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"disqusTitle": "Sin Wi-Fi en Casa y Sin Aula Virtual: Cómo los Estudiantes de Bajos Ingresos Pierden Durante una Pandemia",
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"content": "\u003cp>Un día a la semana, la casa de Ileana Sales se convierte en una mini escuela. La estudiante que está en su último año de estudio en la escuela Fremont High School, y sus dos hermanas, encienden sus computadoras, se conectan a internet y luego, a pesar de las restricciones de distanciamiento social, invitan a sus primos.\u003c/p>\n\u003cp>\"No tienen internet y viven en un lugar donde no llega la señal. Entonces mi papá les dijo que si querían, podían venir y hacer su trabajo en nuestra casa,\" dijo Sales.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Nidya Báez, subdirectora de la Escuela Preparatoria Fremont\"]'Esto es acerca de que sus hijos tengan acceso al internet para que puedan hacer sus trabajos escolares, pero no se me hace justo.'[/pullquote]\u003c/p>\n\u003cp>Su primo mayor, dijo, asiste a Fremont High con ella y no quiere retrasarse para poder graduarse a tiempo. Al igual, su primo más chico quiere graduarse a tiempo de la secundaria.\u003c/p>\n\u003cp>\"Las primeras tres semanas de la orden de quedarse en casa, no teníamos nada que hacer, pero después del receso de primavera, nuestros maestros nos avisaron que teníamos trabajos que hacer, así que le llamamos a nuestros primos para avisarles,\" dijo.\u003c/p>\n\u003cp>En ese momento, el primo más joven de Sales, que tiene 12 años, se mudó con la familia durante dos semanas para tratar de hacer su trabajo escolar.\u003c/p>\n\u003cp>\"Ahora vienen una vez por semana para descargar sus tareas y luego se van a su casa,\" dijo Sales.\u003c/p>\n\u003cp>Los primos miembros de la familia Sales no son la excepción. En California, alrededor de 1.2 millones de estudiantes carecen de una conexión confiable a internet, según Linda Darling-Hammond, presidenta de la junta de educación del estado. Una conexión de internet confiable para los estudiantes se ha vuelto cada vez más esencial durante la pandemia del coronavirus, con casi todas las escuelas operando exclusivamente en línea.\u003c/p>\n\u003cp>A la luz de esto, superintendente estatal de educación pública Tony Thurmond está co-presidiendo una sesión de investigación para abordar la gran brecha digital entre los estudiantes en todo el estado que ahora, más que nunca, amenaza con hacer aun mas grande esta brecha de aprendizaje. Thurmond y la senadora estatal demócrata, Connie Leyva, de la ciudad Chino, quien preside el comité de educación del senado, están pidiendo a los jefes de los principales proveedores de internet del estado que expliquen qué están haciendo para ayudar a aumentar el aumento servicio de internet para estas familias.\u003c/p>\n\u003cp>En un tuit (el cual puede leer en inglés a continuación), el departamento de educación de California nombró a las compañías de las cuales espera recibir respuesta.\u003c/p>\n\u003cp>https://twitter.com/CADeptEd/status/1251256856565084160\u003c/p>\n\u003cp>Mientras tanto, el gobernador Gavin Newsom anunció el pasado lunes que la Comisión de Servicios Públicos de California (CPUC por sus siglas en ingles) pondrá a disposición de los distritos escolares $30 millones de dólares para ayudar a los estudiantes a obtener acceso a internet y los dispositivos que necesitan para mantenerse conectados con sus escuelas.La CPUC tambien tiene programado realizar un taller virtual sobre la expansión del acceso de banda ancha en áreas del estado sin servicios. La falta de acceso de banda ancha de alta calidad también está despertando interés en un nuevo proyecto de ley - SB 1130 - presentado el pasado mes de febrero por la senadora estatal demócrata Lena González, de Long-Beach, el cual busca ayudar a cerrar la brecha digital actualizando el programa de infraestructura de banda ancha del estado .\u003c/p>\n\u003cp>Nidya Báez, subdirectora de la escuela Fremont High School, dijo que pudo encuestar a cerca del 80% de los casi 800 estudiantes de la escuela y descubrió que 335 de ellos carecían de computadoras en casa, mientras que 177 no tenían servicio de internet. Ella dijo que algunas familias que no hablan inglés con fluidez o que no tienen tarjetas de crédito, y están teniendo dificultades para suscribirse a los servicios gratuitos de Internet que algunos proveedores están ofreciendo temporalmente.\u003c/p>\n\u003cp>\"Me siento como un fracaso,\" dijo Báez. \"Es increíblemente frustrante no poder darles a nuestras familias una respuesta clara con 'Así es como puedes hacer esto'. Y creo que es increíblemente frustrante ver eso, cuando nuestros estudiantes están haciendo lo más que pueden para no fallar. \"\u003c/p>\n\u003cp>Según lo informado por por EdSource, los distritos escolares en algunas partes de California están intentando poner en marcha sus propias soluciones.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Anthony Davis, director de tecnología de la oficina del superintendente de escuelas del condado de Kern, le dijo a EdSource que su condado ha instalado puntos de conexión Wi-Fi en más de 180 sitios comunitarios, incluidas las escuelas, para que los estudiantes o sus familias acudan a donde se encuentran estos sitios llamados “hot spots” para así poder descargar sus asignaciones escolares.\u003c/p>\n\u003cp>En Oakland, Báez anhela una iniciativa similar que pueda ofrecer acceso uniforme para todos los estudiantes en el distrito.\u003c/p>\n\u003cp>\"Tenemos familias que abarcan diferentes escuelas. Entonces, tal vez en una escuela están recibiendo mucho apoyo porque esa escuela tiene algún tipo de programa en el que están dando dispositivos o tienen acceso a “hotspots,\" dijo Báez, señalando que Fremont High no tiene los recursos necesarios para satisfacer esa demanda digital. \"Y eso confunde a las familias.\"\u003c/p>\n\u003cp>[aside tag='elcoronavirus' label='Más Información Sobre el Coronavirus']Describió cómo la familia de uno de sus estudiantes del este de Oakland recientemente trató de abrir una cuenta gratuita por teléfono con un proveedor de internet y fue puesta en espera durante horas antes de que la llamada fuera desconectada.\u003c/p>\n\u003cp>\"Pero van a intentarlo de nuevo,\" dijo Báez. \"¿Sabes por qué? Porque es acerca de que sus hijos tengan acceso al internet para que puedan hacer sus trabajos escolares, pero no se me hace justo. Pienso en los muchos otros niños de todo el país que no son de bajos ingresos. Sabes, ellos ya tienen esos recursos en casa. No tienen que hacer todo esto. \"\u003c/p>\n\u003cp>La Comisión Federal de Comunicaciones (FTC por sus siglas en inglés) solicitó recientemente a los proveedores de internet que continúen brindando acceso a los clientes durante la pandemia del coronavirus, independientemente de la capacidad de pago, y más de 700 de estas compañías se han comprometido a hacerlo.\u003c/p>\n\u003cp>Pero ha habido muchos problemas. En Oakland, por ejemplo, Comcast inicialmente negó el acceso gratuito a clientes que tuvieran una deuda de pago con la compañía por más de un año, pero desde entonces han cedido a esa restricción hasta mediados del mes de mayo.\u003c/p>\n\u003cp>Báez ha estado tratando de que las familias de sus estudiantes visiten el sitio web, Tech Exchange, una organización de capital digital en el este de Oakland, para obtener ayuda con servicios gratuitos. Pero desearía que fuera tan fácil como poder darles a sus alumnos un código que simplemente podrían introducir en sus computadoras y acceder a servicios de internet gratuitos.\u003c/p>\n\u003cp>A ella le molesta la suposición de que los estudiantes de bajos ingresos y los estudiantes de familias inmigrantes y minorías no quieran ir más allá para tener éxito académicamente durante el cierre actual de las escuelas.\u003c/p>\n\u003cp>\"En realidad es todo lo contrario,\" dijo. \"Debido a que nuestros estudiantes han vivido situaciones que son realmente difíciles e increíblemente desafiantes, sus familias harán todo lo posible para darles a sus hijos lo que necesitan. Realmente, es un problema de equidad, y tenemos que resolverlo.\"\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/azucenarasilla\" target=\"_blank\" rel=\"noopener noreferrer\">Azucena Rasilla\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Su primo mayor, dijo, asiste a Fremont High con ella y no quiere retrasarse para poder graduarse a tiempo. Al igual, su primo más chico quiere graduarse a tiempo de la secundaria.\u003c/p>\n\u003cp>\"Las primeras tres semanas de la orden de quedarse en casa, no teníamos nada que hacer, pero después del receso de primavera, nuestros maestros nos avisaron que teníamos trabajos que hacer, así que le llamamos a nuestros primos para avisarles,\" dijo.\u003c/p>\n\u003cp>En ese momento, el primo más joven de Sales, que tiene 12 años, se mudó con la familia durante dos semanas para tratar de hacer su trabajo escolar.\u003c/p>\n\u003cp>\"Ahora vienen una vez por semana para descargar sus tareas y luego se van a su casa,\" dijo Sales.\u003c/p>\n\u003cp>Los primos miembros de la familia Sales no son la excepción. En California, alrededor de 1.2 millones de estudiantes carecen de una conexión confiable a internet, según Linda Darling-Hammond, presidenta de la junta de educación del estado. Una conexión de internet confiable para los estudiantes se ha vuelto cada vez más esencial durante la pandemia del coronavirus, con casi todas las escuelas operando exclusivamente en línea.\u003c/p>\n\u003cp>A la luz de esto, superintendente estatal de educación pública Tony Thurmond está co-presidiendo una sesión de investigación para abordar la gran brecha digital entre los estudiantes en todo el estado que ahora, más que nunca, amenaza con hacer aun mas grande esta brecha de aprendizaje. Thurmond y la senadora estatal demócrata, Connie Leyva, de la ciudad Chino, quien preside el comité de educación del senado, están pidiendo a los jefes de los principales proveedores de internet del estado que expliquen qué están haciendo para ayudar a aumentar el aumento servicio de internet para estas familias.\u003c/p>\n\u003cp>En un tuit (el cual puede leer en inglés a continuación), el departamento de educación de California nombró a las compañías de las cuales espera recibir respuesta.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Describió cómo la familia de uno de sus estudiantes del este de Oakland recientemente trató de abrir una cuenta gratuita por teléfono con un proveedor de internet y fue puesta en espera durante horas antes de que la llamada fuera desconectada.\u003c/p>\n\u003cp>\"Pero van a intentarlo de nuevo,\" dijo Báez. \"¿Sabes por qué? Porque es acerca de que sus hijos tengan acceso al internet para que puedan hacer sus trabajos escolares, pero no se me hace justo. Pienso en los muchos otros niños de todo el país que no son de bajos ingresos. Sabes, ellos ya tienen esos recursos en casa. No tienen que hacer todo esto. \"\u003c/p>\n\u003cp>La Comisión Federal de Comunicaciones (FTC por sus siglas en inglés) solicitó recientemente a los proveedores de internet que continúen brindando acceso a los clientes durante la pandemia del coronavirus, independientemente de la capacidad de pago, y más de 700 de estas compañías se han comprometido a hacerlo.\u003c/p>\n\u003cp>Pero ha habido muchos problemas. En Oakland, por ejemplo, Comcast inicialmente negó el acceso gratuito a clientes que tuvieran una deuda de pago con la compañía por más de un año, pero desde entonces han cedido a esa restricción hasta mediados del mes de mayo.\u003c/p>\n\u003cp>Báez ha estado tratando de que las familias de sus estudiantes visiten el sitio web, Tech Exchange, una organización de capital digital en el este de Oakland, para obtener ayuda con servicios gratuitos. Pero desearía que fuera tan fácil como poder darles a sus alumnos un código que simplemente podrían introducir en sus computadoras y acceder a servicios de internet gratuitos.\u003c/p>\n\u003cp>A ella le molesta la suposición de que los estudiantes de bajos ingresos y los estudiantes de familias inmigrantes y minorías no quieran ir más allá para tener éxito académicamente durante el cierre actual de las escuelas.\u003c/p>\n\u003cp>\"En realidad es todo lo contrario,\" dijo. \"Debido a que nuestros estudiantes han vivido situaciones que son realmente difíciles e increíblemente desafiantes, sus familias harán todo lo posible para darles a sus hijos lo que necesitan. Realmente, es un problema de equidad, y tenemos que resolverlo.\"\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/azucenarasilla\" target=\"_blank\" rel=\"noopener noreferrer\">Azucena Rasilla\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>UC Santa Barbara undergraduate student \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8i54fhx-57cffd79-3215-4bd5-a951-ffdb518f1435\" target=\"_blank\" rel=\"noopener noreferrer\">Yarah Meijer\u003c/a> was looking for something to do after coming back home to the San Francisco Bay Area when her campus shut down due to the coronavirus.\u003c/p>\n\u003cp>“Originally, I asked my parents if they’d be comfortable with me working at a convenience store,” Meijer said. “But my dad thought I should look up volunteer work or tutoring that I could do virtually to help out.”\u003c/p>\n\u003cp>It’s tough being cooped up at home right now, especially if you’re a teenager. But some California high school students and undergrads, like Meijer, are using their weeks in quarantine to teach music to kids — and donating the proceeds to support coronavirus relief efforts.\u003c/p>\n\u003cp>She’s doing this through \u003ca href=\"https://www.quarantunes.site/\" target=\"_blank\" rel=\"noopener noreferrer\">QuaranTunes\u003c/a>, a new, online music education service that connects teen music teachers with students ages 4 to 14 who want to learn a musical instrument or sing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The one-on-one, 40-minute coaching sessions take place via video chat (usually Zoom) at no cost to the student. Donations are encouraged, though. They all go to the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>One of Meijer’s young students, Sanah Ayyar, started learning the violin a few weeks ago at home with help from her mom.\u003c/p>\n\u003cp>“But she’s really busy,” the 11-year-old student said. “So, I haven’t learned much.”\u003c/p>\n\u003cfigure id=\"attachment_11814844\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814844\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg\" alt=\"\" width=\"800\" height=\"743\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-1020x948.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut.jpg 1182w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yarah Meijer gives Sanah Ayyar a violin lesson online. \u003ccite>(Zoom video screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s now getting lots of tips from Meijer, including how to play with the correct posture and bow pressure, and how to use rosin.\u003c/p>\n\u003cp>“I guess I’ll start spending more time on the violin,” Ayyar said at the end of a recent lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://www.quarantunes.site/-about\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Segal\u003c/a>, a high school junior, founded QuaranTunes.\u003c/p>\n\u003cp>“I started learning the piano at the age of 3, and started learning voice at the age of 8,” Segal said. “And currently, I’m the lead singer-songwriter of a Palo Alto-based indie-pop band called \u003ca href=\"https://www.reveriebandofficial.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Reverie\u003c/a>.”\u003c/p>\n\u003cp>Segal said she was inspired to launch QuaranTunes after giving her little sister, who was bored and antsy at the start of California’s stay-at-home order, music lessons so that her parents could focus on their work.\u003c/p>\n\u003cp>“I realized that there are probably thousands of other families in the same situation as ours, with children who just really wanted to be kept occupied and to have fun and learn something new in quarantine, but just didn’t really have the resources for that,” Segal said.\u003c/p>\n\u003cfigure id=\"attachment_11814846\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11814846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut.jpg 1920w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes founder Julia Segal is a singer and songwriter. \u003ccite>(Courtesy of Julia Segal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal enlisted her musical friends as coaches, including high school senior \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8drzdxn-b7657a3f-916b-4085-8953-724e5ef5f835\" target=\"_blank\" rel=\"noopener noreferrer\">Leo Marburg\u003c/a>. He plays piano, ukulele and trombone, and also sings.\u003c/p>\n\u003cp>“It combined two things I’m interested in: music and teaching,” Marburg said of QuaranTunes. “And it also felt like a great way to help out.”\u003c/p>\n\u003cp>Marburg currently has three students, including Ariella Neymark.\u003c/p>\n\u003cp>At 7 years old, Neymark is a budding ukulele player.\u003c/p>\n\u003cp>“Do you remember the name of the strings?” Marburg asked Neymark during a ukulele lesson he recently taught via Zoom.\u003c/p>\n\u003cp>“Yeah. Groovy Cows Eat Apples,” Neymark said, reciting a mnemonic she learned. “So: G, C, E, A.”\u003c/p>\n\u003cfigure id=\"attachment_11814848\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814848\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut.jpg 978w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Leo Marburg gives Ariella Neymark a ukulele lesson via Zoom. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Neymark gamely played the notes, even though she could tell her little blue ukulele was a bit out of tune — a hard thing to fix via web video.\u003c/p>\n\u003cp>But she said she’s loving the lessons.\u003c/p>\n\u003cp>“I get to learn at my own speed,” said the student. “And it’s fun.”\u003c/p>\n\u003cp>Her mom, Irina Neymark, said she found out about QuaranTunes on Facebook.\u003c/p>\n\u003cp>“It’s a wonderful program that, in the current times, can connect the little ones and those in their teens and make it a positive experience,” Neymark said. “It keeps them busy, as well as learning new skills.”\u003c/p>\n\u003cp>The internet has long been awash with online learning resources for developing musicians. You can even \u003ca href=\"https://www.masterclass.com/classes/carlos-santana-teaches-the-art-and-soul-of-guitar\" target=\"_blank\" rel=\"noopener noreferrer\">get guitar pointers from Carlos Santana.\u003c/a> The closure of music schools and private studios as a result of the coronavirus has increased the number of offerings in recent weeks. The San Francisco Community Music Center, for example, is one California organization that has moved many classes that would typically be taught in person, \u003ca href=\"https://sfcmc.org/youth/online-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">online\u003c/a>.\u003c/p>\n\u003cp>QuaranTunes has only been around for a few weeks. But Segal said more than 100 students from across the United States, as well as the United Kingdom, India and Canada, have signed up for lessons. Nearly 70 teen musicians have come onboard to teach.\u003c/p>\n\u003cfigure id=\"attachment_11814850\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814850\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg\" alt=\"\" width=\"800\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1020x565.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut.jpg 1738w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes recently offered a guitar master class taught by professional guitarist and teacher Josh Thurston-Milgrom (top row, second from left) to help teen teachers hone their pedagogical skills. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal said QuaranTunes also just started offering master classes by professionals, to help the young teachers develop pedagogical skills.\u003c/p>\n\u003cp>“Many of our teenage musicians are super talented,” Segal said. “But they just haven’t really had experience actually teaching before.”\u003c/p>\n\u003cp>And the service has \u003ca href=\"https://www.gofundme.com/f/quarantuneslessons/donate?utm_source=widget&utm_medium=referral&utm_campaign=p_cp+share-sheet\" target=\"_blank\" rel=\"noopener noreferrer\">already raised\u003c/a> more than $2,500 for the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>“The thing that’s been driving me is the idea that although we may not be the ones on the front lines who are fighting the virus directly, we’re all playing a role in helping the world fight this pandemic,” Segal said. “And we’re doing it through what it is that we do best, which is music.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Santa Barbara undergraduate student \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8i54fhx-57cffd79-3215-4bd5-a951-ffdb518f1435\" target=\"_blank\" rel=\"noopener noreferrer\">Yarah Meijer\u003c/a> was looking for something to do after coming back home to the San Francisco Bay Area when her campus shut down due to the coronavirus.\u003c/p>\n\u003cp>“Originally, I asked my parents if they’d be comfortable with me working at a convenience store,” Meijer said. “But my dad thought I should look up volunteer work or tutoring that I could do virtually to help out.”\u003c/p>\n\u003cp>It’s tough being cooped up at home right now, especially if you’re a teenager. But some California high school students and undergrads, like Meijer, are using their weeks in quarantine to teach music to kids — and donating the proceeds to support coronavirus relief efforts.