related Coverage\"]\u003c/p>\n\u003cp>In Darriah’s case, a couple days later, the Wi-Fi network issue came back. Darriah’s mother ended up having to switch it out for another borrowed school computer, which so far has been working. Three weeks into the semester, Darriah was finally ready to start school.\u003c/p>\n\u003cp>Darriah and about 225 other Bret Harte students are expected to get a brand new Chromebook — for keeps — through OUSD and the city of Oakland’s “\u003ca href=\"https://www.oaklandedfund.org/oaklandundivided/\" target=\"_blank\" rel=\"noopener noreferrer\">Oakland Undivided\u003c/a>” campaign, which raised $13 million to buy 25,000 computers and 15,000 hotspots for district and charter school students. To date, the district has handed out about 6,500 of those computers and 2,800 of the hotspots.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While Zellman expects the new devices will be free of some of the problems he sees with the current school loaners, many of which are more than 6 years old, he anticipates a new set of troubles will present themselves. Because these computers won’t be district property, they won’t be enrolled in the district network with its many automatic settings and updates. That’s going to mean more work for parents, and, Zellman suspects, a lot more questions for him.\u003c/p>\n\n",
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"title": "From Teaching to Tech Support: Helping Oakland Students Through IT Woes | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Avi Zellman was supposed to be teaching an advanced math class at Bret Harte Middle School this year; it would have been his 12th year teaching in the Oakland Unified School District. Instead, he has a new job: tech support guy. He’d been doing some IT work on top of his teaching duties for years, but now it’s all tech support, all the time.\u003c/p>\n\u003cp>He spends his days on the phone and on video chats helping staff, students and their families navigate the transition to distance learning.\u003c/p>\n\u003cp>“You have the computer in front of you?” he asked a 12-year-old student on the phone as they launch into a troubleshooting session. “All right, what we’re gonna do is we’re going to totally reset the computer.”\u003c/p>\n\u003cp>As online school rolls out in Oakland and across much of the country, kids are being forced to contend with the bane of every office worker’s existence: tech issues. And in Oakland, in some cases, it’s teachers like Zellman who’ve been tasked with doing IT.\u003c/p>\n\u003cfigure id=\"attachment_11836103\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11836103 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students Xavia Butler and Tamari Smith speak with Oakland Mayor Libby Schaaf during a technology giveaway for eligible students in Oakland on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each of the district’s schools has a new role this year, distance learning lead, which oversees technology distribution and support. Some teachers, like Zellman, have been reassigned to these jobs full time, while other staff, including teachers, administrators, librarians and community schools managers, are being paid to take on the duties on top of other responsibilities, said OUSD Chief Systems and Services Officer Preston Thomas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the district level, OUSD plans to expand its technology team by four full-time equivalent positions, Thomas said.\u003c/p>\n\u003cp>Since mid-March, the district has fielded an additional 3,041 requests for tech support compared to the same period last year. At this point, district spokesman John Sasaki said, most of the issues families are raising involve the quality of internet connectivity. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Zellman and other newly minted distance learning leads, the first challenge has been getting technology into students’ hands. Across Oakland Unified, of nearly 25,000 students surveyed, over 19,000 don’t have access to a computer without district help, Thomas said.\u003c/p>\n\u003cp>Since learning went online in the spring, \u003ca href=\"https://t.e2ma.net/message/5ir8cd/xsl0zg\" target=\"_blank\" rel=\"noopener noreferrer\">OUSD has loaned out\u003c/a> 23,000 Chromebooks and 5,000 Wi-Fi hotspots.\u003c/p>\n\u003cp>At Bret Harte, survey results show that half of the roughly 550 students don’t have the computer or internet access they need for distance learning without school resources. Some borrowed devices in the spring, and Zellman got loner devices out to most of the rest during the first week of school.\u003c/p>\n\u003cp>But as soon as students got the tech, another set of issues cropped up.\u003c/p>\n\u003cp>“Even when families get home with that Chromebook in hand or that hotspot in hand, they don’t always know how to use it,” Zellman said.\u003c/p>\n\u003cp>And then, of course, things can go wrong. Seventh-grader Darriah Andrews has been borrowing a Chromebook from her school since the spring. On the phone with Zellman, she explained that it was working fine, then suddenly stopped recognizing her home Wi-Fi network.\u003c/p>\n\u003cp>“This internet thing, which is not our internet, keeps popping up and I was trying to delete off the screen, but it wouldn’t come off,” she said.\u003c/p>\n\u003cp>“Well, I’m happy to help you,” Zellman said. “This is actually a problem that a lot of the school computers have been having. I actually have a way of fixing it, OK? We’re going to put the computer into what’s called developer mode.”\u003c/p>\n\u003cp>Darriah got connected to Zellman in the second week of school because her teachers noticed she hadn’t been able to connect to Zoom. She’d been trying to use her phone, but, “I lost my phone for a minute,” she said. “I’m not gonna lie.”\u003c/p>\n\u003cp>After she and Zellman got the Wi-Fi dilemma fixed, they moved on to enrolling the computer in the district’s network through \u003ca href=\"https://support.google.com/chrome/a/answer/1360534?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\">Chrome Enterprise\u003c/a>. This enables the district’s content filtering settings, which block kids from gaming sites and other web material deemed inappropriate, and automatically installs certain browser extensions and apps students need for school.\u003c/p>\n\u003cfigure id=\"attachment_11836104\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11836104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School staff help to handout laptops at three co-located schools, Futures Elementary, Community United Elementary and Coliseum College Prep Academy during the #OaklandUndivided Campaign on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want you to hit control shift and the letter E, like elephant,” Zellman said.\u003c/p>\n\u003cp>Darriah was on it.\u003c/p>\n\u003cp>“All right, now, does it say enterprise enrollment?” he asked.\u003c/p>\n\u003cp>It did.\u003c/p>\n\u003cp>“So you’re gonna type in a special email address,” Zellman continued.\u003c/p>\n\u003cp>Finally, Zellman walked Darriah through logging into her school email account, where her teachers have been sending emails she hasn’t been able to access. Here they hit a familiar snag.\u003c/p>\n\u003cp>“It’s saying the email and password you entered don’t match,” Darriah said.\u003c/p>\n\u003cp>“This is going to sound silly, but I want you to make sure that you spelled your name correctly,” Zellman said.\u003c/p>\n\u003cp>He knew there had to be some mistake, he told her, because he tested the login on his end and it worked. “I’m going to spell it out for you. Ready?” he said. “So, S for student, and then underscore — that’s where you have to hit shift and then the key that’s next to the zero.”\u003c/p>\n\u003cp>Eventually they got things sorted out.\u003c/p>\n\u003cp>“It works!” she said. “Hurray!” Zellman responded, with the enthusiasm of a person who too often sees things work out less well.\u003c/p>\n\u003cp>Before hanging up with Darriah, he reminded her to email her teachers to let them know she’s set for class the following day.\u003c/p>\n\u003cp>The whole process took less than 15 minutes, but sometimes the problems aren’t so simple. If a phone call doesn’t cut it, Zellman uses Zoom or FaceTime, and in the most complicated cases, meets people in person.\u003c/p>\n\u003cp>“Families get frustrated very easily,” he said. “A lot of the conversations that I have, I’m playing the role of both support, but also doing a little bit of therapy, of ‘It’s OK. This is hard for everybody.’ ”\u003c/p>\n\u003cp>Since school started, Zellman estimated he’s helped 40 to 50 students and families. “This feels like all I do,” he said, although his duties also include supporting all Bret Harte’s teachers with their own tech woes. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Darriah’s case, a couple days later, the Wi-Fi network issue came back. Darriah’s mother ended up having to switch it out for another borrowed school computer, which so far has been working. Three weeks into the semester, Darriah was finally ready to start school.\u003c/p>\n\u003cp>Darriah and about 225 other Bret Harte students are expected to get a brand new Chromebook — for keeps — through OUSD and the city of Oakland’s “\u003ca href=\"https://www.oaklandedfund.org/oaklandundivided/\" target=\"_blank\" rel=\"noopener noreferrer\">Oakland Undivided\u003c/a>” campaign, which raised $13 million to buy 25,000 computers and 15,000 hotspots for district and charter school students. To date, the district has handed out about 6,500 of those computers and 2,800 of the hotspots.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Zellman expects the new devices will be free of some of the problems he sees with the current school loaners, many of which are more than 6 years old, he anticipates a new set of troubles will present themselves. Because these computers won’t be district property, they won’t be enrolled in the district network with its many automatic settings and updates. That’s going to mean more work for parents, and, Zellman suspects, a lot more questions for him.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'Young People Have Voices': Why SF's Arianna Nassiri Wants 16 Year Olds to Vote",
"title": "'Young People Have Voices': Why SF's Arianna Nassiri Wants 16 Year Olds to Vote",
"headTitle": "KQED News",
"content": "\u003cp>\u003cem>The 100th anniversary of the 19th Amendment, which enshrined women’s constitutional right to vote in the United States, is on Aug. 18, 2020. So we’re asking politically engaged women in our community to share their personal voting stories with you.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Today: From pre-teen political intern to campaigner for a lower voter age, meet San Francisco Youth Commissioner Arianna Nassiri.\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#share\">Want to share your own voting story?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://sfgov.org/youthcommission/mayoral-appointee-commissioner-1-profile\" target=\"_blank\" rel=\"noopener noreferrer\">Arianna Nassiri\u003c/a> was casting about for something to do a few summers ago. So she decided to apply for an internship at San Francisco City Hall.\u003c/p>\n\u003cp>She sent in her paperwork, waited for about a month, and was thrilled to get an interview.\u003c/p>\n\u003cp>\"I show up to the interview, and London Breed's legislative aide goes, 'Oh my goodness, you must not have graduated high school yet!' And I said, 'Well, no, I'm actually going into eighth grade.'\"\u003c/p>\n\u003cp>Nassiri said it was only at that point her 12-year-old self realized the internship was meant for college-age applicants.\u003c/p>\n\u003cp>\"The whole office started laughing,\" she said. \"But they ended up giving me the position.\"\u003c/p>\n\u003cp>That internship kick-started Nassiri’s political career.\u003c/p>\n\u003cfigure id=\"attachment_11832246\" class=\"wp-caption aligncenter\" style=\"max-width: 1348px\">\u003cimg class=\"wp-image-11832246 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut.jpg\" alt=\"\" width=\"1348\" height=\"704\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut.jpg 1348w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut-800x418.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut-1020x533.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut-160x84.jpg 160w\" sizes=\"(max-width: 1348px) 100vw, 1348px\">\u003cfigcaption class=\"wp-caption-text\">Congresswoman Nancy Pelosi introduces San Francisco Youth Commissioner Arianna Nassiri at a 2019 press conference. \u003ccite>(Courtesy of YouTube)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since she joined the city's \u003ca href=\"https://sfgov.org/youthcommission/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Commission\u003c/a> in 2017, she’s appeared on the podium alongside Nancy Pelosi, \u003ca href=\"https://www.youtube.com/watch?v=SQfnd9T8uw8\" target=\"_blank\" rel=\"noopener noreferrer\">where the teen gave a speech\u003c/a> about the importance of voter representation and maintaining an integral election system.\u003c/p>\n\u003cp>And she’s leading \u003ca href=\"http://www.vote16sf.org/\" target=\"_blank\" rel=\"noopener noreferrer\">the \"Vote16\" campaign\u003c/a> to lower the voting age in San Francisco to 16.\u003c/p>\n\u003cp>\"San Francisco young people, on average, pay taxes, drive, pay for SFMTA, and they're enrolled in San Francisco Unified Schools — all systems that are controlled by the legislation that's passed in elections,\" Nassiri said. \"And these young people have voices that are currently absent in the electorate.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"#share\">Share your own voting story with KQED — we'd love to potentially feature you too\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In the lead-up to the 2016 election, local youth worked around the clock to rally support for lowering the voting age. A KQED video followed a group of teens out canvassing for the Vote16 campaign, which was put before San Francisco voters as Proposition F.\u003c/p>\n\u003cp>https://www.youtube.com/watch?time_continue=74&v=BALbuqWVSjU&feature=emb_logo\u003c/p>\n\u003cp>If Prop F had passed, it would have made San Francisco the first major U.S. city to allow 16- and 17-year-olds to vote in municipal elections.\u003c/p>\n\u003cp>Nassiri wasn’t part of that campaign, but remembers it was a close call; \u003ca href=\"https://ballotpedia.org/San_Francisco,_California,_Local_Elections_Voting_Age_Reduction_Amendment,_Proposition_F_(November_2016)\" target=\"_blank\" rel=\"noopener noreferrer\">Prop F only lost by around three percentage points\u003c/a>.\u003c/p>\n\u003cp>\"And that margin can easily be written off as a lack of campaigning experience, and even just one district that was not necessarily involved in the campaign,\" she said.\u003c/p>\n\u003cp>There's nothing in the U.S. Constitution that says states cannot lower the voting age.\u003c/p>\n\u003cp>[aside label='19th Amendment Centennial' tag='19th-amendment-centennial']Although the federal voting age is 18, roughly one third of U.S. states allow those who are 17 but \u003cem>will\u003c/em> be 18 by the general election to vote in primaries.\u003c/p>\n\u003cp>The small Maryland cities of Takoma Park, Hyattsville, Greenbelt and Riverdale Park are currently the only U.S. municipalities allowing 16-year-olds to vote — and here in the Bay Area, Berkeley allows them to vote in school board elections.\u003c/p>\n\u003cp>Meanwhile, a handful of other countries, like Austria, Argentina, Brazil, Ecuador, Nicaragua and Scotland, have enfranchised their 16- and 17-year-old citizens at the ballot box.\u003c/p>\n\u003cp>A new Vote16 ballot measure is scheduled to appear on the San Francisco ballot in the upcoming November election. And as she gears up for the campaign, Nassiri sees a direct link between the effort to enfranchise young people and the struggle the suffragists faced over a hundred years ago on the long, hard journey to secure the 19th Amendment.\u003c/p>\n\u003cp>\"After the 2016 election, a lot of young people in the city were discouraged,\" she said. \"But there were dozens of attempts to get the Nineteenth Amendment passed before it was actually passed. So who are we to assume that our fight is going to be any easier?\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">[ad fullwidth]\u003c/span>\u003c/p>\n\u003ch3>\u003ca id=\"share\">\u003c/a>Now share your story with us\u003c/h3>\n\u003cp>Use the box below to tell us about the first time you voted. We'd love to potentially feature your experience on KQED:\u003c/p>\n\u003cdiv id=\"my-embedded-typeform\" style=\"width: 100%; height: 600px;\">\u003c/div>\n\u003cp>\u003cscript src=\"https://embed.typeform.com/embed.js\" type=\"text/javascript\">\u003c/script>\u003cbr>\n\u003cscript type=\"text/javascript\">\n window.addEventListener(\"DOMContentLoaded\", function() {\n var el = document.getElementById(\"my-embedded-typeform\");\n window.typeformEmbed.makeWidget(el, \"https://artskqed.typeform.com/to/Vn29pP6U\", {\n hideFooter: true,\n hideHeaders: true,\n opacity: 0\n });\n });\n\u003c/script>\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "San Francisco Youth Commissioner Arianna Nassiri started her political career aged just 12. Now she's passionately campaigning to get 16-year-olds the vote.