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The college is currently offering three online programs, which will lead to industry certifications in \u003ca class=\"external\" href=\"https://www.calbright.org/working-adults/cybersecurity-support/\" target=\"_blank\" rel=\"noopener\">cybersecurity\u003c/a>, \u003ca class=\"external\" href=\"https://www.calbright.org/working-adults/it-support/\" target=\"_blank\" rel=\"noopener\">information technology\u003c/a> and \u003ca class=\"external\" href=\"https://www.calbright.org/working-adults/medical-coding/\" target=\"_blank\" rel=\"noopener\">medical coding\u003c/a>.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Taylor Huckaby, Calbright spokesman\"]‘We’re focused on getting people jobs, not so much getting degrees.’[/pullquote]\u003c/p>\n\u003cp>Rather than completing a certain number of classroom hours or achieving a specific grade, students will receive credit for the experience they’ve previously acquired in the workplace and will then have to demonstrate competency in a particular set of skills.\u003c/p>\n\u003cp>“What we’re doing is pretty unique, not just in California but the whole country,” said Taylor Huckaby, Calbright’s communications director.\u003c/p>\n\u003cp>New students will first take a skills assessment and then enroll in a basic college and career preparation. They can then enroll in one of the three program pathways, all of which are self-paced and designed to be completed in under one year, according to \u003ca class=\"external\" href=\"https://www.calbright.org/working-adults/it-support/\" target=\"_blank\" rel=\"noopener\">Calbright’s website\u003c/a>. The school will then continue to guide students through industry apprenticeships and certification programs, while covering any related fees, Huckaby said.\u003c/p>\n\u003cp>The ultimate goal is for Calbright officials to understand and meet student needs through every step of the experience, Huckaby said, noting that each student will be connected with a counselor to help “walk them through” the process. Although it’s all online, there is a constant human touch guiding folks through these program pathways.”\u003c/p>\n\u003cp>Program pathways will also continually change in response to industry demand, Hucakby added.\u003c/p>\n\u003cp>“We’ll be constantly taking the temperature of the labor market — what jobs need to be filled,” he said. “We’re focused on getting people jobs, not so much getting degrees.”\u003c/p>\n\u003cp>As with the rest of the state’s community college system, there are no minimum academic requirements needed to register or enroll in Calbright, and tuition is entirely free.\u003c/p>\n\u003cp>The school’s registration system came online at 8 a.m. Tuesday, and as of 1 p.m. about 250 students had already signed up, said Huckaby, noting that the initial enrollment window would close after the first 400 applications were received.\u003c/p>\n\u003cp>Many questions, though, still remain about how the nascent virtual college will operate, particularly in light of the many obstacles it faces.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"community-college\"]\u003c/p>\n\u003cp>Calbright is not accredited, a process that could take years. And the school has so far hired only six part-time faculty contractors and directors for each of its three programs. It has yet to hire any full-time teaching faculty, something it is just now starting to do, said Huckaby.\u003c/p>\n\u003cp>In March, the school’s newly appointed president, Heather Hiles, also drew heat after it surfaced that she had \u003ca class=\"external\" href=\"https://calmatters.org/education/2019/03/carolyn-carpeneti-online-college-contract-newsom-willie-brown/\" target=\"_blank\" rel=\"noopener\">pushed to grant a no-bid contract\u003c/a> of up to $500,000 to an executive recruiter friend.\u003c/p>\n\u003cp>Meanwhile, while Calbright officials say they intend to partner with employers to host the three pathway programs, no such partnerships have been announced yet, although officials say they have been in talks with a number of labor organizations, including the Service Employees International Union.\u003c/p>\n\u003cp>“The reality is that they’re going to need at least 1½ to two years to really figure out what is the best way of supporting these learners, which no institutions, public or private, have really decided to support,” said Eloy Ortiz Oakley, chancellor of the state’s community college system.\u003c/p>\n\u003cp>Oakley also noted the pressure the college faces from the California Federation of Teachers, the union representing 30,000 community college employees, which has remained steadfastly opposed to the school since former Gov. Jerry Brown first proposed it years ago.\u003c/p>\n\u003cp>The CFT\u003cstrong> \u003c/strong>\u003ca href=\"https://edsource.org/2019/calbright-faces-questions-weeks-before-opening/615920\">claims the college\u003c/a> is violating the state’s education law by duplicating programs offered at other local community colleges, and just last month sent a \u003ca class=\"external\" href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2019/08/CFT-letter-to-CCC-Governors.pdf\" target=\"_blank\" rel=\"noopener\">letter\u003c/a> to the community college’s board of trustees threatening a lawsuit against the system.\u003c/p>\n\u003cp>“Nothing has improved as far as we can tell,” said Jim Mahler, president of the Community College Council of the CFT, in an email, noting that there may be even more violations of state law than initially stated. “In fact, our concerns have grown.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oakley conceded that the lead-up to opening the new college hasn’t been perfect.\u003c/p>\n\u003cp>“They have certainly made a few mistakes, which is understandable for any startup,” he said, adding that he expects school officials to closely examine the experience of the first group of students and make the necessary adjustments.\u003c/p>\n\u003cp>“These adult learners are in the most vulnerable industries, and many of whom have nothing more than a high school diploma,” he said. “Can we create a platform that really is robust enough and supportive enough to help them upscale before they either lose their job or continue to be underemployed?”