\u003c/p>\n\u003cp>She’s doing this through \u003ca href=\"https://www.quarantunes.site/\" target=\"_blank\" rel=\"noopener noreferrer\">QuaranTunes\u003c/a>, a new, online music education service that connects teen music teachers with students ages 4 to 14 who want to learn a musical instrument or sing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The one-on-one, 40-minute coaching sessions take place via video chat (usually Zoom) at no cost to the student. Donations are encouraged, though. They all go to the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>One of Meijer’s young students, Sanah Ayyar, started learning the violin a few weeks ago at home with help from her mom.\u003c/p>\n\u003cp>“But she’s really busy,” the 11-year-old student said. “So, I haven’t learned much.”\u003c/p>\n\u003cfigure id=\"attachment_11814844\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814844\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg\" alt=\"\" width=\"800\" height=\"743\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-1020x948.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut.jpg 1182w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yarah Meijer gives Sanah Ayyar a violin lesson online. \u003ccite>(Zoom video screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s now getting lots of tips from Meijer, including how to play with the correct posture and bow pressure, and how to use rosin.\u003c/p>\n\u003cp>“I guess I’ll start spending more time on the violin,” Ayyar said at the end of a recent lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://www.quarantunes.site/-about\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Segal\u003c/a>, a high school junior, founded QuaranTunes.\u003c/p>\n\u003cp>“I started learning the piano at the age of 3, and started learning voice at the age of 8,” Segal said. “And currently, I’m the lead singer-songwriter of a Palo Alto-based indie-pop band called \u003ca href=\"https://www.reveriebandofficial.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Reverie\u003c/a>.”\u003c/p>\n\u003cp>Segal said she was inspired to launch QuaranTunes after giving her little sister, who was bored and antsy at the start of California’s stay-at-home order, music lessons so that her parents could focus on their work.\u003c/p>\n\u003cp>“I realized that there are probably thousands of other families in the same situation as ours, with children who just really wanted to be kept occupied and to have fun and learn something new in quarantine, but just didn’t really have the resources for that,” Segal said.\u003c/p>\n\u003cfigure id=\"attachment_11814846\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11814846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut.jpg 1920w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes founder Julia Segal is a singer and songwriter. \u003ccite>(Courtesy of Julia Segal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal enlisted her musical friends as coaches, including high school senior \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8drzdxn-b7657a3f-916b-4085-8953-724e5ef5f835\" target=\"_blank\" rel=\"noopener noreferrer\">Leo Marburg\u003c/a>. He plays piano, ukulele and trombone, and also sings.\u003c/p>\n\u003cp>“It combined two things I’m interested in: music and teaching,” Marburg said of QuaranTunes. “And it also felt like a great way to help out.”\u003c/p>\n\u003cp>Marburg currently has three students, including Ariella Neymark.\u003c/p>\n\u003cp>At 7 years old, Neymark is a budding ukulele player.\u003c/p>\n\u003cp>“Do you remember the name of the strings?” Marburg asked Neymark during a ukulele lesson he recently taught via Zoom.\u003c/p>\n\u003cp>“Yeah. Groovy Cows Eat Apples,” Neymark said, reciting a mnemonic she learned. “So: G, C, E, A.”\u003c/p>\n\u003cfigure id=\"attachment_11814848\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814848\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut.jpg 978w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Leo Marburg gives Ariella Neymark a ukulele lesson via Zoom. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Neymark gamely played the notes, even though she could tell her little blue ukulele was a bit out of tune — a hard thing to fix via web video.\u003c/p>\n\u003cp>But she said she’s loving the lessons.\u003c/p>\n\u003cp>“I get to learn at my own speed,” said the student. “And it’s fun.”\u003c/p>\n\u003cp>Her mom, Irina Neymark, said she found out about QuaranTunes on Facebook.\u003c/p>\n\u003cp>“It’s a wonderful program that, in the current times, can connect the little ones and those in their teens and make it a positive experience,” Neymark said. “It keeps them busy, as well as learning new skills.”\u003c/p>\n\u003cp>The internet has long been awash with online learning resources for developing musicians. You can even \u003ca href=\"https://www.masterclass.com/classes/carlos-santana-teaches-the-art-and-soul-of-guitar\" target=\"_blank\" rel=\"noopener noreferrer\">get guitar pointers from Carlos Santana.\u003c/a> The closure of music schools and private studios as a result of the coronavirus has increased the number of offerings in recent weeks. The San Francisco Community Music Center, for example, is one California organization that has moved many classes that would typically be taught in person, \u003ca href=\"https://sfcmc.org/youth/online-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">online\u003c/a>.\u003c/p>\n\u003cp>QuaranTunes has only been around for a few weeks. But Segal said more than 100 students from across the United States, as well as the United Kingdom, India and Canada, have signed up for lessons. Nearly 70 teen musicians have come onboard to teach.\u003c/p>\n\u003cfigure id=\"attachment_11814850\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814850\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg\" alt=\"\" width=\"800\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1020x565.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut.jpg 1738w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes recently offered a guitar master class taught by professional guitarist and teacher Josh Thurston-Milgrom (top row, second from left) to help teen teachers hone their pedagogical skills. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal said QuaranTunes also just started offering master classes by professionals, to help the young teachers develop pedagogical skills.\u003c/p>\n\u003cp>“Many of our teenage musicians are super talented,” Segal said. “But they just haven’t really had experience actually teaching before.”\u003c/p>\n\u003cp>And the service has \u003ca href=\"https://www.gofundme.com/f/quarantuneslessons/donate?utm_source=widget&utm_medium=referral&utm_campaign=p_cp+share-sheet\" target=\"_blank\" rel=\"noopener noreferrer\">already raised\u003c/a> more than $2,500 for the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>“The thing that’s been driving me is the idea that although we may not be the ones on the front lines who are fighting the virus directly, we’re all playing a role in helping the world fight this pandemic,” Segal said. “And we’re doing it through what it is that we do best, which is music.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "For Formerly Incarcerated Students, Sheltering in Place Can Feel Like Prison Again",
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"content": "\u003cp>On the first night of Alameda County’s shelter-in-place order, UC Berkeley graduate student Daniela Medina had a dream: She was back in prison.\u003c/p>\n\u003cp>Medina is a part of \u003ca href=\"https://undergroundscholars.berkeley.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley Underground Scholars\u003c/a>, a campus community of formerly incarcerated students. Since the pandemic hit, she and other members say shelter-in-place orders are triggering memories of their past confinement, compounding the stress of the moment and making studying nearly impossible.\u003c/p>\n\u003cp>“It’s really hard to shake that and to remind yourself that you’re not in that space, that this is something different, that you’re OK,” she said.\u003c/p>\n\u003cp>Years ago, before Medina got her bachelor’s degree at UC Berkeley, before she started her master’s in social welfare, she spent a decade in prison, including about six months in solitary confinement.\u003c/p>\n\u003cfigure id=\"attachment_11813442\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813442 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg\" alt=\"\" width=\"800\" height=\"644\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-160x129.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1020x821.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1920x1545.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina at her 2019 graduation from UC Berkeley with a certificate from state Sen. Nancy Skinner, D-Berkeley, recognizing the work of Underground Scholars. \u003ccite>(Courtesy of Daniela Medina )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You start remembering being closed in,” she said. “It triggers in your body those same feelings.”\u003c/p>\n\u003cp>It’s not just claustrophobia, it’s a deep sense of powerlessness and uncertainty; it’s her body bracing for deprivation, preparing to once again ration food, pads and tampons, Medina said. “It puts you right back into survival mode.”\u003c/p>\n\u003cp>Formerly incarcerated students have become more visible on the state’s college campuses in recent years, with the expansion of \u003ca href=\"https://develop.sfsu.edu/project-rebound\" target=\"_blank\" rel=\"noopener noreferrer\">Project Rebound\u003c/a> at California State University campuses and growing \u003ca href=\"https://theopportunityinstitute.org/blog/formerly-incarcerated-peer-mentors-in-california-community-colleges\" target=\"_blank\" rel=\"noopener noreferrer\">support networks\u003c/a> at community colleges. There are now about 100 students in Berkeley Underground Scholars, and according the organization’s director, students are building chapters at nearly every other UC campus.\u003c/p>\n\u003cp>For Medina, the group has been an essential source of encouragement. “We thrive off of each other,” she said, explaining that the campus was a safe space that brought them together. “We enjoy being in school, we enjoy learning, we enjoy being in the library — that’s what has made us whole out here,” she said. With the campus essentially closed, she and other members of the group are struggling. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As college students manage the financial and emotional toll of the crisis and adjust to a new way of learning, non-traditional students — those raising kids, those with disabilities, veterans, former foster youth and formerly incarcerated students — have been pushing schools to consider their unique needs, to offer more flexibility in grading and to provide mental health support.\u003c/p>\n\u003cfigure id=\"attachment_11813281\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813281 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg\" alt=\"\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1122x837.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2.jpg 1123w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina stand alongside fellow Underground Scholars. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re super non-traditional students,” Medina said of the Underground Scholars. Medina herself is a parent, and many others are former foster youth or have disabilities.\u003c/p>\n\u003cp>Fellow Underground Scholar Prentiss Mayo is legally blind, and since learning moved online he’s been working overtime to master the assistive technology that allows him to read online materials in addition to the distance learning platforms and his coursework. At the same time, he’s been helping his high school-age daughter adjust to her new school reality. “The first couple of days, oh yeah, it was hell,” he said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ngoc, a UC Berkeley sociology major\"]‘We’re not asking to be equal. We’re saying be equitable.’[/pullquote]\u003c/p>\n\u003cp>In the early days of the shutdown, Mayo also found himself falling back into a routine he’d established in jail. He’d workout, he says, then just lay in bed. Not an ideal place to be when trying to study.\u003c/p>\n\u003cp>“We’re just in fight or flight mode. It cuts off memory, cuts off everything else,” said UC Berkeley sociology major Ngoc, who’s formerly incarcerated, too, and asked to be identified only by his middle name because he’s trying to steer clear of people from his past.\u003c/p>\n\u003cp>For Ngoc, home confinement dredges up trauma from prison, but it also triggers feelings from a violent and lonely childhood in the foster system.\u003c/p>\n\u003cp>“Home has always been a scary place,” he said, explaining that he’s had to learn to be diligent about keeping stress out of his living space. Before, he took pains never to study at home because he said his brain struggles to differentiate between academic pressure and the stressors he experienced as a child.\u003cbr>\n[aside tag=\"resource\" label=\"coronavirus resources\"]\u003c/p>\n\u003cp>Since transferring from a community college, Ngoc has embraced the rigors of academic life at UC Berkeley and thrived: He’s racked up scholarships and awards, including a public service award from the chancellor. He’s a research fellow, a member of multiple committees in his department, and he created a program for underrepresented students on campus.\u003c/p>\n\u003cp>But this is different.\u003c/p>\n\u003cp>Ngoc, Medina and Mayo all say UC Berkeley’s \u003ca href=\"https://news.berkeley.edu/2020/03/20/coronavirus-response-grading-policies-for-the-spring-semester/\" target=\"_blank\" rel=\"noopener noreferrer\">move to pass/no pass grading\u003c/a> is a relief. Still, they want their professors to recognize the toll this is taking.\u003c/p>\n\u003cp>“When you’re this close to mental breakdown you’re very scared of taking on more than you can handle, because I’ve given up on school before; I’ve given up on life before,” Ngoc said.\u003c/p>\n\u003cp>That’s why he’s advocating for professors to give non-traditional students more flexibility in this moment. He wants the option to be graded only on work done before the start of this crisis. “We’re not asking to be equal,” he said. “We’re saying be equitable.”\u003c/p>\n\u003cfigure id=\"attachment_11813280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1.jpg 1333w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina and fellow Berkeley Underground Scholars with Angela Davis (center) at their May 2019 graduation. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With the support of elected student representatives, Ngoc helped draft a template letter which students can present to their professors and department heads. “Continued learning, under these current circumstances, can/will exacerbate mental health issues,” it reads in part, “… allow them to focus solely on their well-being for the rest of the semester.”\u003c/p>\n\u003cp>In a statement, the university said the transition to a pass/no pass option takes into account the stresses and challenges of the moment in an equitable way, and that students seeking additional consideration should work individually with instructors to find solutions.\u003c/p>\n\u003cp>Ngoc is just hoping those instructors are willing to listen. “We didn’t come this far to fail,” he said. “So whatever our professors tell us at this point, we’re gonna do. But at what cost?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On the first night of Alameda County’s shelter-in-place order, UC Berkeley graduate student Daniela Medina had a dream: She was back in prison.\u003c/p>\n\u003cp>Medina is a part of \u003ca href=\"https://undergroundscholars.berkeley.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley Underground Scholars\u003c/a>, a campus community of formerly incarcerated students. Since the pandemic hit, she and other members say shelter-in-place orders are triggering memories of their past confinement, compounding the stress of the moment and making studying nearly impossible.\u003c/p>\n\u003cp>“It’s really hard to shake that and to remind yourself that you’re not in that space, that this is something different, that you’re OK,” she said.\u003c/p>\n\u003cp>Years ago, before Medina got her bachelor’s degree at UC Berkeley, before she started her master’s in social welfare, she spent a decade in prison, including about six months in solitary confinement.\u003c/p>\n\u003cfigure id=\"attachment_11813442\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813442 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg\" alt=\"\" width=\"800\" height=\"644\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-160x129.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1020x821.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1920x1545.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina at her 2019 graduation from UC Berkeley with a certificate from state Sen. Nancy Skinner, D-Berkeley, recognizing the work of Underground Scholars. \u003ccite>(Courtesy of Daniela Medina )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You start remembering being closed in,” she said. “It triggers in your body those same feelings.”\u003c/p>\n\u003cp>It’s not just claustrophobia, it’s a deep sense of powerlessness and uncertainty; it’s her body bracing for deprivation, preparing to once again ration food, pads and tampons, Medina said. “It puts you right back into survival mode.”\u003c/p>\n\u003cp>Formerly incarcerated students have become more visible on the state’s college campuses in recent years, with the expansion of \u003ca href=\"https://develop.sfsu.edu/project-rebound\" target=\"_blank\" rel=\"noopener noreferrer\">Project Rebound\u003c/a> at California State University campuses and growing \u003ca href=\"https://theopportunityinstitute.org/blog/formerly-incarcerated-peer-mentors-in-california-community-colleges\" target=\"_blank\" rel=\"noopener noreferrer\">support networks\u003c/a> at community colleges. There are now about 100 students in Berkeley Underground Scholars, and according the organization’s director, students are building chapters at nearly every other UC campus.\u003c/p>\n\u003cp>For Medina, the group has been an essential source of encouragement. “We thrive off of each other,” she said, explaining that the campus was a safe space that brought them together. “We enjoy being in school, we enjoy learning, we enjoy being in the library — that’s what has made us whole out here,” she said. With the campus essentially closed, she and other members of the group are struggling. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As college students manage the financial and emotional toll of the crisis and adjust to a new way of learning, non-traditional students — those raising kids, those with disabilities, veterans, former foster youth and formerly incarcerated students — have been pushing schools to consider their unique needs, to offer more flexibility in grading and to provide mental health support.\u003c/p>\n\u003cfigure id=\"attachment_11813281\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813281 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg\" alt=\"\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1122x837.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2.jpg 1123w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina stand alongside fellow Underground Scholars. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re super non-traditional students,” Medina said of the Underground Scholars. Medina herself is a parent, and many others are former foster youth or have disabilities.\u003c/p>\n\u003cp>Fellow Underground Scholar Prentiss Mayo is legally blind, and since learning moved online he’s been working overtime to master the assistive technology that allows him to read online materials in addition to the distance learning platforms and his coursework. At the same time, he’s been helping his high school-age daughter adjust to her new school reality. “The first couple of days, oh yeah, it was hell,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the early days of the shutdown, Mayo also found himself falling back into a routine he’d established in jail. He’d workout, he says, then just lay in bed. Not an ideal place to be when trying to study.\u003c/p>\n\u003cp>“We’re just in fight or flight mode. It cuts off memory, cuts off everything else,” said UC Berkeley sociology major Ngoc, who’s formerly incarcerated, too, and asked to be identified only by his middle name because he’s trying to steer clear of people from his past.\u003c/p>\n\u003cp>For Ngoc, home confinement dredges up trauma from prison, but it also triggers feelings from a violent and lonely childhood in the foster system.\u003c/p>\n\u003cp>“Home has always been a scary place,” he said, explaining that he’s had to learn to be diligent about keeping stress out of his living space. Before, he took pains never to study at home because he said his brain struggles to differentiate between academic pressure and the stressors he experienced as a child.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since transferring from a community college, Ngoc has embraced the rigors of academic life at UC Berkeley and thrived: He’s racked up scholarships and awards, including a public service award from the chancellor. He’s a research fellow, a member of multiple committees in his department, and he created a program for underrepresented students on campus.\u003c/p>\n\u003cp>But this is different.\u003c/p>\n\u003cp>Ngoc, Medina and Mayo all say UC Berkeley’s \u003ca href=\"https://news.berkeley.edu/2020/03/20/coronavirus-response-grading-policies-for-the-spring-semester/\" target=\"_blank\" rel=\"noopener noreferrer\">move to pass/no pass grading\u003c/a> is a relief. Still, they want their professors to recognize the toll this is taking.\u003c/p>\n\u003cp>“When you’re this close to mental breakdown you’re very scared of taking on more than you can handle, because I’ve given up on school before; I’ve given up on life before,” Ngoc said.