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The 100th anniversary of the 19th Amendment, which enshrined women’s constitutional right to vote in the United States, is on Aug. 18, 2020. So we’re asking politically engaged women in our community to share their personal voting stories with you.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Today: From pre-teen political intern to campaigner for a lower voter age, meet San Francisco Youth Commissioner Arianna Nassiri.\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#share\">Want to share your own voting story?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://sfgov.org/youthcommission/mayoral-appointee-commissioner-1-profile\" target=\"_blank\" rel=\"noopener noreferrer\">Arianna Nassiri\u003c/a> was casting about for something to do a few summers ago. So she decided to apply for an internship at San Francisco City Hall.\u003c/p>\n\u003cp>She sent in her paperwork, waited for about a month, and was thrilled to get an interview.\u003c/p>\n\u003cp>\"I show up to the interview, and London Breed's legislative aide goes, 'Oh my goodness, you must not have graduated high school yet!' And I said, 'Well, no, I'm actually going into eighth grade.'\"\u003c/p>\n\u003cp>Nassiri said it was only at that point her 12-year-old self realized the internship was meant for college-age applicants.\u003c/p>\n\u003cp>\"The whole office started laughing,\" she said. \"But they ended up giving me the position.\"\u003c/p>\n\u003cp>That internship kick-started Nassiri’s political career.\u003c/p>\n\u003cfigure id=\"attachment_11832246\" class=\"wp-caption aligncenter\" style=\"max-width: 1348px\">\u003cimg class=\"wp-image-11832246 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut.jpg\" alt=\"\" width=\"1348\" height=\"704\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut.jpg 1348w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut-800x418.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut-1020x533.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44263_pelosi-and-arianna-qut-160x84.jpg 160w\" sizes=\"(max-width: 1348px) 100vw, 1348px\">\u003cfigcaption class=\"wp-caption-text\">Congresswoman Nancy Pelosi introduces San Francisco Youth Commissioner Arianna Nassiri at a 2019 press conference. \u003ccite>(Courtesy of YouTube)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since she joined the city's \u003ca href=\"https://sfgov.org/youthcommission/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Commission\u003c/a> in 2017, she’s appeared on the podium alongside Nancy Pelosi, \u003ca href=\"https://www.youtube.com/watch?v=SQfnd9T8uw8\" target=\"_blank\" rel=\"noopener noreferrer\">where the teen gave a speech\u003c/a> about the importance of voter representation and maintaining an integral election system.\u003c/p>\n\u003cp>And she’s leading \u003ca href=\"http://www.vote16sf.org/\" target=\"_blank\" rel=\"noopener noreferrer\">the \"Vote16\" campaign\u003c/a> to lower the voting age in San Francisco to 16.\u003c/p>\n\u003cp>\"San Francisco young people, on average, pay taxes, drive, pay for SFMTA, and they're enrolled in San Francisco Unified Schools — all systems that are controlled by the legislation that's passed in elections,\" Nassiri said. \"And these young people have voices that are currently absent in the electorate.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"#share\">Share your own voting story with KQED — we'd love to potentially feature you too\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In the lead-up to the 2016 election, local youth worked around the clock to rally support for lowering the voting age. A KQED video followed a group of teens out canvassing for the Vote16 campaign, which was put before San Francisco voters as Proposition F.\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/BALbuqWVSjU'\n title='//www.youtube.com/embed/BALbuqWVSjU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>If Prop F had passed, it would have made San Francisco the first major U.S. city to allow 16- and 17-year-olds to vote in municipal elections.\u003c/p>\n\u003cp>Nassiri wasn’t part of that campaign, but remembers it was a close call; \u003ca href=\"https://ballotpedia.org/San_Francisco,_California,_Local_Elections_Voting_Age_Reduction_Amendment,_Proposition_F_(November_2016)\" target=\"_blank\" rel=\"noopener noreferrer\">Prop F only lost by around three percentage points\u003c/a>.\u003c/p>\n\u003cp>\"And that margin can easily be written off as a lack of campaigning experience, and even just one district that was not necessarily involved in the campaign,\" she said.\u003c/p>\n\u003cp>There's nothing in the U.S. Constitution that says states cannot lower the voting age.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Although the federal voting age is 18, roughly one third of U.S. states allow those who are 17 but \u003cem>will\u003c/em> be 18 by the general election to vote in primaries.\u003c/p>\n\u003cp>The small Maryland cities of Takoma Park, Hyattsville, Greenbelt and Riverdale Park are currently the only U.S. municipalities allowing 16-year-olds to vote — and here in the Bay Area, Berkeley allows them to vote in school board elections.\u003c/p>\n\u003cp>Meanwhile, a handful of other countries, like Austria, Argentina, Brazil, Ecuador, Nicaragua and Scotland, have enfranchised their 16- and 17-year-old citizens at the ballot box.\u003c/p>\n\u003cp>A new Vote16 ballot measure is scheduled to appear on the San Francisco ballot in the upcoming November election. And as she gears up for the campaign, Nassiri sees a direct link between the effort to enfranchise young people and the struggle the suffragists faced over a hundred years ago on the long, hard journey to secure the 19th Amendment.\u003c/p>\n\u003cp>\"After the 2016 election, a lot of young people in the city were discouraged,\" she said. \"But there were dozens of attempts to get the Nineteenth Amendment passed before it was actually passed. So who are we to assume that our fight is going to be any easier?\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003c/p>\u003c/div>",
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"disqusTitle": "Online School Has Started in Oakland, But Will Students Show Up?",
"title": "Online School Has Started in Oakland, But Will Students Show Up?",
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"content": "\u003cp>Oakland students are back in virtual classrooms this week, where school officials will be tracking their attendance for the first time since the coronavirus pandemic forced learning online this spring. But there are still questions about how to ensure kids show up — and what happens if they don't.\u003c/p>\n\u003cp>It’s not clear how many Oakland students were unaccounted for during spring distance learning, because districts weren’t required to report attendance under the circumstances. Before the pandemic, in 2018-2019, about \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?%3Aembed=y&%3Adisplay_count=no&%3Arender=false\" target=\"_blank\" rel=\"noopener noreferrer\">1 in 3\u003c/a> Oakland Unified School District students was chronically absent — defined as missing 18 days of school or more — and district officials say anecdotally they know far fewer kids were present during distance learning.\u003c/p>\n\u003cp>For teachers like Madison Park Academy’s Marisa Villegas, the stakes weighed heavily. Getting students to show up regularly is critical, and poor attendance increases the chances a child will struggle academically and be held back. It’s a \u003ca href=\"https://www.attendanceworks.org/chronic-absence/the-problem/10-facts-about-school-attendance/\" target=\"_blank\" rel=\"noopener noreferrer\">leading indicator\u003c/a> a student will go on to drop out of high school.\u003c/p>\n\u003cp>Still, Villegas said getting her high school students to attend last spring was the biggest challenge in a semester rife with them. She had 156 students across seven sections and said only a quarter of each class showed up regularly.\u003c/p>\n\u003cp>Usually, she said, students weren’t showing up because they couldn’t. Some didn’t have internet or laptops, or multiple kids in a home were sharing one computer. Often her students were taking care of younger siblings, or they had to pick up jobs to help support their families.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[aside tag=\"distance-learning\" label=\"Related Stories\"]\u003c/p>\n\u003cp>“I would make phone calls, I would email, I would text. I would do my best to get a hold of parents, aunts, grandparents, you name it,” Villegas said.\u003c/p>\n\u003cp>When she couldn’t reach anyone, she turned to Community School Manager Francisco Alvarado for help. Though Alvarado and other school outreach workers were providing a vital source of support for families — answering questions, providing food, securing social services — those connections did not translate into success getting kids to participate in distance learning.\u003c/p>\n\u003cp>“Our attendance team, we would meet and say, ‘What do we do here? Half of our school is not in class,’ ” Alvarado said.\u003c/p>\n\u003cp>They reminded parents that school was still mandatory, handed out Chromebooks, offered to help get families online, and printed out paper packets of school work.\u003c/p>\n\u003cp>“All these things we're trying and it just wasn't landing,” said Alvarado.\u003c/p>\n\u003cp>In addition to keeping tabs on who’s participating every day, districts \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB98\" target=\"_blank\" rel=\"noopener noreferrer\">will now be required\u003c/a> to come up with a plan to support students who are absent more than three days in a week.\u003c/p>\n\u003cp>“Is it going to be perfect when we return? Absolutely not,” said Misha Karigaca, who’s in charge of attendance for OUSD. “Will it be better? Yes.”\u003c/p>\n\u003cp>Beyond bending the student information computer system to the newly mandated measures of attendance, Karigaca said, the district’s role is to provide clear guidelines on meeting new legal requirements while allowing individual schools some freedom in developing plans.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Hedy Chang, executive director of Attendance Works\"]'We already have some information from last year about who needs extra support and we should start the year off with a deeper plan so those students get extra engagement, extra support.'[/pullquote]\u003c/p>\n\u003cp>School attendance teams, like Alvarado’s, will be tasked with monitoring weekly attendance data and pairing students with needed interventions and support. One option, Karigaca said, is to assign mentors.\u003c/p>\n\u003cp>“Somebody who's going be that extra special liaison, that's going to be a conduit between the school and the family,” he said.\u003c/p>\n\u003cp>“The good news is we don't have to reinvent everything, even in a global pandemic,” said Hedy Chang, executive director of \u003ca href=\"https://www.attendanceworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Attendance Works\u003c/a>, a nonprofit focused on reducing chronic absences.\u003c/p>\n\u003cp>One key thing schools can do is use past data on chronic absenteeism proactively.\u003c/p>\n\u003cp>“The idea is that we should be thinking about prevention,” Chang said. “We already have some information from last year about who needs extra support and we should start the year off with a deeper plan so those students get extra engagement, extra support.”\u003c/p>\n\u003cp>Attendance Works is also suggesting \u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/monitoring-attendance-in-distance-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">additional metrics\u003c/a> that districts can track to help inform efforts to improve attendance during distance learning, including internet access.\u003c/p>\n\u003cp>But what happens if these efforts to monitor and intervene don’t work? What if outreach workers run into the same issues Alvarado faced in the spring? Under normal circumstances, truancy laws eventually kick in, initiating a formal process meant to hold parents accountable. But distance learning has upended that system.\u003c/p>\n\u003cp>“The law doesn't seem to apply in the same way as when children aren’t physically in a classroom,” said Teresa Drenick, who runs the \u003ca href=\"https://atschool.alcoda.org/\" target=\"_blank\" rel=\"noopener noreferrer\">truancy and attendance program\u003c/a> for the Alameda County District Attorney’s Office, noting there are some legal gray areas she hopes to see clarified in the coming months.\u003c/p>\n\u003cp>The key issue, she said, is that under the new law governing distance learning, there doesn’t appear to be a way to differentiate between excused and unexcused absences, and truancy law is only triggered by unexcused absences.\u003c/p>\n\u003cp>While it’s rare for families to end up in her office — she works with about 100 each year — other parts of the truancy process touch many more. One of the earliest steps in the process is often a hearing with a School Attendance Review Team where families and administrators try to work out a plan to address root causes of truancy. When that's not enough, cases get referred to a district's \u003ca href=\"https://www.ousd.org/Page/539\" target=\"_blank\" rel=\"noopener noreferrer\">School Attendance Review Board\u003c/a> for more intensive intervention. In Oakland, Karigaca said, around 200 cases go to the board each year. Usually that’s enough to improve attendance, but not always.\u003c/p>\n\u003cp>\"My experience has been that there are certain families and certain students that for one reason or another — and oftentimes it’s due to extreme hardships — they aren't able to turn it around,\" Drenick said. That's when cases end up on her desk.\u003c/p>\n\u003cp>Though truancy can lead to fines, Drenick and experts like Chang say a punitive approach to discipline isn’t necessarily effective. What works best is addressing the underlying family issues that keep kids out of school. That’s what Alameda County’s truancy system is geared toward — offering support with things like transportation, health care and counseling.\u003c/p>\n\u003cp>Drenick said she hopes that without the court's intervention, school districts can bring the needed services to bear. And she hopes to continue to play a role. “I hope that we, as DAs, can reimagine how we can support our local school districts to make sure that kids are getting what they need,” she said.\u003c/p>\n\u003cp>In the absence of a formal truancy process during distance learning, Karigaca said Oakland Unified will still try to follow its general framework, even if it doesn’t have the force of law. Whether the district can successfully do that — by convening families, administrators and social service providers for hearings remotely — remains to be seen.\u003c/p>\n\u003cp>Chang sees silver linings in all of this. For her, the fact that the new law requires schools to intervene when students are missing school for any reason, whether the absences are excused or unexcused, is good news. “That's actually an improvement,” she said. “It’s really critical.”\u003c/p>\n\u003cp>A few days before school started, Madison Park Academy's Alvarado was busy trying to lay the groundwork to prevent absenteeism. He was preparing to host a Facebook Live to answer parents’ questions and making video tutorials to help students create study areas at home.\u003c/p>\n\u003cp>Ultimately, he and Villegas said, when it comes to attendance, the biggest challenge of all may be proving to students that it’s worth showing up and that teachers will be delivering a compelling educational experience online.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I'm excited and I am nervous and terrified all at once,” Villegas said of the new school year. “But I have to have faith that it's going to go well, and that we're going to be with our students and we're going to teach and they're going to learn.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland students are back in virtual classrooms this week, where school officials will be tracking their attendance for the first time since the coronavirus pandemic forced learning online this spring. But there are still questions about how to ensure kids show up — and what happens if they don't.\u003c/p>\n\u003cp>It’s not clear how many Oakland students were unaccounted for during spring distance learning, because districts weren’t required to report attendance under the circumstances. Before the pandemic, in 2018-2019, about \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?