\u003c/p>\n\u003cp>\u003cem>Matthew Green of KQED News contributed reporting.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Calbright is not accredited, a process that could take years. And the school has so far hired only six part-time faculty contractors and directors for each of its three programs. It has yet to hire any full-time teaching faculty, something it is just now starting to do, said Huckaby.\u003c/p>\n\u003cp>In March, the school’s newly appointed president, Heather Hiles, also drew heat after it surfaced that she had \u003ca class=\"external\" href=\"https://calmatters.org/education/2019/03/carolyn-carpeneti-online-college-contract-newsom-willie-brown/\" target=\"_blank\" rel=\"noopener\">pushed to grant a no-bid contract\u003c/a> of up to $500,000 to an executive recruiter friend.\u003c/p>\n\u003cp>Meanwhile, while Calbright officials say they intend to partner with employers to host the three pathway programs, no such partnerships have been announced yet, although officials say they have been in talks with a number of labor organizations, including the Service Employees International Union.\u003c/p>\n\u003cp>“The reality is that they’re going to need at least 1½ to two years to really figure out what is the best way of supporting these learners, which no institutions, public or private, have really decided to support,” said Eloy Ortiz Oakley, chancellor of the state’s community college system.\u003c/p>\n\u003cp>Oakley also noted the pressure the college faces from the California Federation of Teachers, the union representing 30,000 community college employees, which has remained steadfastly opposed to the school since former Gov. Jerry Brown first proposed it years ago.\u003c/p>\n\u003cp>The CFT\u003cstrong> \u003c/strong>\u003ca href=\"https://edsource.org/2019/calbright-faces-questions-weeks-before-opening/615920\">claims the college\u003c/a> is violating the state’s education law by duplicating programs offered at other local community colleges, and just last month sent a \u003ca class=\"external\" href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2019/08/CFT-letter-to-CCC-Governors.pdf\" target=\"_blank\" rel=\"noopener\">letter\u003c/a> to the community college’s board of trustees threatening a lawsuit against the system.\u003c/p>\n\u003cp>“Nothing has improved as far as we can tell,” said Jim Mahler, president of the Community College Council of the CFT, in an email, noting that there may be even more violations of state law than initially stated. “In fact, our concerns have grown.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oakley conceded that the lead-up to opening the new college hasn’t been perfect.\u003c/p>\n\u003cp>“They have certainly made a few mistakes, which is understandable for any startup,” he said, adding that he expects school officials to closely examine the experience of the first group of students and make the necessary adjustments.\u003c/p>\n\u003cp>“These adult learners are in the most vulnerable industries, and many of whom have nothing more than a high school diploma,” he said. “Can we create a platform that really is robust enough and supportive enough to help them upscale before they either lose their job or continue to be underemployed?”\u003c/p>\n\u003cp>\u003cem>Matthew Green of KQED News contributed reporting.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Montel Floyd graduates in May from Merritt Community College, he'll be the first person in his family with a college degree.\u003c/p>\n\u003cp>[aside label=\"More stories from 'The College Try' series\" tag=\"college-try\"]\u003c/p>\n\u003cp>And it's been a long journey. Floyd, 23, fell behind in middle school and had to repeat a year of high school.\u003c/p>\n\u003cp>But he was determined to pursue higher education. \"I always wanted to go to college,\" Floyd said.\u003c/p>\n\u003cp>One crucial factor was a commitment at Center High School in Antelope, California, where Floyd attended, to walk every graduating senior through the college enrollment and financial aid process, what counselors call a \"high touch\" approach.\u003c/p>\n\u003cp>At Center High, the key to Floyd's success was a mandatory consumer finance course taught by an instructor named Joe Gomes, who required all seniors in his class to complete and submit college application and financial aid forms.\u003c/p>\n\u003cp>\"Everything that we could do in class we did,\" said Floyd. \"He taught us about financial aid. He taught us about taxes. ... He dotted his I's and he crossed his T's and I love Mr. Gomes for that.\"\u003c/p>\n\u003cp>Although most high schools encourage students to attend college, few do so as doggedly as Center, where students who are generally the first in their families to go to college, are guided through the sometimes bewildering application and financial aid processes.\u003c/p>\n\u003cp>The school's effort is an acknowledgement of the harsh reality that the majority of young people today who only have a high school diploma are unlikely to \u003ca href=\"https://cew.georgetown.edu/cew-reports/3pathways/\">reach the middle class\u003c/a>. It's a fact that's particularly acute for low-income, minority students, who attend college at disproportionately lower rates.\u003c/p>\n\u003cfigure id=\"attachment_11740628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/04/RS36552_MontelFloyd_008.jpg\">\u003cimg class=\"size-full wp-image-11740628\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/04/RS36552_MontelFloyd_008.jpg\" alt=\"\" width=\"1920\" height=\"1322\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-160x110.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-800x551.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-1020x702.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-1200x826.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montel Floyd, 23, greets his friends at Merritt College, where he will soon receive an associate degree. \u003ccite>(Lindsey Moore/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Apollo High School, a continuation program in San Jose, seniors are also required to enroll in some form of college and complete financial aid forms. Counselors and teachers work intensively with the school's roughly 80 graduating seniors.