\u003c/p>\n\u003cp>That’s why he’s advocating for professors to give non-traditional students more flexibility in this moment. He wants the option to be graded only on work done before the start of this crisis. “We’re not asking to be equal,” he said. “We’re saying be equitable.”\u003c/p>\n\u003cfigure id=\"attachment_11813280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1.jpg 1333w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina and fellow Berkeley Underground Scholars with Angela Davis (center) at their May 2019 graduation. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With the support of elected student representatives, Ngoc helped draft a template letter which students can present to their professors and department heads. “Continued learning, under these current circumstances, can/will exacerbate mental health issues,” it reads in part, “… allow them to focus solely on their well-being for the rest of the semester.”\u003c/p>\n\u003cp>In a statement, the university said the transition to a pass/no pass option takes into account the stresses and challenges of the moment in an equitable way, and that students seeking additional consideration should work individually with instructors to find solutions.\u003c/p>\n\u003cp>Ngoc is just hoping those instructors are willing to listen. “We didn’t come this far to fail,” he said. “So whatever our professors tell us at this point, we’re gonna do. But at what cost?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Throughout the COVID-19 pandemic, Stanford has continued to provide pay and benefits for its full-time and part-time employees. But some students at the university say those same protections don’t exist for some subcontracted employees.\u003c/p>\n\u003cp>Stanford is continuing to pay its employees through June 15, whether or not they’re working on campus. But subcontractors hired by UG2, a custodial service company that provides the university with roughly 200 janitorial and custodial staff, \u003ca href=\"https://stanforddaily.com/2020/03/22/stanford-contracted-workers-deserve-the-same-benefits-as-your-regular-employees/\">aren’t getting those same benefits.\u003c/a> [aside tag=\"coronavirus\" label=\"related coverage\"]\u003c/p>\n\u003cp>Stanford University Provost Persis Drell on April 14 released a \u003ca href=\"https://healthalerts.stanford.edu/2020/04/14/supporting-our-stanford-workforce/\">letter\u003c/a> to students and staff assuring them that employees, even those represented by a union, would receive pay continuation and access to a grant program that would help support employees who are facing financial hardship. Arushi Gupta, a freshman and member of \u003ca href=\"https://twitter.com/stanford_swr?lang=en\">Stanford Students for Workers’ Rights (SWR)\u003c/a>, believes the letter was a good step, but doesn’t go far enough.\u003c/p>\n\u003cp>“While we were happy to see them make that commitment after a month of pushing Stanford to do something, it’s been over a week since [the letter came out] and workers haven’t heard anything, unions haven’t heard anything, subcontractors haven’t heard anything,” Gupta said.\u003c/p>\n\u003cp>Gupta said her main frustration is that there doesn’t seem to be clear communication between the university, UG2 and SEIU United Service Workers West, the union organization which represents UG2 workers.\u003c/p>\n\u003cfigure id=\"attachment_11813960\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11813960\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-1020x680.jpeg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stanford students participated in a May Day Rally in 2019 to demand better pay and benefits for subcontractors on campus. Now, students want subcontractors to get pay and benefits whether or not they’re working during the pandemic. \u003ccite>(Courtesy of Jessicka Antonio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we really want is for Stanford to really stand by their workers and talk to them directly and work with unions,” Gupta said. “You know, treat their service workers the way that they treat students and faculty.”\u003c/p>\n\u003cp>SWR wants three things for contracted service workers:\u003c/p>\n\u003cul>\n\u003cli>Pay until June 15, like full-time and part-time university employees\u003c/li>\n\u003cli>Hazard pay of 10% for those who continue to work on campus\u003c/li>\n\u003cli>Additional sick leave\u003c/li>\n\u003c/ul>\n\u003cp>Junior Arielle DeVito points out that Stanford has one of the biggest endowments in the country, at nearly \u003ca href=\"https://news.stanford.edu/2019/10/02/stanford-releases-annual-financial-results-investment-return-endowment/\">$27.7 billion\u003c/a>.\u003c/p>\n\u003cp>“It would be, at this point, very easy for Stanford to provide for its subcontracted employees what it’s already providing for its direct hires,” DeVito said. “So, while we have sympathy that there are students, there are faculty, there are so many people that need help right now, it to me shows a lack of priorities rather than a lack of ability.” [ad fullwidth]\u003c/p>\n\u003cp>Stanford spokesman E.J. Miranda said the university cares about the health and safety of its employed and subcontracted service workers.\u003c/p>\n\u003cp>“We perform routine safety checks to ensure that our custodial contractor is providing its employees with the appropriate level of protective gear depending on the cleaning needs — including gloves, face masks, safety glasses and coveralls,” Miranda said.\u003c/p>\n\u003cp>The university is also providing health care for all its employees under COVID-19, regardless of whether they are working or not.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Throughout the COVID-19 pandemic, Stanford has continued to provide pay and benefits for its full-time and part-time employees. But some students at the university say those same protections don’t exist for some subcontracted employees.\u003c/p>\n\u003cp>Stanford is continuing to pay its employees through June 15, whether or not they’re working on campus. But subcontractors hired by UG2, a custodial service company that provides the university with roughly 200 janitorial and custodial staff, \u003ca href=\"https://stanforddaily.com/2020/03/22/stanford-contracted-workers-deserve-the-same-benefits-as-your-regular-employees/\">aren’t getting those same benefits.\u003c/a> \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford University Provost Persis Drell on April 14 released a \u003ca href=\"https://healthalerts.stanford.edu/2020/04/14/supporting-our-stanford-workforce/\">letter\u003c/a> to students and staff assuring them that employees, even those represented by a union, would receive pay continuation and access to a grant program that would help support employees who are facing financial hardship. Arushi Gupta, a freshman and member of \u003ca href=\"https://twitter.com/stanford_swr?lang=en\">Stanford Students for Workers’ Rights (SWR)\u003c/a>, believes the letter was a good step, but doesn’t go far enough.\u003c/p>\n\u003cp>“While we were happy to see them make that commitment after a month of pushing Stanford to do something, it’s been over a week since [the letter came out] and workers haven’t heard anything, unions haven’t heard anything, subcontractors haven’t heard anything,” Gupta said.\u003c/p>\n\u003cp>Gupta said her main frustration is that there doesn’t seem to be clear communication between the university, UG2 and SEIU United Service Workers West, the union organization which represents UG2 workers.\u003c/p>\n\u003cfigure id=\"attachment_11813960\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11813960\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-1020x680.jpeg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stanford students participated in a May Day Rally in 2019 to demand better pay and benefits for subcontractors on campus. Now, students want subcontractors to get pay and benefits whether or not they’re working during the pandemic. \u003ccite>(Courtesy of Jessicka Antonio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we really want is for Stanford to really stand by their workers and talk to them directly and work with unions,” Gupta said. “You know, treat their service workers the way that they treat students and faculty.”\u003c/p>\n\u003cp>SWR wants three things for contracted service workers:\u003c/p>\n\u003cul>\n\u003cli>Pay until June 15, like full-time and part-time university employees\u003c/li>\n\u003cli>Hazard pay of 10% for those who continue to work on campus\u003c/li>\n\u003cli>Additional sick leave\u003c/li>\n\u003c/ul>\n\u003cp>Junior Arielle DeVito points out that Stanford has one of the biggest endowments in the country, at nearly \u003ca href=\"https://news.stanford.edu/2019/10/02/stanford-releases-annual-financial-results-investment-return-endowment/\">$27.7 billion\u003c/a>.\u003c/p>\n\u003cp>“It would be, at this point, very easy for Stanford to provide for its subcontracted employees what it’s already providing for its direct hires,” DeVito said. “So, while we have sympathy that there are students, there are faculty, there are so many people that need help right now, it to me shows a lack of priorities rather than a lack of ability.” \u003c/p>\u003c/div>",
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"content": "\u003cp>One day a week, Ileana Sales' house becomes a mini school. The Fremont High School senior and her two sisters fire up their Chromebooks, connect to the internet, and then, despite social distancing restrictions, invite their cousins over.\u003c/p>\n\u003cp>\"They don't have internet, and they live in a place with no signal. So my dad told them if they wanted, they could come over and do their work at our house,\" Sales said.\u003c/p>\n\u003cp>The older cousin, she said, attends Fremont High with her and wants to stay on track to graduate; the younger cousin wants to make sure he graduates on time from middle school.\u003c/p>\n\u003cp>\"The first three weeks of the shelter in place, we didn't have to do anything, but after spring break, we heard from our teachers that we had to do school work, so we called our cousins to let them know,\" Sales said.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Nidya Baez, Fremont High School assistant principal\"]'It's about their kids getting internet so they can do their work. But I don't think that's fair.'[/pullquote]\u003c/p>\n\u003cp>At that point, Sales' youngest cousin, who is 12, moved in with the family for two weeks to try and get her work done.\u003c/p>\n\u003cp>\"Now they come over once a week to download assignments and then head home,\" Sales said.\u003c/p>\n\u003cp>Sales' cousins are far from unique. Across California, some 1.2 million students lack a reliable internet connection, according to Linda Darling-Hammond, president of the State Board of Education. A digital connection for students has become increasingly essential during the coronavirus pandemic, with almost all schools operating exclusively online.\u003c/p>\n\u003cp>In light of that, State Superintendent of Public Instruction Tony Thurmond is co-chairing a fact-finding session Monday to tackle the vast digital divide among students across the state that now, more than ever, threatens to widen the achievement gap. Thurmond and state Sen. Connie Leyva, D-Chino, who chairs the Senate Education Committee, are asking the heads of the state's major internet providers to explain what they are doing to help increase digital access.\u003c/p>\n\u003cp>In a tweet, the California Department of Education named the companies it intends to hear from.\u003c/p>\n\u003cp>https://twitter.com/CADeptEd/status/1251274100011458566?ref_src=twsrc%5Etfw\u003c/p>\n\u003cp>Meanwhile, Gov. Gavin Newsom announced Monday that the California Public Utilities Commission would make $30 million available to school districts to help students get internet access and devices they need to stay connected with their schools. Later this week, the CPUC is scheduled to hold a virtual workshop on expanding broadband access in unserved areas of the state. Lack of high-quality broadband access is also sparking interest in a new bill — \u003ca href=\"https://www.eff.org/deeplinks/2020/04/california-legislator-introduces-fiber-broadband-all-bill\">SB 1130\u003c/a> — introduced by state Sen. Lena Gonzalez, D-Long Beach, in February, which seeks to help close the digital divide by updating the state's broadband infrastructure program.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=news_11812706,news_11808204,mindshift_55701,mindshift_55608]Nidya Baez, Fremont High School's assistant principal, said she was able to survey about 80% of the school's nearly 800 students and found that 335 of them lacked computers at home, while 177 had no internet service. She said some families who don't speak English fluently or don't have credit cards are having difficulty signing up for the free internet services that some providers are temporarily offering.\u003c/p>\n\u003cp>\"I feel like a failure,\" Baez said. \"It's incredibly frustrating to not be able to give our families a clear-cut response with, 'Here's how you can do this.' And I think it's incredibly frustrating to see that when our students are trying not to fail.\"\u003c/p>\n\u003cp>As reported by \u003ca href=\"https://edsource.org/2020/in-their-own-words-kern-countys-work-in-distance-learning/629040\">EdSource\u003c/a>, school districts in some parts of California are attempting to jump-start their own solutions.\u003c/p>\n\u003cp>Anthony Davis, the chief technology officer for the Kern County Office of the Superintendent of Schools, told EdSource that his county has installed Wi-Fi hot spots at over 180 community sites, including schools, so students or their families can drive there to download online materials.\u003c/p>\n\u003cp>In Oakland, Baez longs for a similar initiative that can offer uniform access for all students in the district.\u003c/p>\n\u003cp>\"We have families that span different schools. So perhaps at one school they're getting a lot of support because that school has some kind of program where they are giving out devices or had access to devices like hot spots,\" said Baez, noting that Fremont High doesn't have anywhere near the resources necessary to meet that digital demand. \"And so it just confuses families.\"\u003c/p>\n\u003cp>She described how the family of one of her students from East Oakland recently tried to set up a free account with an internet provider and were placed on hold for hours before eventually being disconnected.\u003c/p>\n\u003cp>\"But they are going to try again,\" Baez said. \"You know why? Because it's about their kid getting internet so they can do their work. But I don't think that's fair. I think about the many other kids all over this country that are not poor. You know, they already have those resources at home. They don't have to do all that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Federal Communications Commission recently asked internet providers to \u003ca href=\"https://www.fcc.gov/keep-americans-connected\">continue providing access\u003c/a> to customers through the duration of the coronavirus pandemic, regardless of ability to pay, and more than 700 have pledged to do so.\u003c/p>\n\u003cp>But there have been plenty of hitches. In Oakland, for instance, Comcast \u003ca href=\"https://www.internetessentials.com/get-help#mostasked&all_AmIeligibleforIE\">initially denied free access\u003c/a> to customers with over a year of outstanding debt, but has since waived that restriction through mid-May.\u003c/p>\n\u003cp>Baez has been trying to direct her families to \u003ca href=\"https://www.techexchange.org\">Tech Exchange\u003c/a>, a digital equity organization in East Oakland, to get help with free services. But she wishes it was as easy as being able to give her students a code that they could simply punch into their computers and access free internet.\u003c/p>\n\u003cp>She bristles at the assumption that low-income students and students of color will not go above and beyond to succeed academically during the current shut down.\u003c/p>\n\u003cp>\"It's actually the complete opposite,\" she said. \"Because our students have lived in such circumstances that are really difficult and incredibly challenging, their families will go out of their way with whatever means that they have, trying their hardest to give their kids what they need. So it is an equity issue, and we have to resolve it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One day a week, Ileana Sales' house becomes a mini school. The Fremont High School senior and her two sisters fire up their Chromebooks, connect to the internet, and then, despite social distancing restrictions, invite their cousins over.\u003c/p>\n\u003cp>\"They don't have internet, and they live in a place with no signal. So my dad told them if they wanted, they could come over and do their work at our house,\" Sales said.\u003c/p>\n\u003cp>The older cousin, she said, attends Fremont High with her and wants to stay on track to graduate; the younger cousin wants to make sure he graduates on time from middle school.\u003c/p>\n\u003cp>\"The first three weeks of the shelter in place, we didn't have to do anything, but after spring break, we heard from our teachers that we had to do school work, so we called our cousins to let them know,\" Sales said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At that point, Sales' youngest cousin, who is 12, moved in with the family for two weeks to try and get her work done.\u003c/p>\n\u003cp>\"Now they come over once a week to download assignments and then head home,\" Sales said.\u003c/p>\n\u003cp>Sales' cousins are far from unique. Across California, some 1.2 million students lack a reliable internet connection, according to Linda Darling-Hammond, president of the State Board of Education. A digital connection for students has become increasingly essential during the coronavirus pandemic, with almost all schools operating exclusively online.\u003c/p>\n\u003cp>In light of that, State Superintendent of Public Instruction Tony Thurmond is co-chairing a fact-finding session Monday to tackle the vast digital divide among students across the state that now, more than ever, threatens to widen the achievement gap. Thurmond and state Sen. Connie Leyva, D-Chino, who chairs the Senate Education Committee, are asking the heads of the state's major internet providers to explain what they are doing to help increase digital access.\u003c/p>\n\u003cp>In a tweet, the California Department of Education named the companies it intends to hear from.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Meanwhile, Gov. Gavin Newsom announced Monday that the California Public Utilities Commission would make $30 million available to school districts to help students get internet access and devices they need to stay connected with their schools. Later this week, the CPUC is scheduled to hold a virtual workshop on expanding broadband access in unserved areas of the state. Lack of high-quality broadband access is also sparking interest in a new bill — \u003ca href=\"https://www.eff.org/deeplinks/2020/04/california-legislator-introduces-fiber-broadband-all-bill\">SB 1130\u003c/a> — introduced by state Sen. Lena Gonzalez, D-Long Beach, in February, which seeks to help close the digital divide by updating the state's broadband infrastructure program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Nidya Baez, Fremont High School's assistant principal, said she was able to survey about 80% of the school's nearly 800 students and found that 335 of them lacked computers at home, while 177 had no internet service. She said some families who don't speak English fluently or don't have credit cards are having difficulty signing up for the free internet services that some providers are temporarily offering.\u003c/p>\n\u003cp>\"I feel like a failure,\" Baez said. \"It's incredibly frustrating to not be able to give our families a clear-cut response with, 'Here's how you can do this.' And I think it's incredibly frustrating to see that when our students are trying not to fail.\"\u003c/p>\n\u003cp>As reported by \u003ca href=\"https://edsource.org/2020/in-their-own-words-kern-countys-work-in-distance-learning/629040\">EdSource\u003c/a>, school districts in some parts of California are attempting to jump-start their own solutions.\u003c/p>\n\u003cp>Anthony Davis, the chief technology officer for the Kern County Office of the Superintendent of Schools, told EdSource that his county has installed Wi-Fi hot spots at over 180 community sites, including schools, so students or their families can drive there to download online materials.\u003c/p>\n\u003cp>In Oakland, Baez longs for a similar initiative that can offer uniform access for all students in the district.\u003c/p>\n\u003cp>\"We have families that span different schools. So perhaps at one school they're getting a lot of support because that school has some kind of program where they are giving out devices or had access to devices like hot spots,\" said Baez, noting that Fremont High doesn't have anywhere near the resources necessary to meet that digital demand. \"And so it just confuses families.\"\u003c/p>\n\u003cp>She described how the family of one of her students from East Oakland recently tried to set up a free account with an internet provider and were placed on hold for hours before eventually being disconnected.\u003c/p>\n\u003cp>\"But they are going to try again,\" Baez said. \"You know why? Because it's about their kid getting internet so they can do their work. But I don't think that's fair. I think about the many other kids all over this country that are not poor. You know, they already have those resources at home. They don't have to do all that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Federal Communications Commission recently asked internet providers to \u003ca href=\"https://www.fcc.gov/keep-americans-connected\">continue providing access\u003c/a> to customers through the duration of the coronavirus pandemic, regardless of ability to pay, and more than 700 have pledged to do so.\u003c/p>\n\u003cp>But there have been plenty of hitches. In Oakland, for instance, Comcast \u003ca href=\"https://www.internetessentials.com/get-help#mostasked&all_AmIeligibleforIE\">initially denied free access\u003c/a> to customers with over a year of outstanding debt, but has since waived that restriction through mid-May.\u003c/p>\n\u003cp>Baez has been trying to direct her families to \u003ca href=\"https://www.techexchange.org\">Tech Exchange\u003c/a>, a digital equity organization in East Oakland, to get help with free services. But she wishes it was as easy as being able to give her students a code that they could simply punch into their computers and access free internet.\u003c/p>\n\u003cp>She bristles at the assumption that low-income students and students of color will not go above and beyond to succeed academically during the current shut down.\u003c/p>\n\u003cp>\"It's actually the complete opposite,\" she said. \"Because our students have lived in such circumstances that are really difficult and incredibly challenging, their families will go out of their way with whatever means that they have, trying their hardest to give their kids what they need. So it is an equity issue, and we have to resolve it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The Homeless Census Count Was Difficult Before COVID-19 — Now It’s a Feat",