%3Aembed=y&%3Adisplay_count=no&%3Arender=false\" target=\"_blank\" rel=\"noopener noreferrer\">1 in 3\u003c/a> Oakland Unified School District students was chronically absent — defined as missing 18 days of school or more — and district officials say anecdotally they know far fewer kids were present during distance learning.\u003c/p>\n\u003cp>For teachers like Madison Park Academy’s Marisa Villegas, the stakes weighed heavily. Getting students to show up regularly is critical, and poor attendance increases the chances a child will struggle academically and be held back. It’s a \u003ca href=\"https://www.attendanceworks.org/chronic-absence/the-problem/10-facts-about-school-attendance/\" target=\"_blank\" rel=\"noopener noreferrer\">leading indicator\u003c/a> a student will go on to drop out of high school.\u003c/p>\n\u003cp>Still, Villegas said getting her high school students to attend last spring was the biggest challenge in a semester rife with them. She had 156 students across seven sections and said only a quarter of each class showed up regularly.\u003c/p>\n\u003cp>Usually, she said, students weren’t showing up because they couldn’t. Some didn’t have internet or laptops, or multiple kids in a home were sharing one computer. Often her students were taking care of younger siblings, or they had to pick up jobs to help support their families.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I would make phone calls, I would email, I would text. I would do my best to get a hold of parents, aunts, grandparents, you name it,” Villegas said.\u003c/p>\n\u003cp>When she couldn’t reach anyone, she turned to Community School Manager Francisco Alvarado for help. Though Alvarado and other school outreach workers were providing a vital source of support for families — answering questions, providing food, securing social services — those connections did not translate into success getting kids to participate in distance learning.\u003c/p>\n\u003cp>“Our attendance team, we would meet and say, ‘What do we do here? Half of our school is not in class,’ ” Alvarado said.\u003c/p>\n\u003cp>They reminded parents that school was still mandatory, handed out Chromebooks, offered to help get families online, and printed out paper packets of school work.\u003c/p>\n\u003cp>“All these things we're trying and it just wasn't landing,” said Alvarado.\u003c/p>\n\u003cp>In addition to keeping tabs on who’s participating every day, districts \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB98\" target=\"_blank\" rel=\"noopener noreferrer\">will now be required\u003c/a> to come up with a plan to support students who are absent more than three days in a week.\u003c/p>\n\u003cp>“Is it going to be perfect when we return? Absolutely not,” said Misha Karigaca, who’s in charge of attendance for OUSD. “Will it be better? Yes.”\u003c/p>\n\u003cp>Beyond bending the student information computer system to the newly mandated measures of attendance, Karigaca said, the district’s role is to provide clear guidelines on meeting new legal requirements while allowing individual schools some freedom in developing plans.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School attendance teams, like Alvarado’s, will be tasked with monitoring weekly attendance data and pairing students with needed interventions and support. One option, Karigaca said, is to assign mentors.\u003c/p>\n\u003cp>“Somebody who's going be that extra special liaison, that's going to be a conduit between the school and the family,” he said.\u003c/p>\n\u003cp>“The good news is we don't have to reinvent everything, even in a global pandemic,” said Hedy Chang, executive director of \u003ca href=\"https://www.attendanceworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Attendance Works\u003c/a>, a nonprofit focused on reducing chronic absences.\u003c/p>\n\u003cp>One key thing schools can do is use past data on chronic absenteeism proactively.\u003c/p>\n\u003cp>“The idea is that we should be thinking about prevention,” Chang said. “We already have some information from last year about who needs extra support and we should start the year off with a deeper plan so those students get extra engagement, extra support.”\u003c/p>\n\u003cp>Attendance Works is also suggesting \u003ca href=\"https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/monitoring-attendance-in-distance-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">additional metrics\u003c/a> that districts can track to help inform efforts to improve attendance during distance learning, including internet access.\u003c/p>\n\u003cp>But what happens if these efforts to monitor and intervene don’t work? What if outreach workers run into the same issues Alvarado faced in the spring? Under normal circumstances, truancy laws eventually kick in, initiating a formal process meant to hold parents accountable. But distance learning has upended that system.\u003c/p>\n\u003cp>“The law doesn't seem to apply in the same way as when children aren’t physically in a classroom,” said Teresa Drenick, who runs the \u003ca href=\"https://atschool.alcoda.org/\" target=\"_blank\" rel=\"noopener noreferrer\">truancy and attendance program\u003c/a> for the Alameda County District Attorney’s Office, noting there are some legal gray areas she hopes to see clarified in the coming months.\u003c/p>\n\u003cp>The key issue, she said, is that under the new law governing distance learning, there doesn’t appear to be a way to differentiate between excused and unexcused absences, and truancy law is only triggered by unexcused absences.\u003c/p>\n\u003cp>While it’s rare for families to end up in her office — she works with about 100 each year — other parts of the truancy process touch many more. One of the earliest steps in the process is often a hearing with a School Attendance Review Team where families and administrators try to work out a plan to address root causes of truancy. When that's not enough, cases get referred to a district's \u003ca href=\"https://www.ousd.org/Page/539\" target=\"_blank\" rel=\"noopener noreferrer\">School Attendance Review Board\u003c/a> for more intensive intervention. In Oakland, Karigaca said, around 200 cases go to the board each year. Usually that’s enough to improve attendance, but not always.\u003c/p>\n\u003cp>\"My experience has been that there are certain families and certain students that for one reason or another — and oftentimes it’s due to extreme hardships — they aren't able to turn it around,\" Drenick said. That's when cases end up on her desk.\u003c/p>\n\u003cp>Though truancy can lead to fines, Drenick and experts like Chang say a punitive approach to discipline isn’t necessarily effective. What works best is addressing the underlying family issues that keep kids out of school. That’s what Alameda County’s truancy system is geared toward — offering support with things like transportation, health care and counseling.\u003c/p>\n\u003cp>Drenick said she hopes that without the court's intervention, school districts can bring the needed services to bear. And she hopes to continue to play a role. “I hope that we, as DAs, can reimagine how we can support our local school districts to make sure that kids are getting what they need,” she said.\u003c/p>\n\u003cp>In the absence of a formal truancy process during distance learning, Karigaca said Oakland Unified will still try to follow its general framework, even if it doesn’t have the force of law. Whether the district can successfully do that — by convening families, administrators and social service providers for hearings remotely — remains to be seen.\u003c/p>\n\u003cp>Chang sees silver linings in all of this. For her, the fact that the new law requires schools to intervene when students are missing school for any reason, whether the absences are excused or unexcused, is good news. “That's actually an improvement,” she said. “It’s really critical.”\u003c/p>\n\u003cp>A few days before school started, Madison Park Academy's Alvarado was busy trying to lay the groundwork to prevent absenteeism. He was preparing to host a Facebook Live to answer parents’ questions and making video tutorials to help students create study areas at home.\u003c/p>\n\u003cp>Ultimately, he and Villegas said, when it comes to attendance, the biggest challenge of all may be proving to students that it’s worth showing up and that teachers will be delivering a compelling educational experience online.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cb>New School Year Tests Teachers, Students and Parents Like Never Before\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">As classes resume throughout the state, one thing is clear: This academic year will be unlike any before, as the pandemic shuttered classrooms and forced most of the state’s school districts to instruct more than 6 million K-12 students remotely. Despite a complex waiver process for elementary schools, most students will be getting and completing assignments online. But distance learning is fraught with challenges, as teachers, students and parents learned this past spring when school districts abruptly closed to comply with state and local public health orders. Some of those challenges remain, including technological barriers for low-income students and English learners, along with concerns teachers have about engaging and retaining students in a virtual setting. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Julia McEvoy, senior editor of education and equity, KQED\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Elisha Smith Arrillaga, PhD, executive director, The Education Trust-West\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Pandemic Exposes Race and Equity Gaps in Education\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This week, state education officials announced a plan to purchase up to 1 million internet-connected tablets for public school children. Although the digital divide existed before the pandemic, the public health crisis has exposed growing race and equity disparities between communities in school districts, especially for parents who are essential workers and can’t work remotely. This week, 29 teacher unions representing more than 300,000 students in Alameda and Contra Costa counties wrote a letter urging local health officials to use ZIP code data instead of county-wide averages of coronavirus cases to determine when it would be safe for in-person instruction and that currently “no schools should open until it is safe for all schools in the county to open.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Marissa Glidden, president, United Teachers of Richmond\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Shakira W. Reynolds, co-founder, Parent Leadership Council, West Contra Costa Unified School District\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mental Health Struggles for Parents and Children\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">We hear from a clinical psychologist about how the pandemic is exacerbating the mental health struggles of parents and students alike as they grapple with uncertainty, upended routines, and for essential workers, the ever-present fear of contracting the virus and spreading it to their families. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Guest:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">William Martinez, PhD, assistant professor of psychiatry, UCSF\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>New School Year Tests Teachers, Students and Parents Like Never Before\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">As classes resume throughout the state, one thing is clear: This academic year will be unlike any before, as the pandemic shuttered classrooms and forced most of the state’s school districts to instruct more than 6 million K-12 students remotely. Despite a complex waiver process for elementary schools, most students will be getting and completing assignments online. But distance learning is fraught with challenges, as teachers, students and parents learned this past spring when school districts abruptly closed to comply with state and local public health orders. Some of those challenges remain, including technological barriers for low-income students and English learners, along with concerns teachers have about engaging and retaining students in a virtual setting. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Julia McEvoy, senior editor of education and equity, KQED\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Elisha Smith Arrillaga, PhD, executive director, The Education Trust-West\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Pandemic Exposes Race and Equity Gaps in Education\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This week, state education officials announced a plan to purchase up to 1 million internet-connected tablets for public school children. Although the digital divide existed before the pandemic, the public health crisis has exposed growing race and equity disparities between communities in school districts, especially for parents who are essential workers and can’t work remotely. This week, 29 teacher unions representing more than 300,000 students in Alameda and Contra Costa counties wrote a letter urging local health officials to use ZIP code data instead of county-wide averages of coronavirus cases to determine when it would be safe for in-person instruction and that currently “no schools should open until it is safe for all schools in the county to open.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Marissa Glidden, president, United Teachers of Richmond\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Shakira W. Reynolds, co-founder, Parent Leadership Council, West Contra Costa Unified School District\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mental Health Struggles for Parents and Children\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">We hear from a clinical psychologist about how the pandemic is exacerbating the mental health struggles of parents and students alike as they grapple with uncertainty, upended routines, and for essential workers, the ever-present fear of contracting the virus and spreading it to their families. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Guest:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">William Martinez, PhD, assistant professor of psychiatry, UCSF\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Oakland A’s are suing the California Department of Toxic Substances Control for failing to regulate an industrial recycling plant located next to Howard Terminal, the waterfront where \u003ca href=\"https://www.mlb.com/athletics/oakland-ballpark\" target=\"_blank\" rel=\"noopener noreferrer\">the team plans to build a new ballpark\u003c/a>. Schnitzer Steel is the largest metal shredding plant in California, and the A’s say that state regulators have given the company a pass on its hazardous emissions for decades.\u003c/p>\n\u003cp>Athletics President Dave Kaval said the team met with community groups like the West Oakland Environmental Indicators Project and kept hearing complaints about the plant. “23,000 West Oakland residents live within a mile of the location,” Kaval said. “This steel recycler generates materials that are constantly exceeding the toxicity thresholds of hazardous waste. It leaches into the soil and groundwater. It blows off site and it catches fire.” Kaval said there have been five fires since 2018.\u003c/p>\n\u003cp>\u003ca href=\"https://www.change.org/p/california-department-of-toxic-substances-control-stop-schnitzer-steels-unlawful-pollution-in-west-oakland?recruiter=877667520&utm_campaign=signature_receipt&utm_medium=twitter&utm_source=share_petition\" target=\"_blank\" rel=\"noopener noreferrer\">A Change.org petition posted by the A’s\u003c/a> gained more than 1,000 signatures within eight hours of going live. [aside tag=\"pollution\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>In a statement, a spokesperson for DTSC said that while the agency wouldn’t comment on pending litigation, “it is deeply committed to protecting Californians and the environment from toxic harm — particularly those who suffer from a disparate level of pollution.”\u003c/p>\n\u003cp>Oregon-based \u003ca href=\"https://www.schnitzersteel.com/\">Schnitzer Steel\u003c/a> said they’ve invested more than $30 million in emission control projects at the facility. Colin Kelly, the company’s director of public affairs, wrote, “Suing the state agency that regulates industrial businesses is an attempt by the A’s to distract from the lack of information and accountability they have demonstrated in their planning for a commercial real estate development at the working waterfront.” Additionally, the facility has been serving the Oakland community for over 50 years and is “committed to reducing emissions, saving water, conserving energy, and reducing landfill usage,” the statement said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schnitzer has allied itself with a \u003ca href=\"https://www.eastoaklandstadiumalliance.com/partners\" target=\"_blank\" rel=\"noopener noreferrer\">group that includes maritime businesses and the International Longshore and Warehouse Union\u003c/a> in opposing the Port of Oakland’s willingness to lease the Howard Terminal site near Jack London Square to the A’s. Former ILWU official Clarence Thomas said as a third-generation longshore worker, he feared the attempt to regulate Schnitzer was the beginning of a process to move the Port away from the industries that have historically supported a Black working class in Oakland.