\u003c/p>\n\u003cp>\"Fifty percent of our parents have never graduated from high school,\" said Laurie Brant, who runs Apollo's academic program. For many Apollo students and their families, she noted, graduating from high school is already considered a huge accomplishment.\u003c/p>\n\u003cp>\"But that doesn't give our kids the capital to know how to navigate the community college system,\" she said. \"They don't know how to sign up, they don't have computer access or Wi-Fi at home. ... We remove those barriers for them.\"\u003c/p>\n\u003cp>In the weeks before graduation, three financial aid administrators, all bilingual Spanish speakers from nearby community colleges, come to Apollo High to help parents and students complete their federal student aid forms and apply for scholarships. Participation is mandatory.\u003c/p>\n\u003cp>During one recent session inside a portable classroom, students and their parents sit at laptops completing forms, as counselors provide guidance.\u003c/p>\n\u003cp>Angel Escamilla, an Apollo senior, and his mother Cecilia, meet with the college counselors to determine the amount of financial aid Angel can receive\u003cb>, \u003c/b>and to make sure his application is in order.\u003c/p>\n\u003cp>\"It is very crucial for him to have some kind of financial aid for him to be able to go, because I would not be able to help him at all, unfortunately,\" Cecilia Escamilla said.\u003c/p>\n\u003cp>She said the school's counselors already helped them in November to fill out her son's college applications.\u003c/p>\n\u003cp>In contrast, neighboring William C. Overfelt High School, which is many times larger than Apollo, can't offer the same degree of personalized college prep support.\u003c/p>\n\u003cp>\"There are so many ways the deck is stacked against our families,\" said Vito Chiala, Overfelt's principal. \"Kids slip through the cracks. We wish we had the resources Apollo has.\"\u003c/p>\n\u003cp>The vast majority of Overfelt's 1,500 students are Latino and almost all students qualify for free or reduced lunch. In California, 65% of Latinos between 25 and 64 have never attended any college, according to \u003ca href=\"http://californiacompetes.org/publications/back-to-college-part-one\" target=\"_blank\" rel=\"noopener\">College Competes\u003c/a>, a higher education policy group.\u003c/p>\n\u003cp>When his students fall behind to the point where they won't be able to graduate, Chiala often sends them next door to seek help from Brant.\u003c/p>\n\u003cp>For Montel Floyd, Center High's \"high touch\" approach was the push he needed to continue his education, the kind of guidance he said he wouldn't have gotten at home. Floyd's mother, who was disabled and completely unfamiliar with the college application process, had pushed him to get a job straight out of high school.\u003c/p>\n\u003cp>\"That's what they did back in the day: They graduated from high school and went right into the workforce,\" said Floyd.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With support from his school, Floyd ended up at Merritt College, where he will receive an associate degree in social behavioral sciences in May.\u003c/p>\n\u003cp>He hopes to transfer to Humboldt State in the fall, and plans to pursue a master's degree.\u003c/p>\n\u003cp>\"My whole life I've invested in other people's lives, taking care of my parents and family,\" Floyd said. \"Now I'm investing in me.\"\u003c/p>\n\u003cp>\u003cem>This story is part of our series The College Try, about what it takes for students who don't come from means to get a higher ed degree in California today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And it's been a long journey. Floyd, 23, fell behind in middle school and had to repeat a year of high school.\u003c/p>\n\u003cp>But he was determined to pursue higher education. \"I always wanted to go to college,\" Floyd said.\u003c/p>\n\u003cp>One crucial factor was a commitment at Center High School in Antelope, California, where Floyd attended, to walk every graduating senior through the college enrollment and financial aid process, what counselors call a \"high touch\" approach.\u003c/p>\n\u003cp>At Center High, the key to Floyd's success was a mandatory consumer finance course taught by an instructor named Joe Gomes, who required all seniors in his class to complete and submit college application and financial aid forms.\u003c/p>\n\u003cp>\"Everything that we could do in class we did,\" said Floyd. \"He taught us about financial aid. He taught us about taxes. ... He dotted his I's and he crossed his T's and I love Mr. Gomes for that.\"\u003c/p>\n\u003cp>Although most high schools encourage students to attend college, few do so as doggedly as Center, where students who are generally the first in their families to go to college, are guided through the sometimes bewildering application and financial aid processes.\u003c/p>\n\u003cp>The school's effort is an acknowledgement of the harsh reality that the majority of young people today who only have a high school diploma are unlikely to \u003ca href=\"https://cew.georgetown.edu/cew-reports/3pathways/\">reach the middle class\u003c/a>. It's a fact that's particularly acute for low-income, minority students, who attend college at disproportionately lower rates.\u003c/p>\n\u003cfigure id=\"attachment_11740628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/04/RS36552_MontelFloyd_008.jpg\">\u003cimg class=\"size-full wp-image-11740628\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/04/RS36552_MontelFloyd_008.jpg\" alt=\"\" width=\"1920\" height=\"1322\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-160x110.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-800x551.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-1020x702.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/04/RS36552_MontelFloyd_008-1200x826.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montel Floyd, 23, greets his friends at Merritt College, where he will soon receive an associate degree. \u003ccite>(Lindsey Moore/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Apollo High School, a continuation program in San Jose, seniors are also required to enroll in some form of college and complete financial aid forms. Counselors and teachers work intensively with the school's roughly 80 graduating seniors.