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"content": "\u003cp>Homeless people are among the hardest to count for the U.S. Census Bureau. Now that COVID-19 has restricted normal operations, some Bay Area groups are still working to spread the word while sheltering in place.\u003c/p>\n\u003cp>San Jose-based nonprofit \u003ca href=\"https://streetsteam.org/index\">Downtown Streets Team\u003c/a> is trying to ensure Bay Area homeless people get counted this year. The nonprofit had initially planned to canvas encampments and talk to people face to face. But once COVID-19 hit, those plans went out the window. The organization is now relying on their outreach workers, who are often homeless themselves, to spread the word.\u003c/p>\n\u003cp>Denise Del Rio is one of those volunteers. She became homeless two years ago after losing her mom to lung cancer and her house to a cheating boyfriend. She’s 59 years old, has congestive heart failure and pulmonary arterial hypertension, a type of hypertension that affects her lungs and heart.\u003c/p>\n\u003cp>She now lives in a white van that she parks in Hayward. She keeps her distance and wears a mask while doing outreach work, but it’s still scary. “I get frightened, but I pray a lot,” she said.\u003c/p>\n\u003cp>Downtown Streets provides Del Rio with a weekly basic needs stipend for the census work she’s doing. She has a network of friends and acquaintances she’s been reaching out to, but the census is not an easy sell. It’s not that people are worried about the pandemic — Del Rio calls people on the phone and encourages them to use the phone or to fill out the survey online.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The first question is, ‘What do I get out of it?’ And I’m like, ‘Well, I can give you a coffee or we could go to 7/11 and get something to eat, but the main function is to get your count,’ ” Del Rio said.\u003c/p>\n\u003cp>Downtown Streets has a contract with United Way Bay Area to facilitate the count among this historically undercounted group. The nonprofit has five volunteers, including Del Rio, working in Hayward. They have applied for grants to do work in six more cities — including San Jose, San Francisco and Berkeley — but they won’t hear back about those grants until April 27.\u003c/p>\n\u003cp>Tiana Smith, Downtown Streets Team lead for the census, believes the team is doing the best they can under the circumstances, but they’re still missing people.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"1080\" height=\"720\" frameborder=\"0\" scrolling=\"no\" src=\"https://arcg.is/1vGfia\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n“Well, some people don’t have cellphones, so we can’t reach them by a text message or a phone call,” Smith said. “People who are in those hard-to-reach places, if it’s under the bridge or in an encampment somewhere.”\u003c/p>\n\u003cp>The California Complete Count Census 2020 office is spending $187.2 million on outreach and communications. They’re working with 120 organizations to reach hard-to-count groups, including seniors, people with disabilities and immigrant communities. Homebase is one of those organizations, focusing on the homeless count.\u003c/p>\n\u003cp>Jessie Hewins, \u003ca href=\"https://www.homebaseccc.org/\">Homebase’s\u003c/a> managing attorney, said the San Francisco-based nonprofit was among the groups working to provide accessible self-response census kiosks that would be stationed in libraries and community centers for anyone to use. But now that shelter-in-place orders have prohibited face-to-face interactions, those plans are on hold for now.\u003c/p>\n\u003cp>“The COVID-19 outbreak has really thrown a wrench in a lot of the preparation that was going on,” Hewins said.\u003c/p>\n\u003cp>Homebase has been coordinating outreach efforts within shelters, food banks and other homeless service organizations, but it’s not anywhere near the effort the nonprofit was planning to roll out by now.\u003c/p>\n\u003cp>[aside tag=\"census\" label=\"Related Coverage\"]\u003c/p>\n\u003cp>The U.S. Census Bureau has pushed back some deadlines for data collection. The self-response period has been extended from \u003ca href=\"https://www.census.gov/newsroom/press-releases/2020/statement-covid-19-2020.html\">July 31 to Oct. 31\u003c/a>. But the deadline to count people experiencing homelessness outdoors hasn’t been set yet. The Census Bureau says that schedule needs \u003ca href=\"https://2020census.gov/en/news-events/operational-adjustments-covid-19.html\">“further review.”\u003c/a>\u003c/p>\n\u003cp>“Because all of that is on hold right now and those person-to-person interactions aren’t happening,” Hewin said. “We’re kinda waiting to see when some of that will get pushed back to.”\u003c/p>\n\u003cp>Hewins said it’s difficult to plan outreach efforts when she’s not getting clear guidance from the Census Bureau on what outreach is permitted right now. And while the census is important, organizations like hers have their plates full with matters of greater urgency: They’re trying to move homeless people off the streets and from congested shelters into temporary housing and hotel rooms. They’re also trying to identify and protect the immunocompromised within homeless groups.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Everybody is just doing their best to change course,” Hewins said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Homeless people are among the hardest to count for the U.S. Census Bureau. Now that COVID-19 has restricted normal operations, some Bay Area groups are still working to spread the word while sheltering in place.\u003c/p>\n\u003cp>San Jose-based nonprofit \u003ca href=\"https://streetsteam.org/index\">Downtown Streets Team\u003c/a> is trying to ensure Bay Area homeless people get counted this year. The nonprofit had initially planned to canvas encampments and talk to people face to face. But once COVID-19 hit, those plans went out the window. The organization is now relying on their outreach workers, who are often homeless themselves, to spread the word.\u003c/p>\n\u003cp>Denise Del Rio is one of those volunteers. She became homeless two years ago after losing her mom to lung cancer and her house to a cheating boyfriend. She’s 59 years old, has congestive heart failure and pulmonary arterial hypertension, a type of hypertension that affects her lungs and heart.\u003c/p>\n\u003cp>She now lives in a white van that she parks in Hayward. She keeps her distance and wears a mask while doing outreach work, but it’s still scary. “I get frightened, but I pray a lot,” she said.\u003c/p>\n\u003cp>Downtown Streets provides Del Rio with a weekly basic needs stipend for the census work she’s doing. She has a network of friends and acquaintances she’s been reaching out to, but the census is not an easy sell. It’s not that people are worried about the pandemic — Del Rio calls people on the phone and encourages them to use the phone or to fill out the survey online.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The first question is, ‘What do I get out of it?’ And I’m like, ‘Well, I can give you a coffee or we could go to 7/11 and get something to eat, but the main function is to get your count,’ ” Del Rio said.\u003c/p>\n\u003cp>Downtown Streets has a contract with United Way Bay Area to facilitate the count among this historically undercounted group. The nonprofit has five volunteers, including Del Rio, working in Hayward. They have applied for grants to do work in six more cities — including San Jose, San Francisco and Berkeley — but they won’t hear back about those grants until April 27.\u003c/p>\n\u003cp>Tiana Smith, Downtown Streets Team lead for the census, believes the team is doing the best they can under the circumstances, but they’re still missing people.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"1080\" height=\"720\" frameborder=\"0\" scrolling=\"no\" src=\"https://arcg.is/1vGfia\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n“Well, some people don’t have cellphones, so we can’t reach them by a text message or a phone call,” Smith said. “People who are in those hard-to-reach places, if it’s under the bridge or in an encampment somewhere.”\u003c/p>\n\u003cp>The California Complete Count Census 2020 office is spending $187.2 million on outreach and communications. They’re working with 120 organizations to reach hard-to-count groups, including seniors, people with disabilities and immigrant communities. Homebase is one of those organizations, focusing on the homeless count.\u003c/p>\n\u003cp>Jessie Hewins, \u003ca href=\"https://www.homebaseccc.org/\">Homebase’s\u003c/a> managing attorney, said the San Francisco-based nonprofit was among the groups working to provide accessible self-response census kiosks that would be stationed in libraries and community centers for anyone to use. But now that shelter-in-place orders have prohibited face-to-face interactions, those plans are on hold for now.\u003c/p>\n\u003cp>“The COVID-19 outbreak has really thrown a wrench in a lot of the preparation that was going on,” Hewins said.\u003c/p>\n\u003cp>Homebase has been coordinating outreach efforts within shelters, food banks and other homeless service organizations, but it’s not anywhere near the effort the nonprofit was planning to roll out by now.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The U.S. Census Bureau has pushed back some deadlines for data collection. The self-response period has been extended from \u003ca href=\"https://www.census.gov/newsroom/press-releases/2020/statement-covid-19-2020.html\">July 31 to Oct. 31\u003c/a>. But the deadline to count people experiencing homelessness outdoors hasn’t been set yet. The Census Bureau says that schedule needs \u003ca href=\"https://2020census.gov/en/news-events/operational-adjustments-covid-19.html\">“further review.”\u003c/a>\u003c/p>\n\u003cp>“Because all of that is on hold right now and those person-to-person interactions aren’t happening,” Hewin said. “We’re kinda waiting to see when some of that will get pushed back to.”\u003c/p>\n\u003cp>Hewins said it’s difficult to plan outreach efforts when she’s not getting clear guidance from the Census Bureau on what outreach is permitted right now. And while the census is important, organizations like hers have their plates full with matters of greater urgency: They’re trying to move homeless people off the streets and from congested shelters into temporary housing and hotel rooms. They’re also trying to identify and protect the immunocompromised within homeless groups.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Everybody is just doing their best to change course,” Hewins said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The coronavirus pandemic has forced many parents to take on the role of teacher while working from home. For single parents, the adjustment has called for major changes. Three Oakland women shared how they are trying to keep their sons on track.\u003c/p>\n\u003ch3>Trusting Her Teenager\u003c/h3>\n\u003cfigure id=\"attachment_11812729\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11812729\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caroline Colson in Oakland on April 4, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Before the coronavirus pandemic transformed her life, Caroline Colson would bring her son Saeed to church every other Sunday to help deliver food to Oakland’s homeless encampments.\u003c/p>\n\u003cp>“He has a clear understanding about helping others,” she said. “I instilled that in him.”\u003c/p>\n\u003cp>Now Colson is asking her son to bring that sense of responsibility and caring to their own home, as the statewide shelter-in-place order forces them to create what she calls, “a new normal.”\u003c/p>\n\u003cp>For Saeed, it has meant learning to cook for himself, do his laundry and take on chores like separating the recycling. “Some of these things we've been doing. But he has to do it more since he's at home,” Colson said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And then there is school.\u003c/p>\n\u003cp>“He has to go to the different teachers that are available online who have loaded assignments, because not everyone does it every day,” Colson said. “He has to check, go to each tab for each teacher and then we'll talk about the assignments.”\u003c/p>\n\u003cp>As an analyst for the state’s Department of Social Services, Colson is an essential worker who can work from home three days a week, where it’s easier for her to help Saeed. But two days a week, she must head into the office and leave her 13-year-old at home.\u003c/p>\n\u003cp>Colson is a single parent, and for the past three weeks she has been trying to find the right balance between doing her job and directing her 7th grader's school work. At times her son can be with his father, she said, but mostly he is with her — which means monitoring Saeed's progress remotely while at work.\u003c/p>\n\u003cp>“He is emailing me and texting me and letting me know that he's eating, that he's doing his homework,” she said.\u003c/p>\n\u003cp>Sometimes Colson must take time to try and explain school assignments over the phone.\u003c/p>\n\u003cp>“You know, basically all the education is totally relying upon me. Unfortunately for me, I don't know all the material that is being presented, so I’m like, ‘OK. Well, share with me. Let me see what you're doing so I can read it and see what they're asking you',\" she said. “It's like I'm learning the material and, at the same time, helping him.”\u003c/p>\n\u003cp>Colson said she doesn’t know how Saeed will be graded since some of his teachers at Oakland’s Bret Harte Middle School have yet to connect with him. She said she spent one evening exchanging text messages with a teacher because an app Saeed needed for his schoolwork wasn’t working.\u003c/p>\n\u003cp>Colson would like Saeed to be able to connect with his teachers directly, because they’re the ones with expertise, and she senses his frustration.\u003c/p>\n\u003cp>“He asked me, ‘Well, why am I doing all this ton of work, Mom?’ And I had to explain to him that they still want you to have the same type of work and homework as though he was in a classroom,\" she said. \"And he's like, ‘Well, we're not a classroom, we're at home.'”\u003c/p>\n\u003cp>When Colson is working at home, she and her son take breaks together to go for a walk or have lunch. She lets him skateboard in the park and play games with friends online. Late in the afternoon, he focuses on school work.\u003c/p>\n\u003cp>She thinks he is getting a little more comfortable learning with her, one-on-one, away from the distractions of a classroom of 30.\u003c/p>\n\u003cp>“We're having more and more talks about school, about different stuff,” she said. “It is actually a blessing I don't have multiple kids and multiple grades in all different ages.”\u003c/p>\n\u003cp>“I am doing fine, to be honest with you. I've been praying every day,” she added. “That's just something that's just part of my lifestyle, because I am a Christian.”\u003c/p>\n\u003ch3>Learning on a Cell Phone\u003c/h3>\n\u003cfigure id=\"attachment_11812727\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11812727\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-800x533.jpg\" alt=\"Miesha Henderson helps her first grader do school work on a cell phone. \" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miesha Henderson helps her first grader do school work on a cell phone. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Things were just falling into place for Miesha Henderson before the coronavirus pandemic hit the Bay Area. She had a job at Costco in Richmond. She had to take BART, a bus and then a Lyft to get there from her home in Oakland, but it was helping to pay the rent.\u003c/p>\n\u003cp>Henderson also worked as a paid crossing guard at her son’s elementary school, Think College Now, on International Boulevard, and she was in training with a local activist organization, \u003ca href=\"https://oaklandreach.org/about-us/\">The Oakland Reach\u003c/a>, where she would earn a stipend for going through the program.\u003c/p>\n\u003cp>All that income has dried up now, but the bright spot of being forced to stay at home has been spending more time with her son, Gregory.\u003c/p>\n\u003cp>“We're like two peas in a pod, so this is nothing new for us,” Henderson said.\u003c/p>\n\u003cp>She’s been continuing Gregory’s first grade math and reading lessons with help from his teacher, Julie Dulay. All of that takes place on her cell phone, since Gregory doesn’t have a laptop.\u003c/p>\n\u003cp>“We're doing a lot of stuff on the phones with Zearn.org, and a lot of the reading and the math assignments are being put on online,” Henderson said. She is also using an app called TalkingPoints\u003cstrong>,\u003c/strong> which she said all parents at her school are required to download to stay in touch with the school and their teachers.\u003c/p>\n\u003cp>Oakland Unified School District (OUSD) has said it is still surveying district families in the hopes of providing a device for all who need them. In early April, State Superintendent of Public Instruction Tony Thurmond said that despite some help from tech companies, the state is still short of about 150,000 devices.\u003c/p>\n\u003cp>Henderson said the phone apps are working for now, and it helps that she has a good relationship with Gregory’s teacher.\u003c/p>\n\u003cp>“She knows me, I know her, I miss her a lot,” Henderson said.\u003c/p>\n\u003cp>Still, she said Gregory loves school and misses his friends and teacher.\u003c/p>\n\u003cp>“It's kind of hard for him because with me, it's a difference between the teacher and then to your mom,” Henderson said. “He's kind of being like, ‘OK, well, Ma, you're not doing it the right way!’ Or he's kind of teaching me how to do it.”\u003c/p>\n\u003cp>Henderson is following the schedule provided by her son’s teacher, including recess and art time, and said Gregory's teacher is tracking his progress.\u003c/p>\n\u003cp>“She just sent me his report card through text message and what he needs to work on,” Henderson said. “He's very good at math. In the reading, we just need to work on spelling and writing for Gregory.”\u003c/p>\n\u003cp>Meanwhile, money for food and rent has become a bigger worry for Henderson. Since the beginning of sheltering in place, a neighbor has helped pick up lunches from the school district, since Henderson doesn’t have a car and she’s afraid of taking public transit for fear of getting the coronavirus. She also relies on CalWORKS and CalFresh for assistance.\u003c/p>\n\u003cp>Henderson also applied for, and received, a $550 grant from \u003ca href=\"https://oaklandreach.org/donate/apply-for-reach-relief-fund/\">The Oakland Reach Fund\u003c/a>, which had quickly raised and distributed $140,000 in cash aid to over 1,000 parents in need — weeks before the city’s \u003ca href=\"https://www.oaklandedfund.org/give/covid-19/\">Oakland Public Education Rapid Relief Fund\u003c/a> got off the ground. The Oakland Reach has continued to collect donations, and is preparing for a second round of cash help to families in the last week of April.\u003c/p>\n\u003cp>Henderson remains optimistic. She is grateful when Gregory’s father steps in to help care for him and said her son is happy and thriving. Schooling continues to be a bright spot for both of them. The one thing she longs for at home is a garden.\u003c/p>\n\u003cp>“We miss the school garden,” she said.\u003c/p>\n\u003ch3>Determined Not to Fall Behind\u003c/h3>\n\u003cfigure id=\"attachment_11812724\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11812724\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-800x533.jpg\" alt=\"Carolyn Bims-Payne and her two sons take a daily walk around their neighborhood in Oakland on Mar. 26, 2020.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carolyn Bims-Payne and her two sons take a daily walk around their neighborhood in Oakland on Mar. 26, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a recent morning, Carolyn Bims-Payne glanced up from her laptop, and saw her two boys starting to fidget while on their Chromebooks. It was a familiar moment — they were struggling with their school assignments and she knew in a moment they’d likely start to bicker.