\u003c/p>\n\u003cp>“We who work at the Port realize that Schnitzer is just the first domino to fall,” Thomas said. “If this deal goes through, there’s no way that Schnitzer Steel can stay there. Who’s going to be paying millions of dollars for a condominium right next door to a metal recycling plant?”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Kaval, in an email to A’s season ticket holders, described the suit as an attempt to support current residents of the neighborhoods bordering the Port. “West Oakland has long dealt with unacceptably high levels of pollution, as well as elevated risks of health problems like asthma, heart disease and most recently, COVID-19. A better future is possible, and we want to be part of the solution,” Kaval said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland A’s are suing the California Department of Toxic Substances Control for failing to regulate an industrial recycling plant located next to Howard Terminal, the waterfront where \u003ca href=\"https://www.mlb.com/athletics/oakland-ballpark\" target=\"_blank\" rel=\"noopener noreferrer\">the team plans to build a new ballpark\u003c/a>. Schnitzer Steel is the largest metal shredding plant in California, and the A’s say that state regulators have given the company a pass on its hazardous emissions for decades.\u003c/p>\n\u003cp>Athletics President Dave Kaval said the team met with community groups like the West Oakland Environmental Indicators Project and kept hearing complaints about the plant. “23,000 West Oakland residents live within a mile of the location,” Kaval said. “This steel recycler generates materials that are constantly exceeding the toxicity thresholds of hazardous waste. It leaches into the soil and groundwater. It blows off site and it catches fire.” Kaval said there have been five fires since 2018.\u003c/p>\n\u003cp>\u003ca href=\"https://www.change.org/p/california-department-of-toxic-substances-control-stop-schnitzer-steels-unlawful-pollution-in-west-oakland?recruiter=877667520&utm_campaign=signature_receipt&utm_medium=twitter&utm_source=share_petition\" target=\"_blank\" rel=\"noopener noreferrer\">A Change.org petition posted by the A’s\u003c/a> gained more than 1,000 signatures within eight hours of going live. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a statement, a spokesperson for DTSC said that while the agency wouldn’t comment on pending litigation, “it is deeply committed to protecting Californians and the environment from toxic harm — particularly those who suffer from a disparate level of pollution.”\u003c/p>\n\u003cp>Oregon-based \u003ca href=\"https://www.schnitzersteel.com/\">Schnitzer Steel\u003c/a> said they’ve invested more than $30 million in emission control projects at the facility. Colin Kelly, the company’s director of public affairs, wrote, “Suing the state agency that regulates industrial businesses is an attempt by the A’s to distract from the lack of information and accountability they have demonstrated in their planning for a commercial real estate development at the working waterfront.” Additionally, the facility has been serving the Oakland community for over 50 years and is “committed to reducing emissions, saving water, conserving energy, and reducing landfill usage,” the statement said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schnitzer has allied itself with a \u003ca href=\"https://www.eastoaklandstadiumalliance.com/partners\" target=\"_blank\" rel=\"noopener noreferrer\">group that includes maritime businesses and the International Longshore and Warehouse Union\u003c/a> in opposing the Port of Oakland’s willingness to lease the Howard Terminal site near Jack London Square to the A’s. Former ILWU official Clarence Thomas said as a third-generation longshore worker, he feared the attempt to regulate Schnitzer was the beginning of a process to move the Port away from the industries that have historically supported a Black working class in Oakland.\u003c/p>\n\u003cp>“We who work at the Port realize that Schnitzer is just the first domino to fall,” Thomas said. “If this deal goes through, there’s no way that Schnitzer Steel can stay there. Who’s going to be paying millions of dollars for a condominium right next door to a metal recycling plant?”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Kaval, in an email to A’s season ticket holders, described the suit as an attempt to support current residents of the neighborhoods bordering the Port. “West Oakland has long dealt with unacceptably high levels of pollution, as well as elevated risks of health problems like asthma, heart disease and most recently, COVID-19. A better future is possible, and we want to be part of the solution,” Kaval said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Families Navigate the Maze of Pandemic Pods, Distance Learning and Inequity",
"title": "Families Navigate the Maze of Pandemic Pods, Distance Learning and Inequity",
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"content": "\u003cp>If you’re a Bay Area parent, you’ve probably heard by now that most schools are starting the fall in distance learning mode. That’s got some parents looking to create or find small in-person learning groups for their kids as they seek to limit their exposure to COVID-19 and blunt the havoc remote learning is wreaking on child care needs and educational norms.\u003c/p>\n\u003cp>But even as the idea of so-called pandemic pods is catching fire, so, too, are concerns that these arrangements will worsen inequities among students.\u003c/p>\n\u003cp>Berkeley mom Liana Chavarín said that despite the best efforts of her 9-year-old son's public school teachers, the experience of distance learning during the spring semester after schools were shut down was “absolute hell.”\u003c/p>\n\u003cp>While trying to keep the preschool she founded and its staff afloat, she was also overseeing her son’s Zoom lessons and homework. She even recruited relatives to virtually tutor him while she worked. But it got to be too much.\u003c/p>\n\u003cp>“So we ended up just saying, forget it,” Chavarín said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It wasn’t an easy choice, she said, in part because of the attitudes ingrained in her as the child of Mexican immigrant parents.\u003c/p>\n\u003cp>“Coming from a background common in immigrant communities, you listen to the teacher. You do the work. You don't question the teacher,” Chavarín said. “ I had to just let that go and say, ‘You know what? We can't do it.’ ”\u003c/p>\n\u003cp>Instead, Chavarín and her son came up with an individual learning plan and schedule of their own.\u003c/p>\n\u003cp>With fall approaching, she decided to go even further: She withdrew her son from public school. Even if it were to reopen for in-person instruction, she wants to avoid yet another transition. As a single mom who sends money back to support her parents, she's also worried about either of them catching the virus if school campuses were to reopen.\u003c/p>\n\u003cp>Now Chavarín plans to expand her preschool, the Berkeley Forest School, to create small pods for her son and other elementary school-aged children in the same boat. She plans to prioritize former preschoolers, other families of color, and less-resourced families. She’s already hearing from parents.\u003c/p>\n\u003cp>“They just emailed me off the bat and they want to pay double to guarantee them a spot,” Chavarín said.\u003c/p>\n\u003cp>But she said she isn’t offering enrollment to the highest bidder.\u003c/p>\n\u003cp>Parents in her preschool pay a sliding scale of tuition from anywhere between $50 to $2,000 per month, and she intends to do the same with the elementary groupings as part of her mission to “center less-resourced families, and families of color seeking a safer space (outdoors) to have community and mitigate risk, since we all know of the inequity in medical care for us.”\u003c/p>\n\u003cfigure id=\"attachment_11832045\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11832045\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-800x533.jpg\" alt=\"Liana Chavarín runs the private Berkeley Forest School and is expanding it to include small learning groups for elementary-school-aged students.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Liana Chavarín runs the private Berkeley Forest School and is expanding it to include small learning groups for elementary school-aged students. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Chavarín’s profession allowed for a fortuitous fix to her child care and educational woes, many parents aren’t so well positioned. The frenzy is palpable. The types of pods and small groupings proliferating through grassroots networks and being discussed on Facebook groups (one hub quadrupled in size to nearly 30,000 members in little more than a week) vary in form. Some are shared child care arrangements, others are more like microschools with tutors and teachers.\u003c/p>\n\u003cp>By design, however, there is one thing about pandemic pods that remains constant: exclusivity. Who gets in and who's left out isn’t just about money, however; it can be about how strictly your family is quarantining.\u003c/p>\n\u003cp>When El Cerrito mother of two Andrea Wildenberg heard that her eldest daughter wouldn't be able to start kindergarten in a classroom, she thought, “I just can't do another year of just ignoring her while I sit at my laptop.”\u003c/p>\n\u003cp>Wildenberg explored joining together with another family to bring in a tutor to teach and also give the kids some opportunity to socialize, maybe in her own backyard.\u003c/p>\n\u003cp>But she sensed that others might not share the same standards when it came to quarantining. Wildenberg said her family is careful — both she and her husband work from home, but they do take their kids out for hikes and other allowed activities. She thought that didn’t sit well with one mom she courted who had been more strictly sheltering in place.\u003c/p>\n\u003cp>“After meeting with this one person, I just feel like she's going to say no,” Wildenberg said. “I don't want her to say no. But on the other hand, I think she's going to.”\u003c/p>\n\u003cp>Wildenberg instead ended up securing a spot for her daughter at the preschool she attended in the spring, which opened a kindergarten program.\u003c/p>\n\u003cp>Safety concerns can be an even bigger barrier for families with living arrangements or jobs that are perceived as less safe — say, a grocery store or health care worker, or residents of a multifamily household.\u003c/p>\n\u003cp>While some well-intentioned families have floated the idea of sponsoring other children in their pod, for example by covering that child’s share of the costs for a tutor, safety concerns can thwart such a match.\u003c/p>\n\u003cp>Nevertheless, Oakland mom Elisa Cecaci supports the much-debated idea.\u003c/p>\n\u003cp>“I think it's vital that a child with less resources be offered a space, tutoring,” Cecaci said.\u003c/p>\n\u003cfigure id=\"attachment_11832044\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11832044\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-800x533.jpg\" alt=\"Elisa Cecaci and her two sons Keli'i, 6, and Kanoa, 18, at their home in Oakland on July 27, 2020. \" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Elisa Cecaci and her two sons Keli'i, 6, and Kanoa, 18, at their home in Oakland on July 27, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cecaci has been working behind the scenes in online forums to try to get moms — yes, they’re mostly moms — to think more critically about issues of fairness and community. That’s despite the fact that she won’t be participating in a pod herself. One of her sons has Type 1 diabetes. Their grandmother, 72, also lives in the home. Cecaci feared that her son and his grandmother would be more vulnerable to COVID-19, so she quit her lifelong job as a nanny and said it’s unlikely she’ll send the boys back to a physical school until there is a vaccine.\u003c/p>\n\u003cp>But Cecaci is committed to sticking with distance learning for another reason.\u003c/p>\n\u003cp>“I think the thing that's really sad for me is that in all the time that all four of my sons have been in school, it has been maybe once or twice that they've had an African American male teacher,” she said. “[My son] has an African American male teacher this year.”\u003c/p>\n\u003cp>For now, her husband’s income as a truck driver will allow their first grader to continue on — virtually — at the private school where he has a teacher who resembles him. Cecaci is of Mexican and European heritage, while her husband is African American.\u003c/p>\n\u003cp>[aside label=\"related coverage\" postID=mindshift_56329,forum_2010101878793]\u003c/p>\n\u003cp>Berkeley Unified School District Superintendent Brent Stephens acknowledged that many parents feel abandoned by schools and state leaders.\u003c/p>\n\u003cp>While many public school districts like \u003ca href=\"https://docs.google.com/document/d/1_4GEhNuxNxNeS_zShRAsasAS6f_2il5P5n78GRlbC-k/edit\">Oakland Unified\u003c/a> and Berkeley won’t endorse families creating small learning pods on their own, some are trying to make it easier for parents to connect by doing things like providing early class lists.\u003c/p>\n\u003cp>Berkeley is also exploring ways to try and address the inequity inherent in both distance learning and microschools.\u003c/p>\n\u003cp>Stephens said he’s considering the creation of all-day \"fall camps\" on campuses for between 50 to 100 students who “receive special education services, students who are receiving English language development services or intervention. And then, it might be possible to also consider prioritizing students who are not right now a part of a pod.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Meanwhile, Stephens said the district is working hard to improve the distance learning experience, by making it more predictable, interactive and supportive. He's urging parents to try it on for size before opting out.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a Bay Area parent, you’ve probably heard by now that most schools are starting the fall in distance learning mode. That’s got some parents looking to create or find small in-person learning groups for their kids as they seek to limit their exposure to COVID-19 and blunt the havoc remote learning is wreaking on child care needs and educational norms.\u003c/p>\n\u003cp>But even as the idea of so-called pandemic pods is catching fire, so, too, are concerns that these arrangements will worsen inequities among students.\u003c/p>\n\u003cp>Berkeley mom Liana Chavarín said that despite the best efforts of her 9-year-old son's public school teachers, the experience of distance learning during the spring semester after schools were shut down was “absolute hell.”\u003c/p>\n\u003cp>While trying to keep the preschool she founded and its staff afloat, she was also overseeing her son’s Zoom lessons and homework. She even recruited relatives to virtually tutor him while she worked. But it got to be too much.\u003c/p>\n\u003cp>“So we ended up just saying, forget it,” Chavarín said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It wasn’t an easy choice, she said, in part because of the attitudes ingrained in her as the child of Mexican immigrant parents.\u003c/p>\n\u003cp>“Coming from a background common in immigrant communities, you listen to the teacher. You do the work. You don't question the teacher,” Chavarín said. “ I had to just let that go and say, ‘You know what? We can't do it.’ ”\u003c/p>\n\u003cp>Instead, Chavarín and her son came up with an individual learning plan and schedule of their own.\u003c/p>\n\u003cp>With fall approaching, she decided to go even further: She withdrew her son from public school. Even if it were to reopen for in-person instruction, she wants to avoid yet another transition. As a single mom who sends money back to support her parents, she's also worried about either of them catching the virus if school campuses were to reopen.\u003c/p>\n\u003cp>Now Chavarín plans to expand her preschool, the Berkeley Forest School, to create small pods for her son and other elementary school-aged children in the same boat. She plans to prioritize former preschoolers, other families of color, and less-resourced families. She’s already hearing from parents.\u003c/p>\n\u003cp>“They just emailed me off the bat and they want to pay double to guarantee them a spot,” Chavarín said.\u003c/p>\n\u003cp>But she said she isn’t offering enrollment to the highest bidder.