\u003c/p>\n\u003cp>\"Fifty percent of our parents have never graduated from high school,\" said Laurie Brant, who runs Apollo's academic program. For many Apollo students and their families, she noted, graduating from high school is already considered a huge accomplishment.\u003c/p>\n\u003cp>\"But that doesn't give our kids the capital to know how to navigate the community college system,\" she said. \"They don't know how to sign up, they don't have computer access or Wi-Fi at home. ... We remove those barriers for them.\"\u003c/p>\n\u003cp>In the weeks before graduation, three financial aid administrators, all bilingual Spanish speakers from nearby community colleges, come to Apollo High to help parents and students complete their federal student aid forms and apply for scholarships. Participation is mandatory.\u003c/p>\n\u003cp>During one recent session inside a portable classroom, students and their parents sit at laptops completing forms, as counselors provide guidance.\u003c/p>\n\u003cp>Angel Escamilla, an Apollo senior, and his mother Cecilia, meet with the college counselors to determine the amount of financial aid Angel can receive\u003cb>, \u003c/b>and to make sure his application is in order.\u003c/p>\n\u003cp>\"It is very crucial for him to have some kind of financial aid for him to be able to go, because I would not be able to help him at all, unfortunately,\" Cecilia Escamilla said.\u003c/p>\n\u003cp>She said the school's counselors already helped them in November to fill out her son's college applications.\u003c/p>\n\u003cp>In contrast, neighboring William C. Overfelt High School, which is many times larger than Apollo, can't offer the same degree of personalized college prep support.\u003c/p>\n\u003cp>\"There are so many ways the deck is stacked against our families,\" said Vito Chiala, Overfelt's principal. \"Kids slip through the cracks. We wish we had the resources Apollo has.\"\u003c/p>\n\u003cp>The vast majority of Overfelt's 1,500 students are Latino and almost all students qualify for free or reduced lunch. In California, 65% of Latinos between 25 and 64 have never attended any college, according to \u003ca href=\"http://californiacompetes.org/publications/back-to-college-part-one\" target=\"_blank\" rel=\"noopener\">College Competes\u003c/a>, a higher education policy group.\u003c/p>\n\u003cp>When his students fall behind to the point where they won't be able to graduate, Chiala often sends them next door to seek help from Brant.\u003c/p>\n\u003cp>For Montel Floyd, Center High's \"high touch\" approach was the push he needed to continue his education, the kind of guidance he said he wouldn't have gotten at home. Floyd's mother, who was disabled and completely unfamiliar with the college application process, had pushed him to get a job straight out of high school.\u003c/p>\n\u003cp>\"That's what they did back in the day: They graduated from high school and went right into the workforce,\" said Floyd.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With support from his school, Floyd ended up at Merritt College, where he will receive an associate degree in social behavioral sciences in May.\u003c/p>\n\u003cp>He hopes to transfer to Humboldt State in the fall, and plans to pursue a master's degree.\u003c/p>\n\u003cp>\"My whole life I've invested in other people's lives, taking care of my parents and family,\" Floyd said. \"Now I'm investing in me.\"\u003c/p>\n\u003cp>\u003cem>This story is part of our series The College Try, about what it takes for students who don't come from means to get a higher ed degree in California today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Half of California’s community college students have experienced hunger in the last year and 60 percent have faced housing insecurity, even though many of them are working, a survey released Thursday found.\u003c/p>\n\u003cp>[aside label=\"More stories from 'The College Try' series\" tag=\"college-try\"]\u003c/p>\n\u003cp>Nineteen percent of the state’s 2.1 million community college students have endured homelessness in the last year, too, according to the \u003ca href=\"https://hope4college.com/wp-content/uploads/2019/03/RealCollege-CCCCO-Report.pdf\" target=\"_blank\" rel=\"noopener\">report\u003c/a> by the Hope Center for College, Community and Justice at Temple University in Philadelphia.\u003c/p>\n\u003cp>“California’s community colleges are the primary driver of upward social and economic mobility for millions of residents,” California Community Colleges Chancellor Eloy Ortiz Oakley said in a statement. “No student should face hunger or homelessness. California must do better.”\u003c/p>\n\u003cp>Nearly 40,000 students at 57 community colleges statewide took the #RealCollege Survey in the fall of 2016 and 2018.\u003c/p>\n\u003cp>Students at higher risk for facing hunger and housing insecurity include those who are parents, divorced, former foster youth, African-American, LGBTQ or have served in the military. Formerly incarcerated students are at higher risk, too.\u003c/p>\n\u003cp>The rates of highest basic needs challenges among students were in the greater Sacramento area as well as in the northern coastal and inland regions. Such needs were “far lower” but “still substantial” in the south-central area, including Santa Barbara, the Hope Center said in a statement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The number of students struggling to meet basic needs isn’t surprising, said Ya’Mese Johnson. As the student body president of Merritt College in Oakland, Johnson sees what many community college students are up against: “I’ve known many students that have worked like four jobs.”\u003c/p>\n\u003cp>That was another of the report’s findings: 84 percent of students grappling with food insecurity had a job or were looking for one, as were most of those coping with housing challenges.\u003c/p>\n\u003cp>“A lot of students are working jobs that are minimum wage or lower,” Christine Baker-Smith, managing director at the Hope Center, told KQED. She said it was also harder for students to hold down jobs with shifting class schedules, making it tough for them to compete with people who don’t have the same obstacles.