\u003c/p>\n\u003cp>Though she was loathe to pull herself away from the deadline she was on for her own work with the Alameda County Social Services, Bims-Payne stood and put on some jazz music and opened up a window to change the tone in the room.\u003c/p>\n\u003cp>The boys peppered her with questions, “Why we can’t go outside? If we're not at school, why do we have to do work?”\u003c/p>\n\u003cp>She tried to bring them back to task, stressing the importance of the curriculum. “This is not a summer break,” she reminded them gently. “We still have to learn, because when you get to the fourth grade, when you get to the seventh grade, you're expected to be at a place where you know all of this material.”\u003c/p>\n\u003cp>What occupies her mind in these moments is how she can’t let her sons fall behind in their learning, even if all their teachers are not available to teach them right now.\u003c/p>\n\u003cp>“It's very overwhelming because it's like, OK, so now I have to read your homework, understand your homework, explain it and really teach it to you and still try to focus on my job on how I feed and care for the family, financially,” said Bims-Payne, who is an essential worker for the county and is able to work from home. She said she can’t rely on the boys’ father for help, as he is not in their lives.\u003c/p>\n\u003cp>She has reached out to her sons' teachers. Some have simply handed out multiple assignments all at once, while another teacher has been sending helpful YouTube videos explaining how to get the work done.\u003c/p>\n\u003cp>Bims-Payne is concerned that OUSD has yet to let parents know how new pass/fail grading will work, or whether school will restart on campuses early in August.\u003c/p>\n\u003cp>\u003ca href=\"https://west.edtrust.org/press-release/poll-ca-parents-concerned-about-school-closures-caused-by-covid-19/\">A statewide poll\u003c/a> of California parents in early April by The Education Trust—West shows that many parents are concerned their children will fall behind during school closures.\u003c/p>\n\u003cp>A majority of Latinx and African American parents polled say they do not have the resources, including computers or supplies, to help their child stay on track. The poll also found that many of those parents said they had not been contacted by their children’s teachers or given direction by their school or district as to how instruction would happen.\u003c/p>\n\u003cp>In fact, when her sons’ campuses shut down, Bims-Payne had one Chromebook at home, but knew she would need another. It was only by chance that she learned from a neighbor that her school was giving out free Chromebooks — she hadn’t received a notice from the district.\u003c/p>\n\u003cp>OUSD has consistently told parents it is working on building out its plans, and the district's chief academic officer said on April 14 that the district is in its \"Try it Out\" phase.\u003c/p>\n\u003cp>But Bims-Payne is not waiting for the district any longer. She came up with a routine to try and balance her work and her sons' needs.\u003c/p>\n\u003cp>By 7 a.m. each weekday she is set up on her laptop in bed, trying to check in with her supervisor and clear emails before she gets her two boys up around 9 a.m. for breakfast. The three of them combine work with chores and play, trying to end each day with a walk.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“My pastor on International Woman’s Day gave a sermon on our little Facebook group, and she spoke about ‘the woman for the job,’” recalled Bims-Payne. ”I keep replaying that in my head: I'm the woman for the job, even though it's overwhelming, even though I'm tired, even though I'm frustrated with OUSD.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The coronavirus pandemic has forced many parents to take on the role of teacher while working from home. For single parents, the adjustment has called for major changes. Three Oakland women shared how they are trying to keep their sons on track.\u003c/p>\n\u003ch3>Trusting Her Teenager\u003c/h3>\n\u003cfigure id=\"attachment_11812729\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11812729\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent-Caroline-Colson_04042020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caroline Colson in Oakland on April 4, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Before the coronavirus pandemic transformed her life, Caroline Colson would bring her son Saeed to church every other Sunday to help deliver food to Oakland’s homeless encampments.\u003c/p>\n\u003cp>“He has a clear understanding about helping others,” she said. “I instilled that in him.”\u003c/p>\n\u003cp>Now Colson is asking her son to bring that sense of responsibility and caring to their own home, as the statewide shelter-in-place order forces them to create what she calls, “a new normal.”\u003c/p>\n\u003cp>For Saeed, it has meant learning to cook for himself, do his laundry and take on chores like separating the recycling. “Some of these things we've been doing. But he has to do it more since he's at home,” Colson said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And then there is school.\u003c/p>\n\u003cp>“He has to go to the different teachers that are available online who have loaded assignments, because not everyone does it every day,” Colson said. “He has to check, go to each tab for each teacher and then we'll talk about the assignments.”\u003c/p>\n\u003cp>As an analyst for the state’s Department of Social Services, Colson is an essential worker who can work from home three days a week, where it’s easier for her to help Saeed. But two days a week, she must head into the office and leave her 13-year-old at home.\u003c/p>\n\u003cp>Colson is a single parent, and for the past three weeks she has been trying to find the right balance between doing her job and directing her 7th grader's school work. At times her son can be with his father, she said, but mostly he is with her — which means monitoring Saeed's progress remotely while at work.\u003c/p>\n\u003cp>“He is emailing me and texting me and letting me know that he's eating, that he's doing his homework,” she said.\u003c/p>\n\u003cp>Sometimes Colson must take time to try and explain school assignments over the phone.\u003c/p>\n\u003cp>“You know, basically all the education is totally relying upon me. Unfortunately for me, I don't know all the material that is being presented, so I’m like, ‘OK. Well, share with me. Let me see what you're doing so I can read it and see what they're asking you',\" she said. “It's like I'm learning the material and, at the same time, helping him.”\u003c/p>\n\u003cp>Colson said she doesn’t know how Saeed will be graded since some of his teachers at Oakland’s Bret Harte Middle School have yet to connect with him. She said she spent one evening exchanging text messages with a teacher because an app Saeed needed for his schoolwork wasn’t working.\u003c/p>\n\u003cp>Colson would like Saeed to be able to connect with his teachers directly, because they’re the ones with expertise, and she senses his frustration.\u003c/p>\n\u003cp>“He asked me, ‘Well, why am I doing all this ton of work, Mom?’ And I had to explain to him that they still want you to have the same type of work and homework as though he was in a classroom,\" she said. \"And he's like, ‘Well, we're not a classroom, we're at home.'”\u003c/p>\n\u003cp>When Colson is working at home, she and her son take breaks together to go for a walk or have lunch. She lets him skateboard in the park and play games with friends online. Late in the afternoon, he focuses on school work.\u003c/p>\n\u003cp>She thinks he is getting a little more comfortable learning with her, one-on-one, away from the distractions of a classroom of 30.\u003c/p>\n\u003cp>“We're having more and more talks about school, about different stuff,” she said. “It is actually a blessing I don't have multiple kids and multiple grades in all different ages.”\u003c/p>\n\u003cp>“I am doing fine, to be honest with you. I've been praying every day,” she added. “That's just something that's just part of my lifestyle, because I am a Christian.”\u003c/p>\n\u003ch3>Learning on a Cell Phone\u003c/h3>\n\u003cfigure id=\"attachment_11812727\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11812727\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-800x533.jpg\" alt=\"Miesha Henderson helps her first grader do school work on a cell phone. \" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/SingleParent_Miesha_03262020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miesha Henderson helps her first grader do school work on a cell phone. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Things were just falling into place for Miesha Henderson before the coronavirus pandemic hit the Bay Area. She had a job at Costco in Richmond. She had to take BART, a bus and then a Lyft to get there from her home in Oakland, but it was helping to pay the rent.\u003c/p>\n\u003cp>Henderson also worked as a paid crossing guard at her son’s elementary school, Think College Now, on International Boulevard, and she was in training with a local activist organization, \u003ca href=\"https://oaklandreach.org/about-us/\">The Oakland Reach\u003c/a>, where she would earn a stipend for going through the program.\u003c/p>\n\u003cp>All that income has dried up now, but the bright spot of being forced to stay at home has been spending more time with her son, Gregory.\u003c/p>\n\u003cp>“We're like two peas in a pod, so this is nothing new for us,” Henderson said.\u003c/p>\n\u003cp>She’s been continuing Gregory’s first grade math and reading lessons with help from his teacher, Julie Dulay. All of that takes place on her cell phone, since Gregory doesn’t have a laptop.\u003c/p>\n\u003cp>“We're doing a lot of stuff on the phones with Zearn.org, and a lot of the reading and the math assignments are being put on online,” Henderson said. She is also using an app called TalkingPoints\u003cstrong>,\u003c/strong> which she said all parents at her school are required to download to stay in touch with the school and their teachers.\u003c/p>\n\u003cp>Oakland Unified School District (OUSD) has said it is still surveying district families in the hopes of providing a device for all who need them. In early April, State Superintendent of Public Instruction Tony Thurmond said that despite some help from tech companies, the state is still short of about 150,000 devices.\u003c/p>\n\u003cp>Henderson said the phone apps are working for now, and it helps that she has a good relationship with Gregory’s teacher.\u003c/p>\n\u003cp>“She knows me, I know her, I miss her a lot,” Henderson said.\u003c/p>\n\u003cp>Still, she said Gregory loves school and misses his friends and teacher.\u003c/p>\n\u003cp>“It's kind of hard for him because with me, it's a difference between the teacher and then to your mom,” Henderson said. “He's kind of being like, ‘OK, well, Ma, you're not doing it the right way!’ Or he's kind of teaching me how to do it.”\u003c/p>\n\u003cp>Henderson is following the schedule provided by her son’s teacher, including recess and art time, and said Gregory's teacher is tracking his progress.\u003c/p>\n\u003cp>“She just sent me his report card through text message and what he needs to work on,” Henderson said. “He's very good at math. In the reading, we just need to work on spelling and writing for Gregory.”\u003c/p>\n\u003cp>Meanwhile, money for food and rent has become a bigger worry for Henderson. Since the beginning of sheltering in place, a neighbor has helped pick up lunches from the school district, since Henderson doesn’t have a car and she’s afraid of taking public transit for fear of getting the coronavirus. She also relies on CalWORKS and CalFresh for assistance.\u003c/p>\n\u003cp>Henderson also applied for, and received, a $550 grant from \u003ca href=\"https://oaklandreach.org/donate/apply-for-reach-relief-fund/\">The Oakland Reach Fund\u003c/a>, which had quickly raised and distributed $140,000 in cash aid to over 1,000 parents in need — weeks before the city’s \u003ca href=\"https://www.oaklandedfund.org/give/covid-19/\">Oakland Public Education Rapid Relief Fund\u003c/a> got off the ground. The Oakland Reach has continued to collect donations, and is preparing for a second round of cash help to families in the last week of April.\u003c/p>\n\u003cp>Henderson remains optimistic. She is grateful when Gregory’s father steps in to help care for him and said her son is happy and thriving. Schooling continues to be a bright spot for both of them. The one thing she longs for at home is a garden.\u003c/p>\n\u003cp>“We miss the school garden,” she said.\u003c/p>\n\u003ch3>Determined Not to Fall Behind\u003c/h3>\n\u003cfigure id=\"attachment_11812724\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11812724\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-800x533.jpg\" alt=\"Carolyn Bims-Payne and her two sons take a daily walk around their neighborhood in Oakland on Mar. 26, 2020.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/Oakland_SingleParent_Carolyn_03262020-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carolyn Bims-Payne and her two sons take a daily walk around their neighborhood in Oakland on Mar. 26, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a recent morning, Carolyn Bims-Payne glanced up from her laptop, and saw her two boys starting to fidget while on their Chromebooks. It was a familiar moment — they were struggling with their school assignments and she knew in a moment they’d likely start to bicker.\u003c/p>\n\u003cp>Though she was loathe to pull herself away from the deadline she was on for her own work with the Alameda County Social Services, Bims-Payne stood and put on some jazz music and opened up a window to change the tone in the room.\u003c/p>\n\u003cp>The boys peppered her with questions, “Why we can’t go outside? If we're not at school, why do we have to do work?”\u003c/p>\n\u003cp>She tried to bring them back to task, stressing the importance of the curriculum. “This is not a summer break,” she reminded them gently. “We still have to learn, because when you get to the fourth grade, when you get to the seventh grade, you're expected to be at a place where you know all of this material.”\u003c/p>\n\u003cp>What occupies her mind in these moments is how she can’t let her sons fall behind in their learning, even if all their teachers are not available to teach them right now.\u003c/p>\n\u003cp>“It's very overwhelming because it's like, OK, so now I have to read your homework, understand your homework, explain it and really teach it to you and still try to focus on my job on how I feed and care for the family, financially,” said Bims-Payne, who is an essential worker for the county and is able to work from home. She said she can’t rely on the boys’ father for help, as he is not in their lives.\u003c/p>\n\u003cp>She has reached out to her sons' teachers. Some have simply handed out multiple assignments all at once, while another teacher has been sending helpful YouTube videos explaining how to get the work done.\u003c/p>\n\u003cp>Bims-Payne is concerned that OUSD has yet to let parents know how new pass/fail grading will work, or whether school will restart on campuses early in August.\u003c/p>\n\u003cp>\u003ca href=\"https://west.edtrust.org/press-release/poll-ca-parents-concerned-about-school-closures-caused-by-covid-19/\">A statewide poll\u003c/a> of California parents in early April by The Education Trust—West shows that many parents are concerned their children will fall behind during school closures.\u003c/p>\n\u003cp>A majority of Latinx and African American parents polled say they do not have the resources, including computers or supplies, to help their child stay on track. The poll also found that many of those parents said they had not been contacted by their children’s teachers or given direction by their school or district as to how instruction would happen.\u003c/p>\n\u003cp>In fact, when her sons’ campuses shut down, Bims-Payne had one Chromebook at home, but knew she would need another. It was only by chance that she learned from a neighbor that her school was giving out free Chromebooks — she hadn’t received a notice from the district.\u003c/p>\n\u003cp>OUSD has consistently told parents it is working on building out its plans, and the district's chief academic officer said on April 14 that the district is in its \"Try it Out\" phase.\u003c/p>\n\u003cp>But Bims-Payne is not waiting for the district any longer. She came up with a routine to try and balance her work and her sons' needs.\u003c/p>\n\u003cp>By 7 a.m. each weekday she is set up on her laptop in bed, trying to check in with her supervisor and clear emails before she gets her two boys up around 9 a.m. for breakfast. The three of them combine work with chores and play, trying to end each day with a walk.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“My pastor on International Woman’s Day gave a sermon on our little Facebook group, and she spoke about ‘the woman for the job,’” recalled Bims-Payne. ”I keep replaying that in my head: I'm the woman for the job, even though it's overwhelming, even though I'm tired, even though I'm frustrated with OUSD.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-do-you-hold-a-strike-online-uc-teaching-assistants-are-finding-out",
"title": "How Do You Hold a Strike Online? UC Teaching Assistants Are Finding Out",
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"headTitle": "How Do You Hold a Strike Online? UC Teaching Assistants Are Finding Out | KQED",
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"content": "\u003cp>Just a month ago, picket lines surrounded the base of the UC Santa Cruz campus, the halls of buildings filled with chants like “My neck, my back, the UC is whack.”\u003c/p>\n\u003cp>The graduate student strike calling for a cost of living adjustment (COLA) started in Santa Cruz but quickly sparked solidarity actions at University of California campuses across the state, garnering \u003ca href=\"https://www.nytimes.com/2020/02/11/us/ucsc-strike.html\">national attention\u003c/a>. It was a wildcat strike, meaning not officially endorsed by the students’ union. Teaching assistants argued they weren’t earning enough to afford California’s pricey rents. The university said they should wait until their union contract expired to negotiate — and sent police armed with riot gear to confront them.\u003c/p>\n\u003cp>Now, with the coronavirus emptying campuses and rallies impractical due to social distancing, graduate students are figuring out how to take their movement online.\u003c/p>\n\u003cp>At the end of March, strikers launched \u003ca href=\"https://strikeuniversity.org\">Strike University\u003c/a>, a series of online classes for activists covering subjects like “Graphic Design for Social Justice” and “Rethinking the Benevolent University.” The teach-ins aim to promote “free and accessible” public education, along with “critical thinking and skills not bound to the imperatives of the market,” the Strike University website reads.\u003c/p>\n\u003cp>Organizers are also holding epic Zoom calls in which hundreds of strikers across the state discuss strategy and tactics. [aside tag=\"coronavirus\" label=\"more coverage\"]\u003c/p>\n\u003cp>Graduate students had tried to gain leverage with the university by refusing to submit students’ grades, but that became harder during a pandemic, said Yulia Gilich, a cinema & digital media Ph.D. student at UC Santa Cruz.\u003c/p>\n\u003cp>“Because everything is digital now, we cannot physically withhold blue books and everyone has access,” they said. “If the faculty wants to do the extra labor, they can.”\u003c/p>\n\u003cp>At least 80 graduate students at UC San Diego who were withholding winter quarter grades recently voted to submit them, saying they didn’t want to cause undergraduates additional stress during a pandemic — though other campuses remain on strike.\u003c/p>\n\u003cp>The union that represents more than 19,000 UC graduate student workers, United Auto Workers (UAW) Local 2865, reached agreement on two points with the university in March: Eighty-two graduate students fired from UC Santa Cruz in February for participating in the strike will have their health coverage reinstated.\u003c/p>\n\u003cp>While the fired students were told in their dismissal letter that they would not be considered for a spring appointment, UC Santa Cruz allowed them to apply if they submitted last quarter’s grades and agreed not to strike again unless the union authorizes it.\u003c/p>\n\u003cp>“In the context of a global pandemic and mass joblessness, we felt it was crucial to do everything we could to preserve these jobs,” Kavitha Iyengar, the union’s president, said in a statement.\u003c/p>\n\u003cp>The strikers, however, said that the agreement didn’t go far enough, as it didn’t ensure compensation for those who could no longer find spring appointments. [ad fullwidth]\u003c/p>\n\u003cp>Other things have changed, too. UC Santa Cruz had been spending heavily to police the picket line, where 17 students were arrested in February. Not anymore.\u003c/p>\n\u003cp>Gilich and a dozen other UC Santa Cruz graduate students started their campaign nearly a year ago, after failed efforts to pass a rent control measure in the city of Santa Cruz and set up a safe overnight parking program for students living in their cars.\u003c/p>\n\u003cp>“There was just a feeling of defeat with every campaign that we ended up working on that failed,” Gilich said. “Our situations continue to get more and more dire.”\u003c/p>\n\u003cp>UC graduate students make $22,000 a year before taxes, on average, according to the university; the \u003ca href=\"https://data.census.gov/cedsci/table?q=median%20rent%20santa%20cruz,%20california&hidePreview=false&tid=ACSDT1Y2018.B25064&vintage=2018&layer=county&cid=DP04_0001E&g=0500000US06065&y=2018\">average monthly rent\u003c/a> in Santa Cruz County is $1,685.