\u003c/p>\n\u003cp>Parents in her preschool pay a sliding scale of tuition from anywhere between $50 to $2,000 per month, and she intends to do the same with the elementary groupings as part of her mission to “center less-resourced families, and families of color seeking a safer space (outdoors) to have community and mitigate risk, since we all know of the inequity in medical care for us.”\u003c/p>\n\u003cfigure id=\"attachment_11832045\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11832045\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-800x533.jpg\" alt=\"Liana Chavarín runs the private Berkeley Forest School and is expanding it to include small learning groups for elementary-school-aged students.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44041_003_KQED_Berkeley_ForestPreschoolPortrait_07242020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Liana Chavarín runs the private Berkeley Forest School and is expanding it to include small learning groups for elementary school-aged students. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While Chavarín’s profession allowed for a fortuitous fix to her child care and educational woes, many parents aren’t so well positioned. The frenzy is palpable. The types of pods and small groupings proliferating through grassroots networks and being discussed on Facebook groups (one hub quadrupled in size to nearly 30,000 members in little more than a week) vary in form. Some are shared child care arrangements, others are more like microschools with tutors and teachers.\u003c/p>\n\u003cp>By design, however, there is one thing about pandemic pods that remains constant: exclusivity. Who gets in and who's left out isn’t just about money, however; it can be about how strictly your family is quarantining.\u003c/p>\n\u003cp>When El Cerrito mother of two Andrea Wildenberg heard that her eldest daughter wouldn't be able to start kindergarten in a classroom, she thought, “I just can't do another year of just ignoring her while I sit at my laptop.”\u003c/p>\n\u003cp>Wildenberg explored joining together with another family to bring in a tutor to teach and also give the kids some opportunity to socialize, maybe in her own backyard.\u003c/p>\n\u003cp>But she sensed that others might not share the same standards when it came to quarantining. Wildenberg said her family is careful — both she and her husband work from home, but they do take their kids out for hikes and other allowed activities. She thought that didn’t sit well with one mom she courted who had been more strictly sheltering in place.\u003c/p>\n\u003cp>“After meeting with this one person, I just feel like she's going to say no,” Wildenberg said. “I don't want her to say no. But on the other hand, I think she's going to.”\u003c/p>\n\u003cp>Wildenberg instead ended up securing a spot for her daughter at the preschool she attended in the spring, which opened a kindergarten program.\u003c/p>\n\u003cp>Safety concerns can be an even bigger barrier for families with living arrangements or jobs that are perceived as less safe — say, a grocery store or health care worker, or residents of a multifamily household.\u003c/p>\n\u003cp>While some well-intentioned families have floated the idea of sponsoring other children in their pod, for example by covering that child’s share of the costs for a tutor, safety concerns can thwart such a match.\u003c/p>\n\u003cp>Nevertheless, Oakland mom Elisa Cecaci supports the much-debated idea.\u003c/p>\n\u003cp>“I think it's vital that a child with less resources be offered a space, tutoring,” Cecaci said.\u003c/p>\n\u003cfigure id=\"attachment_11832044\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11832044\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-800x533.jpg\" alt=\"Elisa Cecaci and her two sons Keli'i, 6, and Kanoa, 18, at their home in Oakland on July 27, 2020. \" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44113_002_KQED_Oakland_SchoolPods_ElisaCecaci_07272020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Elisa Cecaci and her two sons Keli'i, 6, and Kanoa, 18, at their home in Oakland on July 27, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cecaci has been working behind the scenes in online forums to try to get moms — yes, they’re mostly moms — to think more critically about issues of fairness and community. That’s despite the fact that she won’t be participating in a pod herself. One of her sons has Type 1 diabetes. Their grandmother, 72, also lives in the home. Cecaci feared that her son and his grandmother would be more vulnerable to COVID-19, so she quit her lifelong job as a nanny and said it’s unlikely she’ll send the boys back to a physical school until there is a vaccine.\u003c/p>\n\u003cp>But Cecaci is committed to sticking with distance learning for another reason.\u003c/p>\n\u003cp>“I think the thing that's really sad for me is that in all the time that all four of my sons have been in school, it has been maybe once or twice that they've had an African American male teacher,” she said. “[My son] has an African American male teacher this year.”\u003c/p>\n\u003cp>For now, her husband’s income as a truck driver will allow their first grader to continue on — virtually — at the private school where he has a teacher who resembles him. Cecaci is of Mexican and European heritage, while her husband is African American.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Berkeley Unified School District Superintendent Brent Stephens acknowledged that many parents feel abandoned by schools and state leaders.\u003c/p>\n\u003cp>While many public school districts like \u003ca href=\"https://docs.google.com/document/d/1_4GEhNuxNxNeS_zShRAsasAS6f_2il5P5n78GRlbC-k/edit\">Oakland Unified\u003c/a> and Berkeley won’t endorse families creating small learning pods on their own, some are trying to make it easier for parents to connect by doing things like providing early class lists.\u003c/p>\n\u003cp>Berkeley is also exploring ways to try and address the inequity inherent in both distance learning and microschools.\u003c/p>\n\u003cp>Stephens said he’s considering the creation of all-day \"fall camps\" on campuses for between 50 to 100 students who “receive special education services, students who are receiving English language development services or intervention. And then, it might be possible to also consider prioritizing students who are not right now a part of a pod.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meanwhile, Stephens said the district is working hard to improve the distance learning experience, by making it more predictable, interactive and supportive. He's urging parents to try it on for size before opting out.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "First the Pandemic Hit, Then the Recession – Now Debt Collectors Are Calling",
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"headTitle": "First the Pandemic Hit, Then the Recession – Now Debt Collectors Are Calling | KQED",
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"content": "\u003cp>Thousands of Californians are struggling to pay their bills during one of the nation’s worst health crises, which has wiped out millions of jobs and left many businesses hobbling. But despite their financial hardships, many are being asked to pay their debts or have their wages garnished in the middle of a global pandemic.\u003c/p>\n\u003cp>Richard Gonzales works as a mechanical engineer in San Jose. Before the pandemic hit, he was using the extra money he made to pay for continuing education classes. But since May, he’s been furloughed.\u003c/p>\n\u003cp>“I just went back to work a couple weeks ago,” Gonzales said. “And that’s on a day-by-day basis at this time.”\u003c/p>\n\u003cp>Gonzales is afraid he’ll get laid off. He wasn’t able to pay his rent while he was furloughed, but San Jose and many other cities in the Bay Area have \u003ca href=\"https://www.sanjoseca.gov/your-government/departments-offices/housing/eviction-moratorium\">eviction moratoriums\u003c/a> in place, which prohibit landlords from evicting their tenants if they can’t pay rent due to financial hardships brought on by the pandemic.\u003c/p>\n\u003cp>San Jose’s moratorium ends on Aug. 31, and Gonzales’ landlord has already threatened to evict him if he doesn’t pay his back-rent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s become difficult to pay it. And I have every intention [of paying the rent] because I’ve never had any problems like this,” Gonzales said. “But it’s making me worried and stressed out about … am I going to be able to do it.”\u003c/p>\n\u003cp>Last month, the Federal Reserve released a \u003ca href=\"https://www.federalreserve.gov/releases/z1/20200611/html/introductory_text.htm\">report\u003c/a> showing that household debt increased by almost 4% across the United States in the first quarter.\u003c/p>\n\u003cp>Kiran Sidhu, policy counsel for the \u003ca href=\"https://www.responsiblelending.org/\">Center for Responsible Lending\u003c/a>, has been seeing debt collection cases from people who are already struggling financially, and particularly from borrowers of color.\u003c/p>\n\u003cp>“Debt collection cases disproportionately impact borrowers of color and we can expect these debt collection cases are going to increase because of the situation that existed before the pandemic even began,” Sidhu said. “We can imagine that debt collection cases are going to be on the rise.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jessica Nowlan, Young Women's Freedom Center executive director\"]‘I have a history of poverty that I haven’t been able to climb out of. And so a hit from the IRS was pretty devastating to my family.’[/pullquote]\u003c/p>\n\u003cp>Back in April, Gov. Gavin Newsom signed an \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2020/04/4.23.20-EO-N-57-20-text.pdf\">executive order\u003c/a> to stop debt collectors from garnishing COVID-19 stimulus checks. He also provided relief for private student loan borrowers. But Sidhu doesn’t believe this relief is enough to save families struggling from debt, especially as the pandemic continues.\u003c/p>\n\u003cp>“States should really be careful about how they begin to reopen and continue business as usual,” Sidhu said. “Families still have not recovered from the 2008 financial recession and this on top of that is going to exacerbate issues for folks who are already reeling.”\u003c/p>\n\u003cp>Jessica Nowlan’s debt fits into that category. She lives in Oakland with her three kids and, after experiencing homelessness for several years, worked her way up to become executive director of the \u003ca href=\"https://www.youngwomenfree.org/\">Young Women’s Freedom Center\u003c/a>, a local nonprofit.\u003c/p>\n\u003cp>“I think that I finally felt like a grown-up. I can take care of myself. I just moved, I bought a couch,” Nowlan said.\u003c/p>\n\u003cfigure id=\"attachment_11831725\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11831725\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/Jessica-Nowlan-800x533.jpg\" alt=\"Jessica Nowlan lives in Oakland with her sons, Myles Green (left) and James Green (right) in Oakland. Money has been tight during the pandemic, but debt collectors are knocking on her door anyway.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/Jessica-Nowlan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/Jessica-Nowlan-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/Jessica-Nowlan.jpg 960w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Nowlan lives in Oakland with her sons, Myles Green (left) and James Green (right) in Oakland. Money has been tight during the pandemic, but debt collectors are knocking on her door anyway. \u003ccite>(Photo Courtesy of Jessica Nowlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Because of her low-income status, she was used to receiving tax credits every year. Since starting her role as executive director of her organization, she has instead owed money to the IRS when she filed taxes. But Nowlan didn’t realize that and now owes the IRS over $20,000 in back taxes. Two weeks ago, the IRS garnished $6,000 from her bank account.\u003c/p>\n\u003cp>“I have a history of poverty that I haven’t been able to climb out of. And so a hit from the IRS was pretty devastating to my family,” Nowlan said.\u003c/p>\n\u003cp>She’s now on a six-year payment plan with the IRS to pay those back taxes, but there won’t be a lot of money left in her account for extra purchases.\u003c/p>\n\u003cp>[aside label=\"Coronavirus Resources\" tag=\"resource\"]\u003c/p>\n\u003cp>Sharon Djemal, director of the Consumer Justice Clinic at the \u003ca href=\"https://ebclc.org/\">East Bay Community Law Center\u003c/a>, is getting calls from clients concerned about the debt they’re accumulating now, on top of the debt they already had pre-pandemic.\u003c/p>\n\u003cp>“People are getting lots of calls and are very stressed about getting calls or letters regarding some of the debt they’ve accumulated over the past few months,” Djemal said.\u003c/p>\n\u003cp>She says it can take a year for a case to get into the court system and she expects to see a deluge of cases next year because of debt accumulated during the pandemic. The cases she handles today are related to pre-pandemic debt.\u003c/p>\n\u003cp>On the legislative front, state Sen. Bob Wieckowski, D-Fremont, has been working on bills to reform the debt collection process.\u003c/p>\n\u003cp>His legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB616\">Senate Bill 616\u003c/a>, which passed in 2019, prohibits debt collectors from cleaning out bank accounts. Starting in September, collectors will have to leave at least \u003ca href=\"https://wclp.org/press-release-governor-signs-bill-stopping-debt-collectors-from-draining-bank-accounts/\">$1,724\u003c/a> in a family’s bank account — enough to provide a “minimum basic standard of adequate care for a family of four.”\u003c/p>\n\u003cp>Wieckowski is working on another bill, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200SB908\">SB 908\u003c/a>, which would expand oversight on debt collectors.\u003c/p>\n\u003cp>“There’s no regulation, there’s no licensing,” Wieckowski said. “It’s nothing new — it’s the crescendo now because there’s so many more people that are financially vulnerable.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>SB 908 passed the state Senate in late June and is now waiting for an Assembly vote.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of Californians are struggling to pay their bills during one of the nation’s worst health crises, which has wiped out millions of jobs and left many businesses hobbling. But despite their financial hardships, many are being asked to pay their debts or have their wages garnished in the middle of a global pandemic.\u003c/p>\n\u003cp>Richard Gonzales works as a mechanical engineer in San Jose. Before the pandemic hit, he was using the extra money he made to pay for continuing education classes. But since May, he’s been furloughed.\u003c/p>\n\u003cp>“I just went back to work a couple weeks ago,” Gonzales said. “And that’s on a day-by-day basis at this time.”\u003c/p>\n\u003cp>Gonzales is afraid he’ll get laid off. He wasn’t able to pay his rent while he was furloughed, but San Jose and many other cities in the Bay Area have \u003ca href=\"https://www.sanjoseca.gov/your-government/departments-offices/housing/eviction-moratorium\">eviction moratoriums\u003c/a> in place, which prohibit landlords from evicting their tenants if they can’t pay rent due to financial hardships brought on by the pandemic.\u003c/p>\n\u003cp>San Jose’s moratorium ends on Aug. 31, and Gonzales’ landlord has already threatened to evict him if he doesn’t pay his back-rent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s become difficult to pay it. And I have every intention [of paying the rent] because I’ve never had any problems like this,” Gonzales said. “But it’s making me worried and stressed out about … am I going to be able to do it.”\u003c/p>\n\u003cp>Last month, the Federal Reserve released a \u003ca href=\"https://www.federalreserve.gov/releases/z1/20200611/html/introductory_text.htm\">report\u003c/a> showing that household debt increased by almost 4% across the United States in the first quarter.\u003c/p>\n\u003cp>Kiran Sidhu, policy counsel for the \u003ca href=\"https://www.responsiblelending.org/\">Center for Responsible Lending\u003c/a>, has been seeing debt collection cases from people who are already struggling financially, and particularly from borrowers of color.\u003c/p>\n\u003cp>“Debt collection cases disproportionately impact borrowers of color and we can expect these debt collection cases are going to increase because of the situation that existed before the pandemic even began,” Sidhu said. “We can imagine that debt collection cases are going to be on the rise.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘I have a history of poverty that I haven’t been able to climb out of. And so a hit from the IRS was pretty devastating to my family.