\u003c/p>\n\u003cp>[aside tag='homelessness' label='More homelessness coverage']\u003c/p>\n\u003cp>The center said data show that working and receiving financial aid wasn’t enough to help students struggling with unaffordable housing costs and rising food prices — especially in California.\u003c/p>\n\u003cp>The difficulties can affect the academics, including college completion rates. Johnson said she worked two jobs last year to make ends meet: “It makes it super hard to take a full-time class load.”\u003c/p>\n\u003cp>Though limited public benefits are available to students, many of them don’t take advantage of such help: Eight percent of homeless community college students get housing assistance and about 20 percent of them get \u003ca href=\"https://eatfresh.org/\">CalFresh\u003c/a> (federally known as the Supplemental Nutrition Assistance Program, SNAP), the Hope Center said.\u003c/p>\n\u003cp>“The primary thing we think is going on is that most students don’t know” about the aid, said Baker-Smith. “There is also some stigma involved in the feeling that one is insecure in (their) basic needs.”\u003c/p>\n\u003cp>Some of the \u003ca href=\"https://hope4college.com/wp-content/uploads/2019/03/Hope-TICAS-CCCCO-Brief.pdf\" target=\"_blank\" rel=\"noopener\">center’s recommendations\u003c/a> to help students include offering a school lunch program, changing the CalGrant program to allow community colleges to accept more federal financial assistance, exploring creative housing options and ensuring college staff are aware of the various aid benefits available to students.\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story is part of our series The College Try, about what it takes for students who don’t come from means to get a higher ed degree in California today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nineteen percent of the state’s 2.1 million community college students have endured homelessness in the last year, too, according to the \u003ca href=\"https://hope4college.com/wp-content/uploads/2019/03/RealCollege-CCCCO-Report.pdf\" target=\"_blank\" rel=\"noopener\">report\u003c/a> by the Hope Center for College, Community and Justice at Temple University in Philadelphia.\u003c/p>\n\u003cp>“California’s community colleges are the primary driver of upward social and economic mobility for millions of residents,” California Community Colleges Chancellor Eloy Ortiz Oakley said in a statement. “No student should face hunger or homelessness. California must do better.”\u003c/p>\n\u003cp>Nearly 40,000 students at 57 community colleges statewide took the #RealCollege Survey in the fall of 2016 and 2018.\u003c/p>\n\u003cp>Students at higher risk for facing hunger and housing insecurity include those who are parents, divorced, former foster youth, African-American, LGBTQ or have served in the military. Formerly incarcerated students are at higher risk, too.\u003c/p>\n\u003cp>The rates of highest basic needs challenges among students were in the greater Sacramento area as well as in the northern coastal and inland regions. Such needs were “far lower” but “still substantial” in the south-central area, including Santa Barbara, the Hope Center said in a statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The number of students struggling to meet basic needs isn’t surprising, said Ya’Mese Johnson. As the student body president of Merritt College in Oakland, Johnson sees what many community college students are up against: “I’ve known many students that have worked like four jobs.”\u003c/p>\n\u003cp>That was another of the report’s findings: 84 percent of students grappling with food insecurity had a job or were looking for one, as were most of those coping with housing challenges.\u003c/p>\n\u003cp>“A lot of students are working jobs that are minimum wage or lower,” Christine Baker-Smith, managing director at the Hope Center, told KQED. She said it was also harder for students to hold down jobs with shifting class schedules, making it tough for them to compete with people who don’t have the same obstacles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The center said data show that working and receiving financial aid wasn’t enough to help students struggling with unaffordable housing costs and rising food prices — especially in California.\u003c/p>\n\u003cp>The difficulties can affect the academics, including college completion rates. Johnson said she worked two jobs last year to make ends meet: “It makes it super hard to take a full-time class load.”\u003c/p>\n\u003cp>Though limited public benefits are available to students, many of them don’t take advantage of such help: Eight percent of homeless community college students get housing assistance and about 20 percent of them get \u003ca href=\"https://eatfresh.org/\">CalFresh\u003c/a> (federally known as the Supplemental Nutrition Assistance Program, SNAP), the Hope Center said.\u003c/p>\n\u003cp>“The primary thing we think is going on is that most students don’t know” about the aid, said Baker-Smith. “There is also some stigma involved in the feeling that one is insecure in (their) basic needs.”\u003c/p>\n\u003cp>Some of the \u003ca href=\"https://hope4college.com/wp-content/uploads/2019/03/Hope-TICAS-CCCCO-Brief.pdf\" target=\"_blank\" rel=\"noopener\">center’s recommendations\u003c/a> to help students include offering a school lunch program, changing the CalGrant program to allow community colleges to accept more federal financial assistance, exploring creative housing options and ensuring college staff are aware of the various aid benefits available to students.\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story is part of our series The College Try, about what it takes for students who don’t come from means to get a higher ed degree in California today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California’s public universities will get an infusion of cash to increase enrollment, smooth students’ progress toward graduation and repair aging buildings under a state budget agreement reached Friday by Gov. Jerry Brown and legislative leaders.