\u003c/p>\n\u003cp>Since coming to UC Santa Cruz from Russia four years ago, Gilich says they have consistently spent more than half of their paycheck on rent each month, though they live with multiple housemates. Because Gilich is in the United States on an international student visa, they can’t legally pick up additional jobs beyond their teaching appointment.\u003c/p>\n\u003cp>“I like research,” Gilich said. “UCSC was my first choice for my Ph.D. I like teaching. I really enjoy the work that I do. But I can’t live here and do it on the salary I’m being paid.”\u003c/p>\n\u003cfigure id=\"attachment_11812659\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11812659\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut.jpg\" alt=\"\" width=\"1920\" height=\"1284\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut-800x535.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut-1020x682.jpg 1020w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A poster supporting graduate student workers seeking higher wages is seen from a window near UC Berkeley campus on March 15, 2020. \u003ccite>(Anne Wernikoff/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Supporters of the COLA campaign began refusing to submit grades in December, \u003ca href=\"https://payusmoreucsc.com/grade-request-flowchart/\">except in certain cases\u003c/a>, then stopped teaching and research in February. The strike was unsanctioned by their union because it came in the middle of a contract with a no-strike clause. But strikers’ demand for a $1,412 per month pay increase to cover the rising cost of living resonated with other UC graduate students. Some teaching assistants at UC Santa Barbara and UC Irvine are now also on full strike, withholding all labor. Others at UC Davis and UC Berkeley are withholding grades.\u003c/p>\n\u003cp>The COLA movement harnessed graduate students’ structural power, said Veena Dubal, an associate professor of law at UC Hastings with expertise in labor law.\u003c/p>\n\u003cp>“Graduate students carry much of the teaching load across the campuses, and yet, their work to this end is often seen as peripheral to their role as academic apprentices,” Dubal said in an email. “The labor is central — not just to them but also to the universities.”\u003c/p>\n\u003cp>UAW 2865 has also taken up the cause, filing two unfair labor practice charges with the National Labor Relations Board after the graduate student firings.\u003c/p>\n\u003cp>UC has declined to bargain with the union over a cost of living adjustment, though UC Santa Cruz now offers graduate students a $2,500 need-based housing grant.\u003c/p>\n\u003cp>“Striking while a collective bargaining agreement is in place undermines the collective bargaining process and erodes the ability of UC and its unions to enter into good-faith labor agreements,” the university said \u003ca href=\"https://www.universityofcalifornia.edu/graduate-student-protests\">in an online statement\u003c/a>. “This strike also hurts our undergraduates by disrupting their educational activities and preventing them from advancing to the next course level.”\u003c/p>\n\u003cp>Even before the coronavirus pandemic, graduate student life was stressful. A \u003ca href=\"https://www.ucop.edu/institutional-research-academic-planning/_files/survey-documents-graduate/graduate_well_being_survey_report.pdf\">UC Graduate Well-Being Survey\u003c/a> from 2017 found that over one-third of respondents reported symptoms indicating clinical depression. Two-thirds said they worried about money, with those who were confident about their finances more likely to be on track to complete their programs. [aside tag=\"graduate-student-strike\" label=\"related coverage\"]\u003c/p>\n\u003cp>The pandemic has exacerbated that stress, as campuses finish the academic year remotely and living conditions become working conditions. Graduate students say they are taking on additional work to help professors move classes online, while their educational and research experience has been upended by campus closures.\u003c/p>\n\u003cp>At UC Merced, teaching assistants have been helping science and math professors convert their courses into “flipped” classes, in which prerecorded lectures are given to students as homework and lecture time is used for students to split up into small groups facilitated by TAs, said Anh Diep, a graduate student and union representative.\u003c/p>\n\u003cp>“They’re becoming curriculum developers on top of being teaching assistants,” Diep said.\u003c/p>\n\u003cp>Diep added that those who left campus to live with their families now help run households, especially first-generation college students and those from immigrant backgrounds.\u003c/p>\n\u003cp>“Those students are caretakers — they’re helpers with siblings’ homework, elderly parents, relatives’ children, and they now have to do their homework and job while helping out the family,” they said. “I’ve seen [for those students] that the moment you come home, you become the point person to disseminate information to your family. You carry the mental burden of keeping up with the news, especially in this global pandemic, and needing to understand it and explain it to them.”\u003c/p>\n\u003cp>COLA organizers are trying to build bridges with undergraduates also affected by the pandemic. Some undergraduates have attended past COLA rallies, but others have expressed concerns about the movement affecting them.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faoh6o/the_cola_campaigns_response_to_the_cse102_midterm/fizkbp0/\">undergraduate allies\u003c/a> of the UC Santa Cruz COLA organizers \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faoh6o/the_cola_campaigns_response_to_the_cse102_midterm/fizkbp0/\">disrupted\u003c/a> a computer science midterm in late February, it \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faj0nd/disrupting_a_midterm_is_absolutely_crossing_the/\">drew the ire\u003c/a> of several students.\u003c/p>\n\u003cp>“It just appears to me that you’re having a [expletive] party complete with a live band every day on the lawn at the base of campus whilst I’m beating my brain against the wall through sleepless night after sleepless night to get a [expletive] undergrad degree at age 40, which feels humiliating enough when all my classmates are 20 years younger than me,” one commenter \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faj0nd/disrupting_a_midterm_is_absolutely_crossing_the/fizm44r/?utm_source=share&utm_medium=ios_app&utm_name=iossmf\">wrote on Reddit\u003c/a>.\u003c/p>\n\u003cp>A subreddit dedicated to \u003ca href=\"https://www.reddit.com/r/ucscstac/\">UC Santa Cruz students against COLA\u003c/a> is filled with stories detailing students’ frustration with the protests’ effect on classes and research.\u003c/p>\n\u003cp>To strengthen ties with undergraduates, some graduate students at UC Irvine decided to hold a “social welfare” strike: Instead of teaching or grading, they’re compiling \u003ca href=\"https://uci4cola.com/?page_id=28\">resource lists\u003c/a> for students who need help with food, housing, child care or immigration cases. And they’re setting up mutual aid networks to \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfRM2CrWuhqDRrmqPxjkDbjo6ukeKuG_JIwpMLWffYU9eSLFw/viewform\">connect\u003c/a> those who need support to those who can provide it.\u003c/p>\n\u003cp>“The COLA campaign is […] a matter of public health, as people living in cramped or inadequate housing conditions due to low wages and high rent costs do not have the privilege of implementing ‘social distancing,’ ” reads a press release from the UC Irvine strikers. “Many students are living paycheck to paycheck and cannot afford rent, medicine or even food.”\u003c/p>\n\u003cp>Though the movement has become less visible in the wake of the pandemic, UAW plans to hold a vote this month on whether to authorize an official statewide strike linked to the unfair labor practice charges. (Two-thirds of members would have to sign off.) Union officials say they’ll ask UC to bargain over a cost of living adjustment that varies by campus depending on rents in the region.\u003c/p>\n\u003cp>Whether or not they succeed, Gilich said the COLA movement has already drawn attention to structural barriers to higher education.\u003c/p>\n\u003cp>“If you are not independently wealthy or willing to go into debt to go to grad school, you cannot survive here,” Gilich said. “A fight for COLA is a fight for the future of higher education and who will have access to it.”\u003c/p>\n\u003cp>\u003cem>Janelle Salanga is a fellow with CalMatters’ \u003ca href=\"https://calmatters.org/projects/corona-on-campus/\">College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org\">CalMatters.org\u003c/a> is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "How Do You Hold a Strike Online? UC Teaching Assistants Are Finding Out | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Just a month ago, picket lines surrounded the base of the UC Santa Cruz campus, the halls of buildings filled with chants like “My neck, my back, the UC is whack.”\u003c/p>\n\u003cp>The graduate student strike calling for a cost of living adjustment (COLA) started in Santa Cruz but quickly sparked solidarity actions at University of California campuses across the state, garnering \u003ca href=\"https://www.nytimes.com/2020/02/11/us/ucsc-strike.html\">national attention\u003c/a>. It was a wildcat strike, meaning not officially endorsed by the students’ union. Teaching assistants argued they weren’t earning enough to afford California’s pricey rents. The university said they should wait until their union contract expired to negotiate — and sent police armed with riot gear to confront them.\u003c/p>\n\u003cp>Now, with the coronavirus emptying campuses and rallies impractical due to social distancing, graduate students are figuring out how to take their movement online.\u003c/p>\n\u003cp>At the end of March, strikers launched \u003ca href=\"https://strikeuniversity.org\">Strike University\u003c/a>, a series of online classes for activists covering subjects like “Graphic Design for Social Justice” and “Rethinking the Benevolent University.” The teach-ins aim to promote “free and accessible” public education, along with “critical thinking and skills not bound to the imperatives of the market,” the Strike University website reads.\u003c/p>\n\u003cp>Organizers are also holding epic Zoom calls in which hundreds of strikers across the state discuss strategy and tactics. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Graduate students had tried to gain leverage with the university by refusing to submit students’ grades, but that became harder during a pandemic, said Yulia Gilich, a cinema & digital media Ph.D. student at UC Santa Cruz.\u003c/p>\n\u003cp>“Because everything is digital now, we cannot physically withhold blue books and everyone has access,” they said. “If the faculty wants to do the extra labor, they can.”\u003c/p>\n\u003cp>At least 80 graduate students at UC San Diego who were withholding winter quarter grades recently voted to submit them, saying they didn’t want to cause undergraduates additional stress during a pandemic — though other campuses remain on strike.\u003c/p>\n\u003cp>The union that represents more than 19,000 UC graduate student workers, United Auto Workers (UAW) Local 2865, reached agreement on two points with the university in March: Eighty-two graduate students fired from UC Santa Cruz in February for participating in the strike will have their health coverage reinstated.\u003c/p>\n\u003cp>While the fired students were told in their dismissal letter that they would not be considered for a spring appointment, UC Santa Cruz allowed them to apply if they submitted last quarter’s grades and agreed not to strike again unless the union authorizes it.\u003c/p>\n\u003cp>“In the context of a global pandemic and mass joblessness, we felt it was crucial to do everything we could to preserve these jobs,” Kavitha Iyengar, the union’s president, said in a statement.\u003c/p>\n\u003cp>The strikers, however, said that the agreement didn’t go far enough, as it didn’t ensure compensation for those who could no longer find spring appointments. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other things have changed, too. UC Santa Cruz had been spending heavily to police the picket line, where 17 students were arrested in February. Not anymore.\u003c/p>\n\u003cp>Gilich and a dozen other UC Santa Cruz graduate students started their campaign nearly a year ago, after failed efforts to pass a rent control measure in the city of Santa Cruz and set up a safe overnight parking program for students living in their cars.\u003c/p>\n\u003cp>“There was just a feeling of defeat with every campaign that we ended up working on that failed,” Gilich said. “Our situations continue to get more and more dire.”\u003c/p>\n\u003cp>UC graduate students make $22,000 a year before taxes, on average, according to the university; the \u003ca href=\"https://data.census.gov/cedsci/table?q=median%20rent%20santa%20cruz,%20california&hidePreview=false&tid=ACSDT1Y2018.B25064&vintage=2018&layer=county&cid=DP04_0001E&g=0500000US06065&y=2018\">average monthly rent\u003c/a> in Santa Cruz County is $1,685.\u003c/p>\n\u003cp>Since coming to UC Santa Cruz from Russia four years ago, Gilich says they have consistently spent more than half of their paycheck on rent each month, though they live with multiple housemates. Because Gilich is in the United States on an international student visa, they can’t legally pick up additional jobs beyond their teaching appointment.\u003c/p>\n\u003cp>“I like research,” Gilich said. “UCSC was my first choice for my Ph.D. I like teaching. I really enjoy the work that I do. But I can’t live here and do it on the salary I’m being paid.”\u003c/p>\n\u003cfigure id=\"attachment_11812659\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11812659\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut.jpg\" alt=\"\" width=\"1920\" height=\"1284\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut-800x535.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42792_COLA-STRIKE-photo-2-qut-1020x682.jpg 1020w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A poster supporting graduate student workers seeking higher wages is seen from a window near UC Berkeley campus on March 15, 2020. \u003ccite>(Anne Wernikoff/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Supporters of the COLA campaign began refusing to submit grades in December, \u003ca href=\"https://payusmoreucsc.com/grade-request-flowchart/\">except in certain cases\u003c/a>, then stopped teaching and research in February. The strike was unsanctioned by their union because it came in the middle of a contract with a no-strike clause. But strikers’ demand for a $1,412 per month pay increase to cover the rising cost of living resonated with other UC graduate students. Some teaching assistants at UC Santa Barbara and UC Irvine are now also on full strike, withholding all labor. Others at UC Davis and UC Berkeley are withholding grades.\u003c/p>\n\u003cp>The COLA movement harnessed graduate students’ structural power, said Veena Dubal, an associate professor of law at UC Hastings with expertise in labor law.\u003c/p>\n\u003cp>“Graduate students carry much of the teaching load across the campuses, and yet, their work to this end is often seen as peripheral to their role as academic apprentices,” Dubal said in an email. “The labor is central — not just to them but also to the universities.”\u003c/p>\n\u003cp>UAW 2865 has also taken up the cause, filing two unfair labor practice charges with the National Labor Relations Board after the graduate student firings.\u003c/p>\n\u003cp>UC has declined to bargain with the union over a cost of living adjustment, though UC Santa Cruz now offers graduate students a $2,500 need-based housing grant.\u003c/p>\n\u003cp>“Striking while a collective bargaining agreement is in place undermines the collective bargaining process and erodes the ability of UC and its unions to enter into good-faith labor agreements,” the university said \u003ca href=\"https://www.universityofcalifornia.edu/graduate-student-protests\">in an online statement\u003c/a>. “This strike also hurts our undergraduates by disrupting their educational activities and preventing them from advancing to the next course level.”\u003c/p>\n\u003cp>Even before the coronavirus pandemic, graduate student life was stressful. A \u003ca href=\"https://www.ucop.edu/institutional-research-academic-planning/_files/survey-documents-graduate/graduate_well_being_survey_report.pdf\">UC Graduate Well-Being Survey\u003c/a> from 2017 found that over one-third of respondents reported symptoms indicating clinical depression. Two-thirds said they worried about money, with those who were confident about their finances more likely to be on track to complete their programs. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The pandemic has exacerbated that stress, as campuses finish the academic year remotely and living conditions become working conditions. Graduate students say they are taking on additional work to help professors move classes online, while their educational and research experience has been upended by campus closures.\u003c/p>\n\u003cp>At UC Merced, teaching assistants have been helping science and math professors convert their courses into “flipped” classes, in which prerecorded lectures are given to students as homework and lecture time is used for students to split up into small groups facilitated by TAs, said Anh Diep, a graduate student and union representative.\u003c/p>\n\u003cp>“They’re becoming curriculum developers on top of being teaching assistants,” Diep said.\u003c/p>\n\u003cp>Diep added that those who left campus to live with their families now help run households, especially first-generation college students and those from immigrant backgrounds.\u003c/p>\n\u003cp>“Those students are caretakers — they’re helpers with siblings’ homework, elderly parents, relatives’ children, and they now have to do their homework and job while helping out the family,” they said. “I’ve seen [for those students] that the moment you come home, you become the point person to disseminate information to your family. You carry the mental burden of keeping up with the news, especially in this global pandemic, and needing to understand it and explain it to them.”\u003c/p>\n\u003cp>COLA organizers are trying to build bridges with undergraduates also affected by the pandemic. Some undergraduates have attended past COLA rallies, but others have expressed concerns about the movement affecting them.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faoh6o/the_cola_campaigns_response_to_the_cse102_midterm/fizkbp0/\">undergraduate allies\u003c/a> of the UC Santa Cruz COLA organizers \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faoh6o/the_cola_campaigns_response_to_the_cse102_midterm/fizkbp0/\">disrupted\u003c/a> a computer science midterm in late February, it \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faj0nd/disrupting_a_midterm_is_absolutely_crossing_the/\">drew the ire\u003c/a> of several students.\u003c/p>\n\u003cp>“It just appears to me that you’re having a [expletive] party complete with a live band every day on the lawn at the base of campus whilst I’m beating my brain against the wall through sleepless night after sleepless night to get a [expletive] undergrad degree at age 40, which feels humiliating enough when all my classmates are 20 years younger than me,” one commenter \u003ca href=\"https://www.reddit.com/r/UCSC/comments/faj0nd/disrupting_a_midterm_is_absolutely_crossing_the/fizm44r/?utm_source=share&utm_medium=ios_app&utm_name=iossmf\">wrote on Reddit\u003c/a>.\u003c/p>\n\u003cp>A subreddit dedicated to \u003ca href=\"https://www.reddit.com/r/ucscstac/\">UC Santa Cruz students against COLA\u003c/a> is filled with stories detailing students’ frustration with the protests’ effect on classes and research.\u003c/p>\n\u003cp>To strengthen ties with undergraduates, some graduate students at UC Irvine decided to hold a “social welfare” strike: Instead of teaching or grading, they’re compiling \u003ca href=\"https://uci4cola.com/?page_id=28\">resource lists\u003c/a> for students who need help with food, housing, child care or immigration cases. And they’re setting up mutual aid networks to \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfRM2CrWuhqDRrmqPxjkDbjo6ukeKuG_JIwpMLWffYU9eSLFw/viewform\">connect\u003c/a> those who need support to those who can provide it.\u003c/p>\n\u003cp>“The COLA campaign is […] a matter of public health, as people living in cramped or inadequate housing conditions due to low wages and high rent costs do not have the privilege of implementing ‘social distancing,’ ” reads a press release from the UC Irvine strikers. “Many students are living paycheck to paycheck and cannot afford rent, medicine or even food.”\u003c/p>\n\u003cp>Though the movement has become less visible in the wake of the pandemic, UAW plans to hold a vote this month on whether to authorize an official statewide strike linked to the unfair labor practice charges. (Two-thirds of members would have to sign off.) Union officials say they’ll ask UC to bargain over a cost of living adjustment that varies by campus depending on rents in the region.\u003c/p>\n\u003cp>Whether or not they succeed, Gilich said the COLA movement has already drawn attention to structural barriers to higher education.\u003c/p>\n\u003cp>“If you are not independently wealthy or willing to go into debt to go to grad school, you cannot survive here,” Gilich said. “A fight for COLA is a fight for the future of higher education and who will have access to it.”\u003c/p>\n\u003cp>\u003cem>Janelle Salanga is a fellow with CalMatters’ \u003ca href=\"https://calmatters.org/projects/corona-on-campus/\">College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org\">CalMatters.org\u003c/a> is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "maestros-de-oakland-prometen-donar-sus-cheques-del-estimulo-federal-a-familias-indocumentadas-que-quedaron-fuera",