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Back in April, Gov. Gavin Newsom signed an \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2020/04/4.23.20-EO-N-57-20-text.pdf\">executive order\u003c/a> to stop debt collectors from garnishing COVID-19 stimulus checks. He also provided relief for private student loan borrowers. But Sidhu doesn’t believe this relief is enough to save families struggling from debt, especially as the pandemic continues.\u003c/p>\n\u003cp>“States should really be careful about how they begin to reopen and continue business as usual,” Sidhu said. “Families still have not recovered from the 2008 financial recession and this on top of that is going to exacerbate issues for folks who are already reeling.”\u003c/p>\n\u003cp>Jessica Nowlan’s debt fits into that category. She lives in Oakland with her three kids and, after experiencing homelessness for several years, worked her way up to become executive director of the \u003ca href=\"https://www.youngwomenfree.org/\">Young Women’s Freedom Center\u003c/a>, a local nonprofit.\u003c/p>\n\u003cp>“I think that I finally felt like a grown-up. I can take care of myself. I just moved, I bought a couch,” Nowlan said.\u003c/p>\n\u003cfigure id=\"attachment_11831725\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11831725\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/Jessica-Nowlan-800x533.jpg\" alt=\"Jessica Nowlan lives in Oakland with her sons, Myles Green (left) and James Green (right) in Oakland. Money has been tight during the pandemic, but debt collectors are knocking on her door anyway.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/Jessica-Nowlan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/Jessica-Nowlan-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/Jessica-Nowlan.jpg 960w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Nowlan lives in Oakland with her sons, Myles Green (left) and James Green (right) in Oakland. Money has been tight during the pandemic, but debt collectors are knocking on her door anyway. \u003ccite>(Photo Courtesy of Jessica Nowlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Because of her low-income status, she was used to receiving tax credits every year. Since starting her role as executive director of her organization, she has instead owed money to the IRS when she filed taxes. But Nowlan didn’t realize that and now owes the IRS over $20,000 in back taxes. Two weeks ago, the IRS garnished $6,000 from her bank account.\u003c/p>\n\u003cp>“I have a history of poverty that I haven’t been able to climb out of. And so a hit from the IRS was pretty devastating to my family,” Nowlan said.\u003c/p>\n\u003cp>She’s now on a six-year payment plan with the IRS to pay those back taxes, but there won’t be a lot of money left in her account for extra purchases.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sharon Djemal, director of the Consumer Justice Clinic at the \u003ca href=\"https://ebclc.org/\">East Bay Community Law Center\u003c/a>, is getting calls from clients concerned about the debt they’re accumulating now, on top of the debt they already had pre-pandemic.\u003c/p>\n\u003cp>“People are getting lots of calls and are very stressed about getting calls or letters regarding some of the debt they’ve accumulated over the past few months,” Djemal said.\u003c/p>\n\u003cp>She says it can take a year for a case to get into the court system and she expects to see a deluge of cases next year because of debt accumulated during the pandemic. The cases she handles today are related to pre-pandemic debt.\u003c/p>\n\u003cp>On the legislative front, state Sen. Bob Wieckowski, D-Fremont, has been working on bills to reform the debt collection process.\u003c/p>\n\u003cp>His legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB616\">Senate Bill 616\u003c/a>, which passed in 2019, prohibits debt collectors from cleaning out bank accounts. Starting in September, collectors will have to leave at least \u003ca href=\"https://wclp.org/press-release-governor-signs-bill-stopping-debt-collectors-from-draining-bank-accounts/\">$1,724\u003c/a> in a family’s bank account — enough to provide a “minimum basic standard of adequate care for a family of four.”\u003c/p>\n\u003cp>Wieckowski is working on another bill, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200SB908\">SB 908\u003c/a>, which would expand oversight on debt collectors.\u003c/p>\n\u003cp>“There’s no regulation, there’s no licensing,” Wieckowski said. “It’s nothing new — it’s the crescendo now because there’s so many more people that are financially vulnerable.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>SB 908 passed the state Senate in late June and is now waiting for an Assembly vote.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/11829438/newsom-outlines-strict-new-reopening-rules-for-california-schools\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Read KQED’s English version.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>El gobernador Gavin Newsom anunció el 17 de junio que más de 5.5 millones de alumnos de California no podrán asistir a clases presenciales en otoño. En su lugar, toda la formación de al menos el 90% de los alumnos del estado deberá realizarse en línea.\u003c/p>\n\u003cp>\u003ca href=\"https://files.covid19.ca.gov/pdf/guidance-schools.pdf\">Según los requisitos\u003c/a>, los distritos escolares de California no podrán reabrir sus instalaciones hasta que se estabilice el contagio y las hospitalizaciones por coronavirus en sus respectivos condados.\u003c/p>\n\u003cp>El anuncio del gobernador es el resultado de semanas de \u003ca href=\"https://calmatters.org/commentary/dan-walters/2020/07/newsom-california-schools-reopen-covid-19/\">peticiones de los administradores escolares \u003c/a> para que se les indique cómo gestionar la reapertura. Este causará un \u003ca href=\"https://calmatters.org/education/2020/07/california-digital-divide-distance-learning/\">impacto extraordinario\u003c/a> sobres los padres trabajadores y sus hijos, quienes deben permanecer en casa, así como también sobre la maltrecha economía del estado.\u003c/p>\n\u003cp>La decisión marca una participación más enérgica del gobernador en lo referente a las escuelas.\u003c/p>\n\u003cp>[aside tag='elcoronavirus' label='Leer más artículos en español']“No se negocia con el aprendizaje. Las escuelas deben proporcionar una instrucción sólida durante la pandemia, independientemente de que estén abiertas físicamente o no. Todos preferimos el aprendizaje en clase, pero sólo si se puede hacer de forma segura. Creo en esto como padre que soy”, dijo Newsom.\u003c/p>\n\u003cp>El mandato se aplica a las escuelas públicas y privadas del kindergarten al grado 12, indicó.\u003c/p>\n\u003cp>Treinta y tres de los 58 condados de California —que abarcan alrededor del 90% de los niños en edad escolar del estado— están en la \u003ca href=\"https://covid19.ca.gov/roadmap-counties/\">lista de vigilancia\u003c/a> del estado y no cumplen con los \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/COVID19CountyDataTable.aspx\">criterios de referencia de contagio\u003c/a>, por lo que sus centros educativos tendrán que permanecer físicamente cerradas.\u003c/p>\n\u003cp>Esto incluye todo el sur de California y la mayor parte del área de la Bahía y el Valle Central.\u003c/p>\n\u003cp>Ya que en algunas escuelas comienzan el nuevo año lectivo el 3 de agosto, sería demasiado tarde para que la mayoría de estas cambien de rumbo para el otoño si sus condados no figuran en la lista.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Según los nuevos requisitos del estado, los planteles pueden ofrecer instrucción en persona sólo si su condado no figura en la lista de vigilancia de COVID-19 del estado por más de 14 días. Además, los distritos deben efectuar pruebas para detectar el coronavirus en los maestros cada dos meses.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://e.infogram.com/f7a2c335-568b-4474-bd63-f9a9e0e68b1c?src=embed\" title=\"Spanish Copy: Distance Learning Standards\" width=\"100%\" height=\"2000\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/elcoronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">Leer más reportes de KQED en Español. \u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Síga CalMatters en Twitter y Facebook. Siga su canal RSS para artículos en español.\u003c/em>\u003c/p>\n\u003cp>\u003cem>CalMatters.org es una organización de medios de comunicación sin fines de lucro, no partidista, que explica las políticas públicas y los temas políticos de California.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“No se negocia con el aprendizaje. Las escuelas deben proporcionar una instrucción sólida durante la pandemia, independientemente de que estén abiertas físicamente o no. Todos preferimos el aprendizaje en clase, pero sólo si se puede hacer de forma segura. Creo en esto como padre que soy”, dijo Newsom.\u003c/p>\n\u003cp>El mandato se aplica a las escuelas públicas y privadas del kindergarten al grado 12, indicó.\u003c/p>\n\u003cp>Treinta y tres de los 58 condados de California —que abarcan alrededor del 90% de los niños en edad escolar del estado— están en la \u003ca href=\"https://covid19.ca.gov/roadmap-counties/\">lista de vigilancia\u003c/a> del estado y no cumplen con los \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/COVID19CountyDataTable.aspx\">criterios de referencia de contagio\u003c/a>, por lo que sus centros educativos tendrán que permanecer físicamente cerradas.\u003c/p>\n\u003cp>Esto incluye todo el sur de California y la mayor parte del área de la Bahía y el Valle Central.\u003c/p>\n\u003cp>Ya que en algunas escuelas comienzan el nuevo año lectivo el 3 de agosto, sería demasiado tarde para que la mayoría de estas cambien de rumbo para el otoño si sus condados no figuran en la lista.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Según los nuevos requisitos del estado, los planteles pueden ofrecer instrucción en persona sólo si su condado no figura en la lista de vigilancia de COVID-19 del estado por más de 14 días. Además, los distritos deben efectuar pruebas para detectar el coronavirus en los maestros cada dos meses.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://e.infogram.com/f7a2c335-568b-4474-bd63-f9a9e0e68b1c?src=embed\" title=\"Spanish Copy: Distance Learning Standards\" width=\"100%\" height=\"2000\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/elcoronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">Leer más reportes de KQED en Español. \u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Síga CalMatters en Twitter y Facebook. Siga su canal RSS para artículos en español.\u003c/em>\u003c/p>\n\u003cp>\u003cem>CalMatters.org es una organización de medios de comunicación sin fines de lucro, no partidista, que explica las políticas públicas y los temas políticos de California.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "how-the-longest-student-strike-in-u-s-history-created-ethnic-studies",
"title": "Ethnic Studies: Born in the Bay Area from History's Biggest Student Strike",
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"headTitle": "Ethnic Studies: Born in the Bay Area from History’s Biggest Student Strike | KQED",
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"content": "\u003cp>Earlier this summer, education advocates scored a major win in the California state Assembly.\u003c/p>\n\u003cp>Legislation passed \u003ca href=\"https://www.kqed.org/news/11825573/ethnic-studies-to-be-required-for-cal-state-university-students\">requiring all California State University students to take courses in ethnic studies\u003c/a>, including African American, Asian American, Latinx and Native American studies. Gov. Gavin Newsom is expected to sign the bill later this summer.\u003c/p>\n\u003cp>[baycuriouspodcastinfo]\u003c/p>\n\u003cp>Bay Curious received a question about ethnic studies from 23-year-old Michael Viray: “I’ve heard from one of my professors of ethnic studies at UC Davis that there was actually a revolution in the Bay Area for an ethnic studies field. Is this true? And how did it happen?”\u003c/p>\n\u003cp>Viray minored in Asian American Studies, fascinated by coursework that revealed the history and contributions of Filipino Americans, Asian Americans and Latinx Americans.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s not being taught in classrooms,” he said. “I didn’t know my own history.”\u003c/p>\n\u003cp>Michael’s professor was right. Ethnic studies was born from a revolution that began at San Francisco State in 1968. How it happened, is a fascinating story.\u003c/p>\n\u003cp>\u003cstrong>The Origins of Black Activism on Campus\u003c/strong>\u003c/p>\n\u003cp>November of 1968 was a tumultuous time. The United States was 13 years into the Vietnam War, Martin Luther King Jr. had been assassinated and the Black Panther Party was demanding systemic change for Black communities plagued by poverty and police brutality.\u003c/p>\n\u003cp>“There were members of the Black Student Union who were also members of the Black Panther Party,” said Nesbit Crutchfield, who started his studies at San Francisco State as a business school student in 1967. Crutchfield — who considered himself an “aspiring revolutionary” — soon joined San Francisco State’s Black Student Union, the very first in the country.\u003c/p>\n\u003cfigure id=\"attachment_11830386\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830386 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515532.750x.png\" alt=\"\" width=\"750\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield in a crowd at a San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I felt very privileged to be a member of the Black Student Union,” Crutchfield said. “It was clear to me that the Black Student Union represented a very progressive energy and thought among Black students in the Bay Area.”\u003c/p>\n\u003cp>However, just a small percentage of Black students attended San Francisco State. Enrollment rates for minority students had dwindled down to just 4%, even though 70% of students in the San Francisco Unified School District were from minority backgrounds. Black students were just a fraction of that 4%. Crutchfield remembers it as a time when “white supremacy was the norm of the day.”\u003c/p>\n\u003cp>“It was very unusual to see Black people in any positive positions,” Crutchfield said. “As a Black person, you expected to be one of the very few Black people in any classroom, laboratory or auditorium. [The campus] was overwhelmingly white.”\u003c/p>\n\u003cp>Meanwhile, Black students were hungry to study their own history. The Black Student Union had been pushing the university to create a Black studies department for nearly three years, but administrators resisted the idea.\u003c/p>\n\u003cp>“Even though ethnic studies was not validated by the university, it doesn’t mean that that study wasn’t taking place,” said \u003ca href=\"https://faculty.sfsu.edu/~cheo/\">Jason Ferreira\u003c/a>, a professor in the Department of Race and Resistance Studies at San Francisco State’s College of Ethnic Studies.\u003c/p>\n\u003cp>Ferreira has spent years collecting oral histories on the student strike. Back in 1968, he said, students had to create their own spaces to learn about their history.\u003c/p>\n\u003cfigure id=\"attachment_11830387\" class=\"wp-caption alignleft\" style=\"max-width: 293px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830387\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/IMG_4106.jpeg\" alt=\"\" width=\"293\" height=\"391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106.jpeg 480w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-414x552.jpeg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-354x472.jpeg 354w\" sizes=\"(max-width: 293px) 100vw, 293px\">\u003cfigcaption class=\"wp-caption-text\">Historian Jason Ferreira. \u003ccite>(Courtesy of Jason Ferreira)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was something called the Experimental College, which was a student-run initiative for them to teach their own classes,” Ferreira said. “The Black Student Union had its own classes, so that was another space.”\u003c/p>\n\u003cp>But students didn’t just learn untold histories, they connected them to the ongoing struggle against systemic issues plaguing their communities, including poverty, police brutality and lack of affordable housing.\u003c/p>\n\u003cp>“It was an era of young people asking questions and wanting to transform their communities,” Ferreira explained. “That impulse, that hunger to transform one’s community is actually what forms the basis of ethnic studies.”\u003c/p>\n\u003ch2>Students of Color Create the Third World Liberation Front\u003c/h2>\n\u003cp>In fall 1968, Penny Nakatsu — originally from San Francisco’s Western Addition neighborhood — was grappling with her own questions about race and identity. At San Francisco State, she pursued a self-directed degree in Asian American studies.\u003c/p>\n\u003cp>“We weren’t ‘Asian Americans’ then, we were ‘Orientals,’ ” Nakatsu said. “ ‘Oriental’ is a term that was imposed on us by the larger society. Starting to use the term ‘Asian American’ was a way of taking back our own destiny.”