\u003c/p>\n\u003cp>The agreement, which still must be approved by the full Legislature and signed by the governor to take effect, boosts annual funding for California State University by $197 million and the University of California by $97 million. It comes in the wake of months of fervent lobbying by students, faculty and administrators after Brown proposed a less generous higher education budget in January.\u003c/p>\n\u003cp>UC spokesperson Dianne Klein said the agreement, while still tentative, “will allow UC to put off a tuition increase for California students and provide much needed funds for deferred maintenance.”\u003c/p>\n\u003cp>The two university systems will also each receive more than $160 million in one-time money under the agreement, some of which is targeted for specific programs including fighting student hunger and providing legal services for undocumented students.\u003c/p>\n\u003cp>“This investment will enable the CSU to enroll more students from a wide variety of backgrounds, and prepare them to improve their communities and lead the industries that are driving California,” California State University Chancellor Tim White said in a statement. “This is vital to our state’s future.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>White had already taken a tuition increase for CSU off the table in April.\u003c/p>\n\u003cp>The budget projects that CSU will enroll more than 3,600 additional students in the coming year, while UC adds 2,000. It sets aside $75 million to fund an ongoing effort by CSU to boost the percentage of students who graduate in four years to 40 percent by 2025.\u003c/p>\n\u003cp>And it gives each university system $35 million for repairs to campuses, where overcrowded classrooms, outdated equipment and leaky buildings sometimes \u003ca href=\"https://calmatters.org/articles/crowded-crumbling-campuses-will-one-time-cash-infusion-be-enough-to-fix-the-university-of-california/\" rel=\"noopener\" target=\"_blank\">interfere with learning\u003c/a>.\u003c/p>\n\u003cp>The compromise represents a sea change from a few months ago when Brown was insisting he would not agree to more than a 3 percent funding increase for UC and CSU, and both universities were considering tuition hikes to close the gap. Though California posted higher revenues than expected this year, Brown has kept a tight hold on state purse strings, wary of what he views as an inevitable recession.\u003c/p>\n\u003cp>“From a $27 billion deficit in 2011, the state now enjoys a healthy surplus and a solid Rainy Day Fund,” the governor tweeted Friday in announcing the $200 billion budget deal, which would keep the state running through the 2018-19 fiscal year.\u003c/p>\n\u003cp>Max Lubin, a UC Berkeley graduate student who heads up the student advocacy group RISE, credited a united front among students and university administrators with helping to sway lawmakers.\u003c/p>\n\u003cp>“It’s not a perfect solution, but it’s an accomplishment we’re very proud of,” he said. “I hope we can show students not just here but across the county that when we organize and make our voices heard, we can reverse this vicious cycle of tuition hikes and start restoring California and the nation’s investment in students.”\u003c/p>\n\u003cp>California’s community colleges will also see two major changes under the agreement: the establishment of a new, \u003ca href=\"https://calmatters.org/articles/community-college-online-gov-browns-plan-re-imagines-cyber-learning-faces-skeptics/\" rel=\"noopener\" target=\"_blank\">fully online college\u003c/a> and a shift to funding campuses based not just on how many students they enroll. Both are high priorities for the governor and community colleges Chancellor Eloy Ortiz Oakley that sparked fierce opposition among some faculty.\u003c/p>\n\u003cp>Critics argued that the online college, which is aimed at giving adult workers short-term credentials that will help them advance in their careers, duplicated work already being done on brick-and-mortar campuses and might not give students the support they needed to succeed.\u003c/p>\n\u003cp>The deal lawmakers negotiated will give $35 million to improve online courses at existing colleges, on top of the $120 million set aside for the new college. The online school will be required to develop programs that help students continue their education on a physical campus.\u003c/p>\n\u003cp>Oakley called the plan “a good compromise.”\u003c/p>\n\u003cp>“There’s a recognition that the community colleges need to serve more and different kinds of Californians, and that the economy and workforce continue to change,” he said. “We think this will be a great thing for California workers, and we can’t wait to get started.”\u003c/p>\n\u003cp>But Jonathan Lightman, executive director of the Faculty Association of California Community Colleges, said it was “extremely disappointing” that the agreement didn’t include stricter oversight to ensure the online college didn’t compete with existing campuses.\u003c/p>\n\u003cp>The faculty association “continues to believe that the online, hybrid and traditional college courses that are offered by our institutions, whether they be credit or non-credit, have greater merit than a separate fully online college that is not anchored in the community,” he said.\u003c/p>\n\u003cp>Oakley also acknowledged that debate over the controversial new funding formula would continue past the June 15 deadline for the Legislature to pass a budget.\u003c/p>\n\u003cp>In the past, community colleges received funding based solely on how many students they enrolled. The new formula replaces that with a combination of total enrollment, the number of low-income students on campus and how well colleges perform on a range of measures including awarding degrees and preparing students for transfer to four-year universities.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://calmatters.org/\" rel=\"noopener\" target=\"_blank\">CALmatters.org\u003c/a> is a nonprofit, nonpartisan media venture explaining California policies and politics. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This is an abridged version of the full story, which is available at \u003ca href=\"https://calmatters.org/\" rel=\"noopener\" target=\"_blank\">CALmatters.org\u003c/a> — a nonprofit, nonpartisan media venture explaining California policies and politics. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s public universities will get an infusion of cash to increase enrollment, smooth students’ progress toward graduation and repair aging buildings under a state budget agreement reached Friday by Gov. Jerry Brown and legislative leaders.\u003c/p>\n\u003cp>The agreement, which still must be approved by the full Legislature and signed by the governor to take effect, boosts annual funding for California State University by $197 million and the University of California by $97 million. It comes in the wake of months of fervent lobbying by students, faculty and administrators after Brown proposed a less generous higher education budget in January.\u003c/p>\n\u003cp>UC spokesperson Dianne Klein said the agreement, while still tentative, “will allow UC to put off a tuition increase for California students and provide much needed funds for deferred maintenance.”\u003c/p>\n\u003cp>The two university systems will also each receive more than $160 million in one-time money under the agreement, some of which is targeted for specific programs including fighting student hunger and providing legal services for undocumented students.\u003c/p>\n\u003cp>“This investment will enable the CSU to enroll more students from a wide variety of backgrounds, and prepare them to improve their communities and lead the industries that are driving California,” California State University Chancellor Tim White said in a statement. “This is vital to our state’s future.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>White had already taken a tuition increase for CSU off the table in April.\u003c/p>\n\u003cp>The budget projects that CSU will enroll more than 3,600 additional students in the coming year, while UC adds 2,000. It sets aside $75 million to fund an ongoing effort by CSU to boost the percentage of students who graduate in four years to 40 percent by 2025.\u003c/p>\n\u003cp>And it gives each university system $35 million for repairs to campuses, where overcrowded classrooms, outdated equipment and leaky buildings sometimes \u003ca href=\"https://calmatters.org/articles/crowded-crumbling-campuses-will-one-time-cash-infusion-be-enough-to-fix-the-university-of-california/\" rel=\"noopener\" target=\"_blank\">interfere with learning\u003c/a>.\u003c/p>\n\u003cp>The compromise represents a sea change from a few months ago when Brown was insisting he would not agree to more than a 3 percent funding increase for UC and CSU, and both universities were considering tuition hikes to close the gap. Though California posted higher revenues than expected this year, Brown has kept a tight hold on state purse strings, wary of what he views as an inevitable recession.\u003c/p>\n\u003cp>“From a $27 billion deficit in 2011, the state now enjoys a healthy surplus and a solid Rainy Day Fund,” the governor tweeted Friday in announcing the $200 billion budget deal, which would keep the state running through the 2018-19 fiscal year.\u003c/p>\n\u003cp>Max Lubin, a UC Berkeley graduate student who heads up the student advocacy group RISE, credited a united front among students and university administrators with helping to sway lawmakers.\u003c/p>\n\u003cp>“It’s not a perfect solution, but it’s an accomplishment we’re very proud of,” he said. “I hope we can show students not just here but across the county that when we organize and make our voices heard, we can reverse this vicious cycle of tuition hikes and start restoring California and the nation’s investment in students.”\u003c/p>\n\u003cp>California’s community colleges will also see two major changes under the agreement: the establishment of a new, \u003ca href=\"https://calmatters.org/articles/community-college-online-gov-browns-plan-re-imagines-cyber-learning-faces-skeptics/\" rel=\"noopener\" target=\"_blank\">fully online college\u003c/a> and a shift to funding campuses based not just on how many students they enroll. Both are high priorities for the governor and community colleges Chancellor Eloy Ortiz Oakley that sparked fierce opposition among some faculty.\u003c/p>\n\u003cp>Critics argued that the online college, which is aimed at giving adult workers short-term credentials that will help them advance in their careers, duplicated work already being done on brick-and-mortar campuses and might not give students the support they needed to succeed.\u003c/p>\n\u003cp>The deal lawmakers negotiated will give $35 million to improve online courses at existing colleges, on top of the $120 million set aside for the new college. The online school will be required to develop programs that help students continue their education on a physical campus.\u003c/p>\n\u003cp>Oakley called the plan “a good compromise.”\u003c/p>\n\u003cp>“There’s a recognition that the community colleges need to serve more and different kinds of Californians, and that the economy and workforce continue to change,” he said. “We think this will be a great thing for California workers, and we can’t wait to get started.”\u003c/p>\n\u003cp>But Jonathan Lightman, executive director of the Faculty Association of California Community Colleges, said it was “extremely disappointing” that the agreement didn’t include stricter oversight to ensure the online college didn’t compete with existing campuses.\u003c/p>\n\u003cp>The faculty association “continues to believe that the online, hybrid and traditional college courses that are offered by our institutions, whether they be credit or non-credit, have greater merit than a separate fully online college that is not anchored in the community,” he said.\u003c/p>\n\u003cp>Oakley also acknowledged that debate over the controversial new funding formula would continue past the June 15 deadline for the Legislature to pass a budget.\u003c/p>\n\u003cp>In the past, community colleges received funding based solely on how many students they enrolled. The new formula replaces that with a combination of total enrollment, the number of low-income students on campus and how well colleges perform on a range of measures including awarding degrees and preparing students for transfer to four-year universities.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://calmatters.org/\" rel=\"noopener\" target=\"_blank\">CALmatters.org\u003c/a> is a nonprofit, nonpartisan media venture explaining California policies and politics. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This is an abridged version of the full story, which is available at \u003ca href=\"https://calmatters.org/\" rel=\"noopener\" target=\"_blank\">CALmatters.org\u003c/a> — a nonprofit, nonpartisan media venture explaining California policies and politics. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reinventing Community College to Reach Millions of Workers — Online",