"title": "Maestros de Oakland Prometen Donar sus Cheques del Estímulo Federal a Familias Indocumentadas que Quedaron Fuera",
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"content": "\u003cp>A medida que la pandemia del coronavirus continúa causando estragos en la economía del estado, un grupo de maestros y directores en Oakland planean donar sus cheques de estímulo federal a las familias indocumentadas de sus escuelas, las cuales fueron excluidas de dicha ayuda.\u003c/p>\n\u003cp>Estos educadores del Distrito Escolar Unificado de Oakland lanzaron el pasado jueves la campaña de Compromiso de estímulo en respuesta al enorme estrés y desesperación que dicen que están presenciando entre los padres inmigrantes que han perdido todos sus ingresos bajo las órdenes de quedarse en casa, y los cuales no pueden beneficiarse del seguro de desempleo ni de otros beneficios federales.\u003c/p>\n\u003cp>“Estamos en contacto con las familias todos los días y lo que estamos escuchando es desgarrador.” dijo Anita Iverson-Comelo, directora de la escuela Bridges Academy en Melrose, en el este de Oakland. “Sentimos que tenemos que hacer algo.”\u003c/p>\n\u003cp>Al menos ocho maestros de la escuela Bridges Academy, incluidos algunos que ganan menos de $50,000 por año, han prometido la totalidad o parte de los cheques que recibirán por medio del paquete de estímulo, dijo Iverson-Comelo. Ella y otros seis directores, cuyos salarios más altos podrían dejarlos fuera de la asistencia monetaria federal del coronavirus, también planean donar.\u003c/p>\n\u003cp>Iverson-Comelo estima que aproximadamente dos tercios de las familias de su escuela, que atiende principalmente a estudiantes de bajos ingresos desde preescolar hasta quinto grado, se encuentran sin recibir ingreso alguno. La mayoría de esos padres no califican para el seguro de desempleo o la ayuda federal del paquete de estímulo.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>María, la madre de un niño de cuarto grado en la escuela Bridges Academy, dijo que la situación financiera de su familia se volvió grave después de que su esposo, un camarero en un hotel de Berkeley, fuera despedido hace casi un mes.\u003c/p>\n\u003cp>María es uno de los padres de unos 14,000 estudiantes que los funcionarios de OUSD dicen se encuentran recogiendo comidas gratis para llevar en las escuelas designadas cada lunes y jueves. Pero teme que su familia no pueda pagar su renta de $1,100 el próximo mes además de otras cuentas.\u003c/p>\n\u003cp>“Estoy preocupada. No sé qué sucederá el próximo mes y cuánto tiempo seguirá esto,” dijo María, una ama de casa que, junto con su esposo, han vivido en los Estados Unidos durante más de 11 años. Dos de sus hijas, de 5 y 10 años, son ciudadanas estadounidenses.\u003c/p>\n\u003cp>María dijo que se encontraba triste porque el gobierno federal excluyó a millones de inmigrantes indocumentados del paquete de estímulo, aun cuando pagan impuestos, como lo hace su esposo a través de su número de identificación de contribuyente individual (conocido en sus siglas en Inglés como ITIN) . El número permite al Servicio de Impuestos Internos recaudar miles de millones de dólares en contribuciones anuales de inmigrantes que no cuentan con un número de seguro social.\u003c/p>\n\u003cp>Pero al enterarse de la campaña de Compromiso de estímulo, María dijo que se sentía alentada y esperanzada de que el esfuerzo de los maestros de estas escuelas locales pudiera marcar una gran diferencia en la comunidad indocumentada.\u003c/p>\n\u003cp>“Estoy agradecida de que estén luchando y cuidándonos, porque todos somos seres humanos,” dijo.\u003c/p>\n\u003cp>Cientos de educadores en San Francisco también están prometiendo donar sus cheques del estímulo a los inmigrantes indocumentados.\u003c/p>\n\u003cp>El esfuerzo de los educadores del Área de la Bahía se da a cabo cuando el gobernador Gavin Newsom dijo que él y los legisladores estatales están considerando una ayuda económica de emergencia para los inmigrantes que no cuentan con un estado legal, y los cuales han sido fuertemente afectados por la pandemia y la desaceleración económica.\u003c/p>\n\u003cp>Cassandra Chen, maestra de matemáticas y ciencias de la escuela intermedia de la Academia United for Success en Oakland, dijo que se vio obligada a prometer su chequeo de estímulo después de las llamadas diarias con los estudiantes y sus familias una vez que se cancelaron las clases en persona.\u003c/p>\n\u003cp>[aside tag='elcoronavirus' label='Más Información Sobre el Coronavirus']\u003c/p>\n\u003cp>Rápidamente se dio cuenta de que la mayoría se encuentran en una situación muy difícil para tener suficiente dinero para comprar alimentos o pagar el alquiler, y muchas de estas familias no pueden recibir ninguna ayuda federal a la cual otros residentes tienen acceso.\u003c/p>\n\u003cp>“Desearía que un paquete de estímulo en la nación más rica del mundo [hubiera] cuidado de todos los seres humanos en esta pandemia global. Pero no incluye a mucha de nuestra comunidad,” dijo.\u003c/p>\n\u003cp>Bajo el paquete de estímulo de $2.2 billones firmado por el presidente Donald Trump el mes pasado, los contribuyentes solteros que ganen $ 75,000 o menos recibirán automáticamente un pago de hasta $1,200. Las parejas casadas que presentan una declaración conjunta son elegibles para recibir cheques de hasta $2,400, con un monto de $500 adicional por cada hijo menor de 17 años.\u003c/p>\n\u003cp>Aunque Chen dijo que el salario de maestra “no es sorprendente en ningún sentido de la palabra”, se siente económicamente estable en comparación con muchas de las familias de sus alumnos porque le siguen pagando por trabajar desde su casa.\u003c/p>\n\u003cp>“Claro que podría usar $1,200, pero no lo necesito. Y muchas familias en nuestra comunidad se encuentran desesperadas,” dijo Chen, quien invita a otros que puedan donar parte del dinero que recibirán a que lo hagan.\u003c/p>\n\u003cp>La campaña Stimulus Pledge se está asociando con el Fondo de Educación Pública de Oakland, una organización sin fines de lucro, para obtener y distribuir los fondos prometidos por los participantes, dijo el director Iverson-Comelo.\u003c/p>\n\u003cp>Otras escuelas de Oakland que participan en la campaña son Emerson Elementary, Esperanza Elementary, International Community School, Manzanita SEED y Melrose Leadership Academy.\u003c/p>\n\u003cp>Los funcionarios del Distrito Unificado de Oakland dijeron que la iniciativa es un ejemplo de la dedicación que los maestros, directores y otro personal tienen para los estudiantes que lo necesitan.\u003c/p>\n\u003cp>“Apoyamos este trabajo increíble y compasivo que están haciendo,” dijo John Sasaki, portavoz del distrito. “Como siempre lo hace la comunidad de Oakland, nos estamos uniendo a nuestras familias para apoyarlas en todo lo que podamos.”\u003c/p>\n\u003cp>El distrito también ha establecido el Fondo de Ayuda Rápida COVID-19 para apoyar a estudiantes y familias vulnerables.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo ha sido traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/azucenarasilla\" target=\"_blank\" rel=\"noopener noreferrer\">Azucena Rasilla\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[hearken id=\"5490\" src=\"https://modules.wearehearken.com/kqed/embed/5490.js\"]\u003c/p>\n\n",
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"excerpt": "A medida que la pandemia del coronavirus continúa causando estragos en la economía del estado, un grupo de maestros y directores en Oakland planean donar sus cheques de estímulo federal a los inmigrantes indocumentados excluidos de dicha ayuda.",
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"title": "Maestros de Oakland Prometen Donar sus Cheques del Estímulo Federal a Familias Indocumentadas que Quedaron Fuera | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A medida que la pandemia del coronavirus continúa causando estragos en la economía del estado, un grupo de maestros y directores en Oakland planean donar sus cheques de estímulo federal a las familias indocumentadas de sus escuelas, las cuales fueron excluidas de dicha ayuda.\u003c/p>\n\u003cp>Estos educadores del Distrito Escolar Unificado de Oakland lanzaron el pasado jueves la campaña de Compromiso de estímulo en respuesta al enorme estrés y desesperación que dicen que están presenciando entre los padres inmigrantes que han perdido todos sus ingresos bajo las órdenes de quedarse en casa, y los cuales no pueden beneficiarse del seguro de desempleo ni de otros beneficios federales.\u003c/p>\n\u003cp>“Estamos en contacto con las familias todos los días y lo que estamos escuchando es desgarrador.” dijo Anita Iverson-Comelo, directora de la escuela Bridges Academy en Melrose, en el este de Oakland. “Sentimos que tenemos que hacer algo.”\u003c/p>\n\u003cp>Al menos ocho maestros de la escuela Bridges Academy, incluidos algunos que ganan menos de $50,000 por año, han prometido la totalidad o parte de los cheques que recibirán por medio del paquete de estímulo, dijo Iverson-Comelo. Ella y otros seis directores, cuyos salarios más altos podrían dejarlos fuera de la asistencia monetaria federal del coronavirus, también planean donar.\u003c/p>\n\u003cp>Iverson-Comelo estima que aproximadamente dos tercios de las familias de su escuela, que atiende principalmente a estudiantes de bajos ingresos desde preescolar hasta quinto grado, se encuentran sin recibir ingreso alguno. La mayoría de esos padres no califican para el seguro de desempleo o la ayuda federal del paquete de estímulo.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>María, la madre de un niño de cuarto grado en la escuela Bridges Academy, dijo que la situación financiera de su familia se volvió grave después de que su esposo, un camarero en un hotel de Berkeley, fuera despedido hace casi un mes.\u003c/p>\n\u003cp>María es uno de los padres de unos 14,000 estudiantes que los funcionarios de OUSD dicen se encuentran recogiendo comidas gratis para llevar en las escuelas designadas cada lunes y jueves. Pero teme que su familia no pueda pagar su renta de $1,100 el próximo mes además de otras cuentas.\u003c/p>\n\u003cp>“Estoy preocupada. No sé qué sucederá el próximo mes y cuánto tiempo seguirá esto,” dijo María, una ama de casa que, junto con su esposo, han vivido en los Estados Unidos durante más de 11 años. Dos de sus hijas, de 5 y 10 años, son ciudadanas estadounidenses.\u003c/p>\n\u003cp>María dijo que se encontraba triste porque el gobierno federal excluyó a millones de inmigrantes indocumentados del paquete de estímulo, aun cuando pagan impuestos, como lo hace su esposo a través de su número de identificación de contribuyente individual (conocido en sus siglas en Inglés como ITIN) . El número permite al Servicio de Impuestos Internos recaudar miles de millones de dólares en contribuciones anuales de inmigrantes que no cuentan con un número de seguro social.\u003c/p>\n\u003cp>Pero al enterarse de la campaña de Compromiso de estímulo, María dijo que se sentía alentada y esperanzada de que el esfuerzo de los maestros de estas escuelas locales pudiera marcar una gran diferencia en la comunidad indocumentada.\u003c/p>\n\u003cp>“Estoy agradecida de que estén luchando y cuidándonos, porque todos somos seres humanos,” dijo.\u003c/p>\n\u003cp>Cientos de educadores en San Francisco también están prometiendo donar sus cheques del estímulo a los inmigrantes indocumentados.\u003c/p>\n\u003cp>El esfuerzo de los educadores del Área de la Bahía se da a cabo cuando el gobernador Gavin Newsom dijo que él y los legisladores estatales están considerando una ayuda económica de emergencia para los inmigrantes que no cuentan con un estado legal, y los cuales han sido fuertemente afectados por la pandemia y la desaceleración económica.\u003c/p>\n\u003cp>Cassandra Chen, maestra de matemáticas y ciencias de la escuela intermedia de la Academia United for Success en Oakland, dijo que se vio obligada a prometer su chequeo de estímulo después de las llamadas diarias con los estudiantes y sus familias una vez que se cancelaron las clases en persona.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rápidamente se dio cuenta de que la mayoría se encuentran en una situación muy difícil para tener suficiente dinero para comprar alimentos o pagar el alquiler, y muchas de estas familias no pueden recibir ninguna ayuda federal a la cual otros residentes tienen acceso.\u003c/p>\n\u003cp>“Desearía que un paquete de estímulo en la nación más rica del mundo [hubiera] cuidado de todos los seres humanos en esta pandemia global. Pero no incluye a mucha de nuestra comunidad,” dijo.\u003c/p>\n\u003cp>Bajo el paquete de estímulo de $2.2 billones firmado por el presidente Donald Trump el mes pasado, los contribuyentes solteros que ganen $ 75,000 o menos recibirán automáticamente un pago de hasta $1,200. Las parejas casadas que presentan una declaración conjunta son elegibles para recibir cheques de hasta $2,400, con un monto de $500 adicional por cada hijo menor de 17 años.\u003c/p>\n\u003cp>Aunque Chen dijo que el salario de maestra “no es sorprendente en ningún sentido de la palabra”, se siente económicamente estable en comparación con muchas de las familias de sus alumnos porque le siguen pagando por trabajar desde su casa.\u003c/p>\n\u003cp>“Claro que podría usar $1,200, pero no lo necesito. Y muchas familias en nuestra comunidad se encuentran desesperadas,” dijo Chen, quien invita a otros que puedan donar parte del dinero que recibirán a que lo hagan.\u003c/p>\n\u003cp>La campaña Stimulus Pledge se está asociando con el Fondo de Educación Pública de Oakland, una organización sin fines de lucro, para obtener y distribuir los fondos prometidos por los participantes, dijo el director Iverson-Comelo.\u003c/p>\n\u003cp>Otras escuelas de Oakland que participan en la campaña son Emerson Elementary, Esperanza Elementary, International Community School, Manzanita SEED y Melrose Leadership Academy.\u003c/p>\n\u003cp>Los funcionarios del Distrito Unificado de Oakland dijeron que la iniciativa es un ejemplo de la dedicación que los maestros, directores y otro personal tienen para los estudiantes que lo necesitan.\u003c/p>\n\u003cp>“Apoyamos este trabajo increíble y compasivo que están haciendo,” dijo John Sasaki, portavoz del distrito. “Como siempre lo hace la comunidad de Oakland, nos estamos uniendo a nuestras familias para apoyarlas en todo lo que podamos.”\u003c/p>\n\u003cp>El distrito también ha establecido el Fondo de Ayuda Rápida COVID-19 para apoyar a estudiantes y familias vulnerables.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo ha sido traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/azucenarasilla\" target=\"_blank\" rel=\"noopener noreferrer\">Azucena Rasilla\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oakland-teachers-pledge-stimulus-checks-to-undocumented-families-left-out-of-coronavirus-aid",
"title": "Oakland Teachers Pledge Stimulus Checks to Undocumented Families Left Out of Coronavirus Aid",
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"headTitle": "Oakland Teachers Pledge Stimulus Checks to Undocumented Families Left Out of Coronavirus Aid | KQED",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/11812278/maestros-de-oakland-prometen-donar-sus-cheques-del-estimulo-federal-a-familias-indocumentadas-que-quedaron-fuera\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Leer en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>As the coronavirus pandemic continues to wreak havoc on the state’s economy, a group of teachers and principals in Oakland are pledging their federal stimulus checks to undocumented families at their schools who are excluded from such aid.\u003c/p>\n\u003cp>The educators at the Oakland Unified School District launched the \u003ca href=\"https://stimuluspledge.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Stimulus Pledge\u003c/a> campaign Thursday in response to the enormous stress and despair they say they are witnessing among immigrant parents who have lost all income under \u003ca href=\"https://www.kqed.org/news/11806988/sheltering-in-place-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">shelter-in-place\u003c/a> orders, but are left out of unemployment insurance and many other benefits.\u003c/p>\n\u003cp>“We are in contact with our families every day and what we are hearing is heartbreaking,” said Anita Iverson-Comelo, a principal at Bridges Academy at Melrose, in East Oakland. “We feel like we have to do something.”\u003c/p>\n\u003cp>At least eight teachers at Bridges Academy, including some making less than $50,000 per year, have pledged all or part of their stimulus checks, said Iverson-Comelo. She and six other principals, whose higher salaries might disqualify them from the coronavirus federal cash aid, also plan to donate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Iverson-Comelo estimates about two thirds of the families at her school, which mostly serves low-income students in preschool to fifth grade, have no earnings now. Most of those parents don’t qualify for unemployment insurance or stimulus checks, she said.\u003c/p>\n\u003cp>Maria, the mother of a fourth grader at Bridges Academy, said her family’s financial situation turned dire after her husband, a waiter at a Berkeley hotel, was furloughed nearly a month ago.\u003c/p>\n\u003cp>Maria is one of the parents of about 14,000 students OUSD officials say are picking free \u003ca href=\"https://www.ousd.org/Page/19078\" target=\"_blank\" rel=\"noopener noreferrer\">“grab and go” meals\u003c/a> at designated schools each Monday and Thursday. But she fears her family won’t be able to pay their $1,100 rent next month, and other bills.\u003c/p>\n\u003cp>“I’m worried. I don’t know what’s going to happen next month, and how long this will continue,” said Maria, a homemaker who, along with her husband, has lived in the U.S. for more than 11 years. Two of their daughters, ages 5 and 10, are U.S. citizens.\u003c/p>\n\u003cp>Maria said she was saddened the federal government left out millions of undocumented immigrants from the stimulus package even if they pay taxes, as her husband does through an \u003ca href=\"https://www.americanimmigrationcouncil.org/research/facts-about-individual-tax-identification-number-itin\" target=\"_blank\" rel=\"noopener noreferrer\">Individual Tax Identification Number\u003c/a>. The number allows the Internal Revenue Service to collect billions of dollars in annual contributions from immigrants without a social security number.\u003c/p>\n\u003cp>But upon hearing of the Stimulus Pledge campaign, Maria said she felt encouraged and hopeful the effort by local educators could make a big difference in the undocumented community.\u003c/p>\n\u003cp>“I am grateful they are fighting and watching out for us, because we are all human beings,” she said.\u003c/p>\n\u003cp>Hundreds of educators in San Francisco \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Coronavirus-SF-teachers-pledge-stimulus-checks-15190955.php\" target=\"_blank\" rel=\"noopener noreferrer\">are also pledging\u003c/a> their stimulus checks to undocumented immigrants.\u003c/p>\n\u003cp>The effort by Bay Area educators comes as Gov. Gavin Newsom said he and state legislators are considering emergency \u003ca href=\"https://www.mercurynews.com/2020/04/07/coronavirus-gov-newsom-considers-aid-for-immigrants/\" target=\"_blank\" rel=\"noopener noreferrer\">economic aid\u003c/a> for the unauthorized immigrants in California hard hit by the pandemic and economic slowdown.\u003c/p>\n\u003cp>Cassandra Chen, a middle school math and science teacher at United for Success Academy in Oakland, said she was compelled to pledge her stimulus check after daily calls with students and their families once in-person classes were cancelled.\u003c/p>\n\u003cp>She quickly realized most were struggling to secure enough food or pay rent, and that many parents did not qualify for the safety net programs available to other residents.\u003c/p>\n\u003cp>“I wish a stimulus package in the wealthiest nation in the world [would] have just taken care of all of the human beings in this global pandemic. But it doesn’t include a lot of our community,” she said.\u003c/p>\n\u003cp>Under the $2.2 trillion stimulus package signed by President Donald Trump last month, single taxpayers earning $75,000 or less should automatically receive a \u003ca href=\"https://www.irs.gov/newsroom/economic-impact-payments-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">one-time payment\u003c/a> of up to $1,200. Married couples filing jointly are eligible for checks of up to $2,400, with an additional $500 for each child under 17.\u003c/p>\n\u003cp>Although Chen said her teacher salary “is not amazing by any stretch of the imagination,” she feels economically stable compared to many of her students’ families because she is still getting paid for her work.\u003c/p>\n\u003cp>[aside tag=\"coronavirus\" label=\"More Coronavirus Coverage\"]\u003c/p>\n\u003cp>“I mean, I could certainly use $1,200, but I don’t need it. And many families in our community do desperately,” said Chen, who invites others who can spare their stimulus checks to donate.\u003c/p>\n\u003cp>The Stimulus Pledge campaign is partnering with the Oakland Public Education Fund, a non-profit, to garner and distribute the funds promised by participants, said principal Iverson-Comelo.\u003c/p>\n\u003cp>Other Oakland schools participating in the campaign are Emerson Elementary, Esperanza Elementary, International Community School, Manzanita SEED and Melrose Leadership Academy.\u003c/p>\n\u003cp>Officials at Oakland Unified said the initiative is an example of the dedication teachers, principals and other staff has for students in need.\u003c/p>\n\u003cp>“We support this amazing and compassionate work they are doing,” said John Sasaki, a spokesman for OUSD. “As Oakland always does, we are rallying around our families to support them in every way we can.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>OUSD has also established the \u003ca href=\"https://t.e2ma.net/message/ljmp0c/17j0zg\" target=\"_blank\" rel=\"noopener noreferrer\">COVID-19 Rapid Relief Fund\u003c/a> to support vulnerable students and families.\u003c/p>\n\n",