\u003c/p>\n\u003cfigure id=\"attachment_11830398\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11830398\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png\" alt=\"\" width=\"800\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM.png 973w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A KTVU News report from November 1968 at San Francisco State College in which Roger Alvarado (center) and Penny Nakatsu (right) announce the Third World Liberation Front’s support of the Black Student Union. \u003ccite>(Courtesy of Penny Nakatsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At San Francisco State, Nakatsu found herself gravitating toward people with like-minded values and who were involved in the anti-war movement. She became a member of a student organization called the Asian American Political Alliance, which was one of many ethnic student organizations on campus. In early Fall of 1968, these organizations banded together and formed a coalition called \u003ca href=\"https://en.wikipedia.org/wiki/Third_World_Liberation_Front\">the Third World Liberation Front.\u003c/a>\u003c/p>\n\u003cp>“At that particular time, ‘Third World’ referred to the nonaligned countries or cultures in Asia, Africa and Latin America,” Nakatsu explained.\u003c/p>\n\u003cp>Though students in the Third World Liberation Front came from different cultures, they believed they were united in their shared history of colonial and imperial oppression. The students saw parallels between their tension with the school and what they viewed as the oppression of the Vietnamese by the United States military.\u003c/p>\n\u003ch2>The Firing of a Beloved Teacher Sparks Protest\u003c/h2>\n\u003cfigure id=\"attachment_11830392\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830392\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg\" alt=\"\" width=\"750\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg 500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b-160x105.jpeg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">George Murray, Minister of Education for the Black Panthers, teaching English at San Francisco State College. \u003ccite>(Courtesy of the California State Library)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of San Francisco State’s most influential anti-Vietnam War organizers was a popular English instructor named George Mason Murray. He also happened to be the minister of education for the \u003ca href=\"https://www.kqed.org/arts/tag/black-panthers\">Black Panther Party\u003c/a>. Students loved Murray, but his outspoken politics were not tolerated by San Francisco State administrators.\u003c/p>\n\u003cp>“The war in Vietnam is racist,” Murray said in a \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/bundles/187251?searchOffset=0\">televised press conference\u003c/a>. “It is the war that crackers like Johnson are using Black soldiers and poor white soldiers and Mexican soldiers as dupes and fools to fight against people of color in Vietnam.”\u003c/p>\n\u003cp>The board of trustees forced San Francisco State’s president, Robert Smith, to fire Murray on Nov. 1, 1968. Five days later, the Black Student Union and the Third World Liberation Front joined together and went on strike.\u003c/p>\n\u003cp>Murray’s suspension was like setting fire to kindling.\u003c/p>\n\u003cp>Student strikers wanted the right to define their own educational experience. Together they drafted \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187915\">15 demands\u003c/a>, including a \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187979?searchOffset=88\">school of Third World studies\u003c/a>, and a Black studies degree and department.\u003c/p>\n\u003cfigure id=\"attachment_11830393\" class=\"wp-caption aligncenter\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515517.750x.png\" alt=\"\" width=\"750\" height=\"522\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield during the San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In 1968, the vast majority of white people, a whole lot of Black people, and other people of color did not feel that it was reasonable to know more about themselves,” Crutchfield explained.\u003c/p>\n\u003cp>He disagreed. He and the other strikers felt it was vital.\u003c/p>\n\u003cp>“We knew that geniuses were falling by the wayside,” he said. “I’m talking about geniuses in education, in literature, in drama, in art … geniuses, in politics.”\u003c/p>\n\u003cp>The strikers also wanted to raise admission rates for students of color. At the time, a special admissions program intended to prioritize marginalized students continued to allocate spots to white students. Meanwhile, the United States military was disproportionately drafting Black and brown men to fight in the Vietnam War. They weren’t eligible for student exemption if they weren’t in school, which meant that their right to an education was a matter of life or death.\u003c/p>\n\u003cp>Strikers vowed to boycott all classes until the school met their demands.\u003c/p>\n\u003cp>“We wanted to find out and be educated about ourselves,” Crutchfield said. “If we could not get that, then nobody could get an education.”\u003c/p>\n\u003ch2>Five Months of Striking\u003c/h2>\n\u003cp>Initially, strikers engaged in acts of disruption known as the “War of the Flea,” a campaign to disrupt the normal operations of the school. Students put cherry bombs in toilets and checked out huge quantities of books to overwhelm the school’s library system.\u003c/p>\n\u003cp>Almost immediately, administrators invited police on campus. They swarmed San Francisco State, dressed in full riot gear and armed with five-foot batons. Students responded by throwing rocks and yelling obscenities at police and administrators.\u003c/p>\n\u003cfigure id=\"attachment_11830426\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830426 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515826.750x.png\" alt=\"\" width=\"750\" height=\"609\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x-160x130.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Police officers in riot gear marching in formation. \u003ccite>(Courtesy of University Archives, J. Paul Leonard Library, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By this time, Crutchfield had become a leader of the strike, often \u003ca href=\"https://www.youtube.com/watch?v=0QtlxIPNiQ0\">speaking to huge crowds of protesters\u003c/a>. He said his involvement put a target on his back.\u003c/p>\n\u003cp>“I’m quite sure they wouldn’t have cared if some of us had died. They definitely wanted some of us to go to prison. Some of us went to prison,” he said.\u003c/p>\n\u003cp>One day early on in the strike, police surrounded the Black Student Union office. Crutchfield said police were looking to arrest its members.\u003c/p>\n\u003cfigure id=\"attachment_11830444\" class=\"wp-caption alignleft\" style=\"max-width: 214px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830444\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495646.750x.png\" alt=\"\" width=\"214\" height=\"334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x-160x250.png 160w\" sizes=\"(max-width: 214px) 100vw, 214px\">\u003cfigcaption class=\"wp-caption-text\">An unidentified, bloody-faced student is taken away in handcuffs during a protest. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I volunteered to leave the Black Student Union first,” Crutchfield said. “The police started running at me. I got beat up with nightsticks and boots and fists.”\u003c/p>\n\u003cp>The police arrested Crutchfield and escorted him off campus. He faced charges for illegal assembly, resisting arrest and intent to injure and maim, resulting in more than a year in jail. At 80 years old, Crutchfield, now a mental health administrator in Richmond, said he is still dealing with the trauma of that time.\u003c/p>\n\u003cp>“I don’t think you can talk to anyone who was at S.F. State, who participated [in the strike], who ran from the police and can say that they’re the same person,” he said.\u003c/p>\n\u003cp>He said he has no regrets.\u003c/p>\n\u003cp>“I was the great, great grandson of Africans who were made slaves,” he said. “I realized the things I got arrested for were really important to me.”\u003c/p>\n\u003cp>Many white students, especially white radicals, followed the lead of strike leaders like Crutchfield. They believed that without ethnic studies, they themselves had been denied a proper education. Their support intensified as the strike dragged on and the violence continued.\u003c/p>\n\u003cp>About a month into the strike, teachers joined with demands of their own. As tensions escalated, President Smith shut down the school indefinitely. However, Gov. Ronald Reagan and the California State University Board of Trustees demanded he reopen the campus. Smith resigned in December 1968.\u003c/p>\n\u003cp>In his place, the board appointed \u003ca href=\"https://en.wikipedia.org/wiki/S._I._Hayakawa\">S.I. Hayakawa\u003c/a>, an English professor.\u003c/p>\n\u003cp>Hayakawa was popular with conservatives in Sacramento, but extremely unpopular with strikers. Their confrontations were heated and frequent.\u003c/p>\n\u003cp>Early on in his role as interim president, Hayakawa famously climbed aboard a sound truck and yanked the wires from a loud speaker during a student protest. Strikers, in return, called Hayakawa “The Puppet.”\u003c/p>\n\u003cfigure id=\"attachment_11830442\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830442 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495648.750x.png\" alt=\"\" width=\"750\" height=\"483\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x-160x103.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State College acting-President S. I. Hayakawa holds press conference after violent demonstrations in December 1968. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early January, Hayakawa declared an end to student gatherings on campus. In a press conference he said he believed in the right to free speech, but that “freedom of speech does not mean freedom to incite riot.”\u003c/p>\n\u003ch2>The Mass Bust\u003c/h2>\n\u003cp>Strikers ignored Hayakawa’s ban on gatherings. Penny Nakatsu was protesting on Jan. 23, 1969 in what many call “the mass bust.”\u003c/p>\n\u003cp>“Two lines of police came up,” Nakatsu said. “They surrounded over 500 people who were there for the rally and trapped all of the individuals who were caught within a human net.”\u003c/p>\n\u003cp>Police charged at the students. Nakatsu said it was one of the bloodiest and most frightening days of the entire strike.\u003c/p>\n\u003cp>“The power of the state was trying to literally beat down the strike and strikers,” she said. “It was literally a practiced, orchestrated, military movement.”\u003c/p>\n\u003cp>Hundreds of protesters were arrested, backing up San Francisco’s court system for months. Students, faculty and members of the community were affected, Nakatsu said.\u003c/p>\n\u003cp>“Many people suffered. Virtually all of the individuals who were arrested had to spend some jail time. A lot of those folks were blacklisted. University lecturers or teachers lost their jobs. There were real consequences to having participated in that event,” she said.\u003c/p>\n\u003ch2>Strikers Prevail\u003c/h2>\n\u003cp>After two more months of striking, Hayakawa and strikers negotiated a deal on March 20, 1969.\u003c/p>\n\u003cp>The school agreed to accept virtually all nonwhite applicants for the fall 1969 semester, and establish a College of Ethnic Studies, the first in the country, with classes geared towards communities of color. Hayakawa gave Nakatsu and her peers the job of designing a curriculum from scratch in a matter of months.\u003c/p>\n\u003cfigure id=\"attachment_11830484\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830484 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515751.750x.png\" alt=\"\" width=\"750\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x-160x131.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Protesters in action during the San Francisco State College strike. \u003ccite>(Courtesy of San Francisco State College Strike Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I have a feeling that one of the reasons why the administration agreed to that was I don’t think they thought we could pull it off,” Nakatsu said.\u003c/p>\n\u003cp>The College of Ethnic Studies was ready by fall of 1969. Today, Nakatsu is a civil rights lawyer in San Francisco and believes in the importance of ethnic studies as much as ever.\u003c/p>\n\u003cp>“Ethnic studies is a way of embracing all of the cultures that make up the world,” she said. “If we don’t understand each other, how are we going to get along? Ethnic studies is something that’s important, not just for people of color so we know about our histories and cultures and destinies, but for all people.”\u003c/p>\n\u003cp>Like many strikers, Ferreira believes ethnic studies should be required in K-12 schools, as well as universities.\u003c/p>\n\u003cp>“The demand for ethnic studies is as important today as it ever was, if not more,” he said. “The inability of this country to come to terms with the ongoing practices of racism and white supremacy speaks to the demands of the Third World Liberation Front and the Black Student Union for an education that was relevant and transformative. It’s still an uphill battle. But we’ll win.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[baycuriousquestion]\u003c/p>\n\n",
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"excerpt": "San Francisco State students went on strike for five months in 1968-69 to demand the creation of the first College of Ethnic Studies in the U.S.",
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"title": "Ethnic Studies: Born in the Bay Area from History's Biggest Student Strike | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this summer, education advocates scored a major win in the California state Assembly.\u003c/p>\n\u003cp>Legislation passed \u003ca href=\"https://www.kqed.org/news/11825573/ethnic-studies-to-be-required-for-cal-state-university-students\">requiring all California State University students to take courses in ethnic studies\u003c/a>, including African American, Asian American, Latinx and Native American studies. Gov. Gavin Newsom is expected to sign the bill later this summer.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/news/series/baycurious\">Bay Curious\u003c/a> is a podcast that answers your questions about the Bay Area.\n Subscribe on \u003ca href=\"https://itunes.apple.com/us/podcast/bay-curious/id1172473406\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"http://www.npr.org/podcasts/500557090/bay-curious\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Bay Curious received a question about ethnic studies from 23-year-old Michael Viray: “I’ve heard from one of my professors of ethnic studies at UC Davis that there was actually a revolution in the Bay Area for an ethnic studies field. Is this true? And how did it happen?”\u003c/p>\n\u003cp>Viray minored in Asian American Studies, fascinated by coursework that revealed the history and contributions of Filipino Americans, Asian Americans and Latinx Americans.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not being taught in classrooms,” he said. “I didn’t know my own history.”\u003c/p>\n\u003cp>Michael’s professor was right. Ethnic studies was born from a revolution that began at San Francisco State in 1968. How it happened, is a fascinating story.\u003c/p>\n\u003cp>\u003cstrong>The Origins of Black Activism on Campus\u003c/strong>\u003c/p>\n\u003cp>November of 1968 was a tumultuous time. The United States was 13 years into the Vietnam War, Martin Luther King Jr. had been assassinated and the Black Panther Party was demanding systemic change for Black communities plagued by poverty and police brutality.\u003c/p>\n\u003cp>“There were members of the Black Student Union who were also members of the Black Panther Party,” said Nesbit Crutchfield, who started his studies at San Francisco State as a business school student in 1967. Crutchfield — who considered himself an “aspiring revolutionary” — soon joined San Francisco State’s Black Student Union, the very first in the country.\u003c/p>\n\u003cfigure id=\"attachment_11830386\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830386 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515532.750x.png\" alt=\"\" width=\"750\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515532.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield in a crowd at a San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I felt very privileged to be a member of the Black Student Union,” Crutchfield said. “It was clear to me that the Black Student Union represented a very progressive energy and thought among Black students in the Bay Area.”\u003c/p>\n\u003cp>However, just a small percentage of Black students attended San Francisco State. Enrollment rates for minority students had dwindled down to just 4%, even though 70% of students in the San Francisco Unified School District were from minority backgrounds. Black students were just a fraction of that 4%. Crutchfield remembers it as a time when “white supremacy was the norm of the day.”