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"excerpt": "As the coronavirus pandemic continues to wreak havoc on the state’s economy, a group of teachers and principals in Oakland plan to donate their federal stimulus checks to undocumented immigrants excluded from such aid.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/11812278/maestros-de-oakland-prometen-donar-sus-cheques-del-estimulo-federal-a-familias-indocumentadas-que-quedaron-fuera\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Leer en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>As the coronavirus pandemic continues to wreak havoc on the state’s economy, a group of teachers and principals in Oakland are pledging their federal stimulus checks to undocumented families at their schools who are excluded from such aid.\u003c/p>\n\u003cp>The educators at the Oakland Unified School District launched the \u003ca href=\"https://stimuluspledge.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Stimulus Pledge\u003c/a> campaign Thursday in response to the enormous stress and despair they say they are witnessing among immigrant parents who have lost all income under \u003ca href=\"https://www.kqed.org/news/11806988/sheltering-in-place-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">shelter-in-place\u003c/a> orders, but are left out of unemployment insurance and many other benefits.\u003c/p>\n\u003cp>“We are in contact with our families every day and what we are hearing is heartbreaking,” said Anita Iverson-Comelo, a principal at Bridges Academy at Melrose, in East Oakland. “We feel like we have to do something.”\u003c/p>\n\u003cp>At least eight teachers at Bridges Academy, including some making less than $50,000 per year, have pledged all or part of their stimulus checks, said Iverson-Comelo. She and six other principals, whose higher salaries might disqualify them from the coronavirus federal cash aid, also plan to donate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Iverson-Comelo estimates about two thirds of the families at her school, which mostly serves low-income students in preschool to fifth grade, have no earnings now. Most of those parents don’t qualify for unemployment insurance or stimulus checks, she said.\u003c/p>\n\u003cp>Maria, the mother of a fourth grader at Bridges Academy, said her family’s financial situation turned dire after her husband, a waiter at a Berkeley hotel, was furloughed nearly a month ago.\u003c/p>\n\u003cp>Maria is one of the parents of about 14,000 students OUSD officials say are picking free \u003ca href=\"https://www.ousd.org/Page/19078\" target=\"_blank\" rel=\"noopener noreferrer\">“grab and go” meals\u003c/a> at designated schools each Monday and Thursday. But she fears her family won’t be able to pay their $1,100 rent next month, and other bills.\u003c/p>\n\u003cp>“I’m worried. I don’t know what’s going to happen next month, and how long this will continue,” said Maria, a homemaker who, along with her husband, has lived in the U.S. for more than 11 years. Two of their daughters, ages 5 and 10, are U.S. citizens.\u003c/p>\n\u003cp>Maria said she was saddened the federal government left out millions of undocumented immigrants from the stimulus package even if they pay taxes, as her husband does through an \u003ca href=\"https://www.americanimmigrationcouncil.org/research/facts-about-individual-tax-identification-number-itin\" target=\"_blank\" rel=\"noopener noreferrer\">Individual Tax Identification Number\u003c/a>. The number allows the Internal Revenue Service to collect billions of dollars in annual contributions from immigrants without a social security number.\u003c/p>\n\u003cp>But upon hearing of the Stimulus Pledge campaign, Maria said she felt encouraged and hopeful the effort by local educators could make a big difference in the undocumented community.\u003c/p>\n\u003cp>“I am grateful they are fighting and watching out for us, because we are all human beings,” she said.\u003c/p>\n\u003cp>Hundreds of educators in San Francisco \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Coronavirus-SF-teachers-pledge-stimulus-checks-15190955.php\" target=\"_blank\" rel=\"noopener noreferrer\">are also pledging\u003c/a> their stimulus checks to undocumented immigrants.\u003c/p>\n\u003cp>The effort by Bay Area educators comes as Gov. Gavin Newsom said he and state legislators are considering emergency \u003ca href=\"https://www.mercurynews.com/2020/04/07/coronavirus-gov-newsom-considers-aid-for-immigrants/\" target=\"_blank\" rel=\"noopener noreferrer\">economic aid\u003c/a> for the unauthorized immigrants in California hard hit by the pandemic and economic slowdown.\u003c/p>\n\u003cp>Cassandra Chen, a middle school math and science teacher at United for Success Academy in Oakland, said she was compelled to pledge her stimulus check after daily calls with students and their families once in-person classes were cancelled.\u003c/p>\n\u003cp>She quickly realized most were struggling to secure enough food or pay rent, and that many parents did not qualify for the safety net programs available to other residents.\u003c/p>\n\u003cp>“I wish a stimulus package in the wealthiest nation in the world [would] have just taken care of all of the human beings in this global pandemic. But it doesn’t include a lot of our community,” she said.\u003c/p>\n\u003cp>Under the $2.2 trillion stimulus package signed by President Donald Trump last month, single taxpayers earning $75,000 or less should automatically receive a \u003ca href=\"https://www.irs.gov/newsroom/economic-impact-payments-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">one-time payment\u003c/a> of up to $1,200. Married couples filing jointly are eligible for checks of up to $2,400, with an additional $500 for each child under 17.\u003c/p>\n\u003cp>Although Chen said her teacher salary “is not amazing by any stretch of the imagination,” she feels economically stable compared to many of her students’ families because she is still getting paid for her work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I mean, I could certainly use $1,200, but I don’t need it. And many families in our community do desperately,” said Chen, who invites others who can spare their stimulus checks to donate.\u003c/p>\n\u003cp>The Stimulus Pledge campaign is partnering with the Oakland Public Education Fund, a non-profit, to garner and distribute the funds promised by participants, said principal Iverson-Comelo.\u003c/p>\n\u003cp>Other Oakland schools participating in the campaign are Emerson Elementary, Esperanza Elementary, International Community School, Manzanita SEED and Melrose Leadership Academy.\u003c/p>\n\u003cp>Officials at Oakland Unified said the initiative is an example of the dedication teachers, principals and other staff has for students in need.\u003c/p>\n\u003cp>“We support this amazing and compassionate work they are doing,” said John Sasaki, a spokesman for OUSD. “As Oakland always does, we are rallying around our families to support them in every way we can.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>OUSD has also established the \u003ca href=\"https://t.e2ma.net/message/ljmp0c/17j0zg\" target=\"_blank\" rel=\"noopener noreferrer\">COVID-19 Rapid Relief Fund\u003c/a> to support vulnerable students and families.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Tuesday was Berkeley High School photography teacher Gabriel Berent’s first foray into teaching via Zoom. It was uncomfortable from the start — the grid of faces in front of him reminded him of “The Brady Bunch,” and as the number of students on his screen passed 30, then 40, he struggled to make out their expressions and feel connected.\u003c/p>\n\u003cp>While he checked in with some — “How are you doing? How many of you are stressed?” — others rolled in late, their screen names popping up in a waiting area pending his approval to join the class.\u003c/p>\n\u003cp>Among names he recognized, Berent spotted racist slurs and vulgarities. It was disconcerting, but he did his best to weed out the interlopers while keeping up a dialogue with the class.\u003c/p>\n\u003cp>“I was trying to remind them that photography is really suited for this experience — you get to document your life,” he said. “Trying to let them know we’re in this together, and we’re gonna get through this.”\u003c/p>\n\u003cp>Not long after that, a naked middle-aged man appeared on screen among the students, spewing a nonsensical string of curses in Spanish.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“He was just kind of running around and screaming,” said Emily Beckett, a Berkeley High School junior. The quality was poor enough to obscure details, and it may have been a pre-recorded video, she said.\u003c/p>\n\u003cp>“But you could definitely obviously tell that this person was naked, and in a very kind of broken down, kind of beat up room, almost like a basement,” Beckett said.\u003c/p>\n\u003cp>Within seconds Berent kicked him out. A few minutes later, he was back.\u003c/p>\n\u003cp>It was only day two of the Berkeley Unified School District’s \u003ca href=\"https://www.berkeleyschools.net/home-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">Distance Learning Plan\u003c/a> roll out, and by evening administrators had \u003ca href=\"https://www.berkeleyschools.net/2020/04/temporary-pause-in-live-video-instruction/\" target=\"_blank\" rel=\"noopener noreferrer\">suspended live video instruction\u003c/a> citywide.\u003c/p>\n\u003cp>Around the country, fear over organized “\u003ca href=\"https://www.npr.org/2020/04/03/826129520/a-must-for-millions-zoom-has-a-dark-side-and-an-fbi-warning\" target=\"_blank\" rel=\"noopener noreferrer\">Zoombombing\u003c/a>” campaigns have prompted school leaders to \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/06/828087551/schools-ditch-zoom-amid-concerns-over-online-learning-security\" target=\"_blank\" rel=\"noopener noreferrer\">drop Zoom\u003c/a>, while others have \u003ca href=\"https://www.latimes.com/california/story/2020-03-25/zoombombing-usc-classes-interrupted-racist-remarks\" target=\"_blank\" rel=\"noopener noreferrer\">switched\u003c/a> to alternative platforms.\u003c/p>\n\u003cp>School meeting disruptions and reports of racist and pornographic imagery being shown to young children led the \u003ca href=\"https://www.fbi.gov/contact-us/field-offices/boston/news/press-releases/fbi-warns-of-teleconferencing-and-online-classroom-hijacking-during-covid-19-pandemic\" target=\"_blank\" rel=\"noopener noreferrer\">FBI to warn schools\u003c/a> about using Zoom, and law enforcement agencies have said \u003ca href=\"https://www.justice.gov/usao-edmi/pr/federal-state-and-local-law-enforcement-warn-against-teleconferencing-hacking-during\" target=\"_blank\" rel=\"noopener noreferrer\">they’ll take on\u003c/a> Zoombombers.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Eric Yuan, Zoom CEO\"]‘We’re going to transform our business to a privacy-and-security-first mentality.’[/pullquote]\u003c/p>\n\u003cp>In response to mounting scrutiny, Zoom CEO Eric Yuan on Wednesday \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829330707/zoom-ceo-tells-npr-he-never-thought-seriously-about-online-harassment-until-now\" target=\"_blank\" rel=\"noopener noreferrer\">announced\u003c/a> the formation of a \u003ca href=\"https://blog.zoom.us/wordpress/2020/04/08/update-on-zoom-90-day-plan-to-bolster-key-privacy-and-security-initiatives/\" target=\"_blank\" rel=\"noopener noreferrer\">security-focused council and advisory board\u003c/a> at the company. In an interview with Ari Shapiro of NPR’s “All Things Considered,” Yuan said missteps and criticism had prompted the company to focus on security.\u003c/p>\n\u003cp>“We’re going to transform our business to a privacy-and-security-first mentality,” he said.\u003c/p>\n\u003cp>Brent Stephens, superintendent of Berkeley Unified School District, said the decision to shut down Zoom classes was black and white.\u003c/p>\n\u003cp>“The severity of the behavior and the risk that he poses to students’ well-being really forced my hand,” he said.\u003c/p>\n\u003cp>After all, the Zoombomber could have targeted an elementary school class.\u003c/p>\n\u003cp>Stephens said he hopes the hiatus lasts no more than a few days. During that time, school officials will assess their safety protocols, consider alternative platforms and retool educator training on distance learning.\u003c/p>\n\u003cp>[aside label=\"More related stories\" tag=\"zoom\"]\u003c/p>\n\u003cp>The district is already requiring teachers to complete Zoom security training, and Berkeley High’s Berent completed it.\u003c/p>\n\u003cp>“I followed the district’s protocol,” he said. “But the reality is the human element of mistake.”\u003c/p>\n\u003cp>Administrators suspect the meeting ID and password had likely been shared, maybe even posted online, and Berent believes while juggling his dialogue with students and managing the waiting room, he mistakenly let in a Zoombomber whose innocuous screen name he thought was a student’s: Josh.\u003c/p>\n\u003cp>Going forward, Stephens said, the district may require all students to use full names and student ID numbers to gain access to a class meeting, and require teachers to implement a time-consuming student authentication system.\u003c/p>\n\u003cp>Stephens acknowledged it’s a complicated endeavor and said he hopes to draw from best practices in other districts.\u003c/p>\n\u003cp>He struck a determined tone, but the crisis is clearly wearing on him.\u003c/p>\n\u003cp>“On day two of our district plan, it’s a little discouraging to have run into an issue that’s just this serious,” he said.\u003c/p>\n\u003cp>Meanwhile, Berent said he spent hours in shock after the traumatic Zoom experience.\u003c/p>\n\u003cp>“I couldn’t sleep last night,” he said. “It felt very violating. I feel terrible as a teacher, like I let the parents down by not creating a safe space or letting this happen.”\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Gabriel Berent, Berkeley High School photography teacher\"]‘It felt very violating. I feel terrible as a teacher, like I let the parents down by not creating a safe space or letting this happen.’[/pullquote]\u003c/p>\n\u003cp>Berent emailed parents and students about the incident and apologized profusely.\u003c/p>\n\u003cp>Student Emily Beckett’s mother, Teri, said she reached out to Berent immediately to reassure him.\u003c/p>\n\u003cp>“It wasn’t his fault,” she said. “It was not the end of the world. We’re not particularly sensitive over here.”\u003c/p>\n\u003cp>She’s more concerned about her daughter losing further instruction time.\u003c/p>\n\u003cp>“Even a couple days’ pause in 11th grade is rough because they’re taking in so much,” she said. “Hopefully, they will get it back up and running very quickly.”\u003c/p>\n\u003cp>Emily wants that, too, but she said even when naked men aren’t dropping into her classes, disruptive students could easily hijack Zoom meetings. If things start back up again, she’d like to see teachers stick to smaller groups and keep students on mute until it’s their turn to talk.\u003c/p>\n\u003cp>Even Berent is sorry to see Zoom go. He knows his own young children, whose Berkeley Elementary teachers were also using the platform, will miss seeing their classmates and teachers. But ultimately, he’s glad the district suspended it.\u003c/p>\n\u003cp>“I’m saddened for the kids that don’t get to connect, for the other teachers out there — yes, we’re mourning that loss,” he said. “But also, it’s far worse to be violated by people jumping into that safe space that you are trying to create.”\u003c/p>\n\u003cp>Berkeley police are looking into the case.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>NPR contributed to this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tuesday was Berkeley High School photography teacher Gabriel Berent’s first foray into teaching via Zoom. It was uncomfortable from the start — the grid of faces in front of him reminded him of “The Brady Bunch,” and as the number of students on his screen passed 30, then 40, he struggled to make out their expressions and feel connected.\u003c/p>\n\u003cp>While he checked in with some — “How are you doing? How many of you are stressed?” — others rolled in late, their screen names popping up in a waiting area pending his approval to join the class.\u003c/p>\n\u003cp>Among names he recognized, Berent spotted racist slurs and vulgarities. It was disconcerting, but he did his best to weed out the interlopers while keeping up a dialogue with the class.\u003c/p>\n\u003cp>“I was trying to remind them that photography is really suited for this experience — you get to document your life,” he said. “Trying to let them know we’re in this together, and we’re gonna get through this.”\u003c/p>\n\u003cp>Not long after that, a naked middle-aged man appeared on screen among the students, spewing a nonsensical string of curses in Spanish.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In response to mounting scrutiny, Zoom CEO Eric Yuan on Wednesday \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829330707/zoom-ceo-tells-npr-he-never-thought-seriously-about-online-harassment-until-now\" target=\"_blank\" rel=\"noopener noreferrer\">announced\u003c/a> the formation of a \u003ca href=\"https://blog.zoom.us/wordpress/2020/04/08/update-on-zoom-90-day-plan-to-bolster-key-privacy-and-security-initiatives/\" target=\"_blank\" rel=\"noopener noreferrer\">security-focused council and advisory board\u003c/a> at the company. In an interview with Ari Shapiro of NPR’s “All Things Considered,” Yuan said missteps and criticism had prompted the company to focus on security.\u003c/p>\n\u003cp>“We’re going to transform our business to a privacy-and-security-first mentality,” he said.\u003c/p>\n\u003cp>Brent Stephens, superintendent of Berkeley Unified School District, said the decision to shut down Zoom classes was black and white.\u003c/p>\n\u003cp>“The severity of the behavior and the risk that he poses to students’ well-being really forced my hand,” he said.\u003c/p>\n\u003cp>After all, the Zoombomber could have targeted an elementary school class.\u003c/p>\n\u003cp>Stephens said he hopes the hiatus lasts no more than a few days. During that time, school officials will assess their safety protocols, consider alternative platforms and retool educator training on distance learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district is already requiring teachers to complete Zoom security training, and Berkeley High’s Berent completed it.\u003c/p>\n\u003cp>“I followed the district’s protocol,” he said. “But the reality is the human element of mistake.”\u003c/p>\n\u003cp>Administrators suspect the meeting ID and password had likely been shared, maybe even posted online, and Berent believes while juggling his dialogue with students and managing the waiting room, he mistakenly let in a Zoombomber whose innocuous screen name he thought was a student’s: Josh.\u003c/p>\n\u003cp>Going forward, Stephens said, the district may require all students to use full names and student ID numbers to gain access to a class meeting, and require teachers to implement a time-consuming student authentication system.\u003c/p>\n\u003cp>Stephens acknowledged it’s a complicated endeavor and said he hopes to draw from best practices in other districts.\u003c/p>\n\u003cp>He struck a determined tone, but the crisis is clearly wearing on him.\u003c/p>\n\u003cp>“On day two of our district plan, it’s a little discouraging to have run into an issue that’s just this serious,” he said.\u003c/p>\n\u003cp>Meanwhile, Berent said he spent hours in shock after the traumatic Zoom experience.\u003c/p>\n\u003cp>“I couldn’t sleep last night,” he said. “It felt very violating. I feel terrible as a teacher, like I let the parents down by not creating a safe space or letting this happen.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Berent emailed parents and students about the incident and apologized profusely.\u003c/p>\n\u003cp>Student Emily Beckett’s mother, Teri, said she reached out to Berent immediately to reassure him.\u003c/p>\n\u003cp>“It wasn’t his fault,” she said. “It was not the end of the world. We’re not particularly sensitive over here.”\u003c/p>\n\u003cp>She’s more concerned about her daughter losing further instruction time.\u003c/p>\n\u003cp>“Even a couple days’ pause in 11th grade is rough because they’re taking in so much,” she said. “Hopefully, they will get it back up and running very quickly.”\u003c/p>\n\u003cp>Emily wants that, too, but she said even when naked men aren’t dropping into her classes, disruptive students could easily hijack Zoom meetings. If things start back up again, she’d like to see teachers stick to smaller groups and keep students on mute until it’s their turn to talk.\u003c/p>\n\u003cp>Even Berent is sorry to see Zoom go. He knows his own young children, whose Berkeley Elementary teachers were also using the platform, will miss seeing their classmates and teachers. But ultimately, he’s glad the district suspended it.\u003c/p>\n\u003cp>“I’m saddened for the kids that don’t get to connect, for the other teachers out there — yes, we’re mourning that loss,” he said. “But also, it’s far worse to be violated by people jumping into that safe space that you are trying to create.”\u003c/p>\n\u003cp>Berkeley police are looking into the case.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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