\u003c/p>\n\u003cp>“It was very unusual to see Black people in any positive positions,” Crutchfield said. “As a Black person, you expected to be one of the very few Black people in any classroom, laboratory or auditorium. [The campus] was overwhelmingly white.”\u003c/p>\n\u003cp>Meanwhile, Black students were hungry to study their own history. The Black Student Union had been pushing the university to create a Black studies department for nearly three years, but administrators resisted the idea.\u003c/p>\n\u003cp>“Even though ethnic studies was not validated by the university, it doesn’t mean that that study wasn’t taking place,” said \u003ca href=\"https://faculty.sfsu.edu/~cheo/\">Jason Ferreira\u003c/a>, a professor in the Department of Race and Resistance Studies at San Francisco State’s College of Ethnic Studies.\u003c/p>\n\u003cp>Ferreira has spent years collecting oral histories on the student strike. Back in 1968, he said, students had to create their own spaces to learn about their history.\u003c/p>\n\u003cfigure id=\"attachment_11830387\" class=\"wp-caption alignleft\" style=\"max-width: 293px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830387\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/IMG_4106.jpeg\" alt=\"\" width=\"293\" height=\"391\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106.jpeg 480w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-414x552.jpeg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/IMG_4106-354x472.jpeg 354w\" sizes=\"(max-width: 293px) 100vw, 293px\">\u003cfigcaption class=\"wp-caption-text\">Historian Jason Ferreira. \u003ccite>(Courtesy of Jason Ferreira)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was something called the Experimental College, which was a student-run initiative for them to teach their own classes,” Ferreira said. “The Black Student Union had its own classes, so that was another space.”\u003c/p>\n\u003cp>But students didn’t just learn untold histories, they connected them to the ongoing struggle against systemic issues plaguing their communities, including poverty, police brutality and lack of affordable housing.\u003c/p>\n\u003cp>“It was an era of young people asking questions and wanting to transform their communities,” Ferreira explained. “That impulse, that hunger to transform one’s community is actually what forms the basis of ethnic studies.”\u003c/p>\n\u003ch2>Students of Color Create the Third World Liberation Front\u003c/h2>\n\u003cp>In fall 1968, Penny Nakatsu — originally from San Francisco’s Western Addition neighborhood — was grappling with her own questions about race and identity. At San Francisco State, she pursued a self-directed degree in Asian American studies.\u003c/p>\n\u003cp>“We weren’t ‘Asian Americans’ then, we were ‘Orientals,’ ” Nakatsu said. “ ‘Oriental’ is a term that was imposed on us by the larger society. Starting to use the term ‘Asian American’ was a way of taking back our own destiny.”\u003c/p>\n\u003cfigure id=\"attachment_11830398\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11830398\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png\" alt=\"\" width=\"800\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-800x449.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/Screen-Shot-2020-07-23-at-4.26.06-PM.png 973w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A KTVU News report from November 1968 at San Francisco State College in which Roger Alvarado (center) and Penny Nakatsu (right) announce the Third World Liberation Front’s support of the Black Student Union. \u003ccite>(Courtesy of Penny Nakatsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At San Francisco State, Nakatsu found herself gravitating toward people with like-minded values and who were involved in the anti-war movement. She became a member of a student organization called the Asian American Political Alliance, which was one of many ethnic student organizations on campus. In early Fall of 1968, these organizations banded together and formed a coalition called \u003ca href=\"https://en.wikipedia.org/wiki/Third_World_Liberation_Front\">the Third World Liberation Front.\u003c/a>\u003c/p>\n\u003cp>“At that particular time, ‘Third World’ referred to the nonaligned countries or cultures in Asia, Africa and Latin America,” Nakatsu explained.\u003c/p>\n\u003cp>Though students in the Third World Liberation Front came from different cultures, they believed they were united in their shared history of colonial and imperial oppression. The students saw parallels between their tension with the school and what they viewed as the oppression of the Vietnamese by the United States military.\u003c/p>\n\u003ch2>The Firing of a Beloved Teacher Sparks Protest\u003c/h2>\n\u003cfigure id=\"attachment_11830392\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830392\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg\" alt=\"\" width=\"750\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b.jpeg 500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/681438b78e080128a0ca3c065b53176b-160x105.jpeg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">George Murray, Minister of Education for the Black Panthers, teaching English at San Francisco State College. \u003ccite>(Courtesy of the California State Library)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of San Francisco State’s most influential anti-Vietnam War organizers was a popular English instructor named George Mason Murray. He also happened to be the minister of education for the \u003ca href=\"https://www.kqed.org/arts/tag/black-panthers\">Black Panther Party\u003c/a>. Students loved Murray, but his outspoken politics were not tolerated by San Francisco State administrators.\u003c/p>\n\u003cp>“The war in Vietnam is racist,” Murray said in a \u003ca href=\"https://diva.sfsu.edu/collections/sfbatv/bundles/187251?searchOffset=0\">televised press conference\u003c/a>. “It is the war that crackers like Johnson are using Black soldiers and poor white soldiers and Mexican soldiers as dupes and fools to fight against people of color in Vietnam.”\u003c/p>\n\u003cp>The board of trustees forced San Francisco State’s president, Robert Smith, to fire Murray on Nov. 1, 1968. Five days later, the Black Student Union and the Third World Liberation Front joined together and went on strike.\u003c/p>\n\u003cp>Murray’s suspension was like setting fire to kindling.\u003c/p>\n\u003cp>Student strikers wanted the right to define their own educational experience. Together they drafted \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187915\">15 demands\u003c/a>, including a \u003ca href=\"https://diva.sfsu.edu/collections/strike/bundles/187979?searchOffset=88\">school of Third World studies\u003c/a>, and a Black studies degree and department.\u003c/p>\n\u003cfigure id=\"attachment_11830393\" class=\"wp-caption aligncenter\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515517.750x.png\" alt=\"\" width=\"750\" height=\"522\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515517.750x-160x111.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Nesbit Crutchfield during the San Francisco State College strike. \u003ccite>(Courtesy of Labor Archives and Research Center, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In 1968, the vast majority of white people, a whole lot of Black people, and other people of color did not feel that it was reasonable to know more about themselves,” Crutchfield explained.\u003c/p>\n\u003cp>He disagreed. He and the other strikers felt it was vital.\u003c/p>\n\u003cp>“We knew that geniuses were falling by the wayside,” he said. “I’m talking about geniuses in education, in literature, in drama, in art … geniuses, in politics.”\u003c/p>\n\u003cp>The strikers also wanted to raise admission rates for students of color. At the time, a special admissions program intended to prioritize marginalized students continued to allocate spots to white students. Meanwhile, the United States military was disproportionately drafting Black and brown men to fight in the Vietnam War. They weren’t eligible for student exemption if they weren’t in school, which meant that their right to an education was a matter of life or death.\u003c/p>\n\u003cp>Strikers vowed to boycott all classes until the school met their demands.\u003c/p>\n\u003cp>“We wanted to find out and be educated about ourselves,” Crutchfield said. “If we could not get that, then nobody could get an education.”\u003c/p>\n\u003ch2>Five Months of Striking\u003c/h2>\n\u003cp>Initially, strikers engaged in acts of disruption known as the “War of the Flea,” a campaign to disrupt the normal operations of the school. Students put cherry bombs in toilets and checked out huge quantities of books to overwhelm the school’s library system.\u003c/p>\n\u003cp>Almost immediately, administrators invited police on campus. They swarmed San Francisco State, dressed in full riot gear and armed with five-foot batons. Students responded by throwing rocks and yelling obscenities at police and administrators.\u003c/p>\n\u003cfigure id=\"attachment_11830426\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830426 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515826.750x.png\" alt=\"\" width=\"750\" height=\"609\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515826.750x-160x130.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Police officers in riot gear marching in formation. \u003ccite>(Courtesy of University Archives, J. Paul Leonard Library, San Francisco State University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By this time, Crutchfield had become a leader of the strike, often \u003ca href=\"https://www.youtube.com/watch?v=0QtlxIPNiQ0\">speaking to huge crowds of protesters\u003c/a>. He said his involvement put a target on his back.\u003c/p>\n\u003cp>“I’m quite sure they wouldn’t have cared if some of us had died. They definitely wanted some of us to go to prison. Some of us went to prison,” he said.\u003c/p>\n\u003cp>One day early on in the strike, police surrounded the Black Student Union office. Crutchfield said police were looking to arrest its members.\u003c/p>\n\u003cfigure id=\"attachment_11830444\" class=\"wp-caption alignleft\" style=\"max-width: 214px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830444\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495646.750x.png\" alt=\"\" width=\"214\" height=\"334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495646.750x-160x250.png 160w\" sizes=\"(max-width: 214px) 100vw, 214px\">\u003cfigcaption class=\"wp-caption-text\">An unidentified, bloody-faced student is taken away in handcuffs during a protest. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I volunteered to leave the Black Student Union first,” Crutchfield said. “The police started running at me. I got beat up with nightsticks and boots and fists.”\u003c/p>\n\u003cp>The police arrested Crutchfield and escorted him off campus. He faced charges for illegal assembly, resisting arrest and intent to injure and maim, resulting in more than a year in jail. At 80 years old, Crutchfield, now a mental health administrator in Richmond, said he is still dealing with the trauma of that time.\u003c/p>\n\u003cp>“I don’t think you can talk to anyone who was at S.F. State, who participated [in the strike], who ran from the police and can say that they’re the same person,” he said.\u003c/p>\n\u003cp>He said he has no regrets.\u003c/p>\n\u003cp>“I was the great, great grandson of Africans who were made slaves,” he said. “I realized the things I got arrested for were really important to me.”\u003c/p>\n\u003cp>Many white students, especially white radicals, followed the lead of strike leaders like Crutchfield. They believed that without ethnic studies, they themselves had been denied a proper education. Their support intensified as the strike dragged on and the violence continued.\u003c/p>\n\u003cp>About a month into the strike, teachers joined with demands of their own. As tensions escalated, President Smith shut down the school indefinitely. However, Gov. Ronald Reagan and the California State University Board of Trustees demanded he reopen the campus. Smith resigned in December 1968.\u003c/p>\n\u003cp>In his place, the board appointed \u003ca href=\"https://en.wikipedia.org/wiki/S._I._Hayakawa\">S.I. Hayakawa\u003c/a>, an English professor.\u003c/p>\n\u003cp>Hayakawa was popular with conservatives in Sacramento, but extremely unpopular with strikers. Their confrontations were heated and frequent.\u003c/p>\n\u003cp>Early on in his role as interim president, Hayakawa famously climbed aboard a sound truck and yanked the wires from a loud speaker during a student protest. Strikers, in return, called Hayakawa “The Puppet.”\u003c/p>\n\u003cfigure id=\"attachment_11830442\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830442 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495648.750x.png\" alt=\"\" width=\"750\" height=\"483\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1495648.750x-160x103.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State College acting-President S. I. Hayakawa holds press conference after violent demonstrations in December 1968. \u003ccite>(Courtesy of San Francisco State University Photographic Timeline Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early January, Hayakawa declared an end to student gatherings on campus. In a press conference he said he believed in the right to free speech, but that “freedom of speech does not mean freedom to incite riot.”\u003c/p>\n\u003ch2>The Mass Bust\u003c/h2>\n\u003cp>Strikers ignored Hayakawa’s ban on gatherings. Penny Nakatsu was protesting on Jan. 23, 1969 in what many call “the mass bust.”\u003c/p>\n\u003cp>“Two lines of police came up,” Nakatsu said. “They surrounded over 500 people who were there for the rally and trapped all of the individuals who were caught within a human net.”\u003c/p>\n\u003cp>Police charged at the students. Nakatsu said it was one of the bloodiest and most frightening days of the entire strike.\u003c/p>\n\u003cp>“The power of the state was trying to literally beat down the strike and strikers,” she said. “It was literally a practiced, orchestrated, military movement.”\u003c/p>\n\u003cp>Hundreds of protesters were arrested, backing up San Francisco’s court system for months. Students, faculty and members of the community were affected, Nakatsu said.\u003c/p>\n\u003cp>“Many people suffered. Virtually all of the individuals who were arrested had to spend some jail time. A lot of those folks were blacklisted. University lecturers or teachers lost their jobs. There were real consequences to having participated in that event,” she said.\u003c/p>\n\u003ch2>Strikers Prevail\u003c/h2>\n\u003cp>After two more months of striking, Hayakawa and strikers negotiated a deal on March 20, 1969.\u003c/p>\n\u003cp>The school agreed to accept virtually all nonwhite applicants for the fall 1969 semester, and establish a College of Ethnic Studies, the first in the country, with classes geared towards communities of color. Hayakawa gave Nakatsu and her peers the job of designing a curriculum from scratch in a matter of months.\u003c/p>\n\u003cfigure id=\"attachment_11830484\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11830484 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/1515751.750x.png\" alt=\"\" width=\"750\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/07/1515751.750x-160x131.png 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Protesters in action during the San Francisco State College strike. \u003ccite>(Courtesy of San Francisco State College Strike Collection)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I have a feeling that one of the reasons why the administration agreed to that was I don’t think they thought we could pull it off,” Nakatsu said.\u003c/p>\n\u003cp>The College of Ethnic Studies was ready by fall of 1969. Today, Nakatsu is a civil rights lawyer in San Francisco and believes in the importance of ethnic studies as much as ever.\u003c/p>\n\u003cp>“Ethnic studies is a way of embracing all of the cultures that make up the world,” she said. “If we don’t understand each other, how are we going to get along? Ethnic studies is something that’s important, not just for people of color so we know about our histories and cultures and destinies, but for all people.”\u003c/p>\n\u003cp>Like many strikers, Ferreira believes ethnic studies should be required in K-12 schools, as well as universities.\u003c/p>\n\u003cp>“The demand for ethnic studies is as important today as it ever was, if not more,” he said. “The inability of this country to come to terms with the ongoing practices of racism and white supremacy speaks to the demands of the Third World Liberation Front and the Black Student Union for an education that was relevant and transformative. It’s still an uphill battle. But we’ll win.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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