"title": "Reinventing Community College to Reach Millions of Workers — Online",
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"content": "\u003cp>The workforce is changing dramatically and there's a widespread recognition that new skills — and new ways of teaching adults those skills — are needed and needed fast. In California, the state's 114 community colleges are facing the challenge of offering the credentials, classes and training that will help workers choose a career or adapt to a new one.\u003c/p>\n\u003cp>The system right now can't serve all of these workers. But there's a new idea that could come to the rescue: Create a new online community college for people in the workforce who have been shut out of higher education.\u003c/p>\n\u003cfigure id=\"attachment_11654727\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21.jpg\">\u003cimg class=\"size-full wp-image-11654727\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21.jpg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21.jpg 200w, https://ww2.kqed.org/app/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21-160x200.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eloy Ortiz Oakley is chancellor for the California Community Colleges. \u003ccite>(California Community Colleges)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's the brainchild of Eloy Ortiz Oakley. He's a product of California's community college system — and now its chancellor. He says it's a system that urgently needs to rethink how it delivers the courses students need, when and where they need them.\u003c/p>\n\u003cp>It's a fascinating idea, yet one that faces hurdles — not the least of which is the cost to get this new system up and running. Gov. Jerry Brown loves Oakley's idea and has proposed $100 million in startup funding in his budget, which state legislators have yet to approve.\u003c/p>\n\u003cp>I spoke with Oakley about his idea and why he thinks its time has come. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>You already have 114 community colleges throughout California. All offer online courses. Why do you need to create a new online system and who exactly will it serve that's not being served already?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>These are individuals who cannot drop everything they're doing or come to our colleges and spend two-three years getting a degree or credential. They need short-term job skills in order to survive.\u003c/p>\n\u003cp>After the recession, we realized that millions of Californians in the workforce who have only a high school diploma were displaced in great numbers. But even those who survived the recession have no real prospects for future wage gains.\u003c/p>\n\u003cp>\u003cstrong>What kinds of credentials are you talking about and in what fields?\u003c/strong>\u003c/p>\n\u003cp>That would depend on the region of California people live in. We have a very diverse economy and we're looking at this by working with labor partners, the building trades, as well as large industry representatives like manufacturing, health care, medical coding or administration. These short-term credentials would take advantage of a worker's prior learning, folks who've been in the workforce for a long time and have lots of experience.\u003c/p>\n\u003cp>We would give them a short burst of job skills that employers would honor. This is not something that our community colleges currently focus on.\u003c/p>\n\u003cp>For example, in this online model, an individual would be able to enroll and begin classes any time of the month rather than waiting for the traditional academic semester to begin.\u003c/p>\n\u003cp>We also hope to get students interested in continuing their education. Our mission is social and economic mobility.\u003c/p>\n\u003cp>\u003cstrong>If the state Legislature gives you the green light and the $100 million, do you have the people and resources to get it started?\u003c/strong>\u003c/p>\n\u003cp>There is no faculty yet because there is no college yet. But we would not have any problem recruiting faculty and staff from our own ranks. Thousands of faculty are already doing content development and working with employers to define the skills necessary which would be part of the curriculum.\u003c/p>\n\u003cp>We can also tap into the abundance of education technology that has been created in California through our own research universities, Silicon Valley and the tech sector. All these components are ready and available to us.\u003c/p>\n\u003cp>\u003cstrong>Community college faculty members who are skeptical of this idea say that it would take quite a while to accredit such a system. That until it's accredited, students would not be eligible for federal financial aid.\u003c/strong>\u003c/p>\n\u003cp>It's true that, until and unless we're accredited, students cannot access federal financial aid. But what I tell people is to take a step back and think about what we're trying to accomplish. We're trying to create short-term credentials valued by industry that allow individuals immediate wage gains.\u003c/p>\n\u003cp>In the meantime, students would still have access to the \u003ca href=\"https://home.cccapply.org/money/california-college-promise-grant\">California College Promise Grant\u003c/a>, available to all low-income students. Right now nearly 68 percent of students already enrolled in community colleges qualify and don't pay any fees at all.\u003c/p>\n\u003cp>\u003cstrong>What about the more basic concern that online instruction does not work for everyone, and that your dropout and failure rates would be pretty high?\u003c/strong>\u003c/p>\n\u003cp>This is not one of our concerns. The success rates for community college students online has significantly increased. The gap between them and students enrolled in traditional brick-and-mortar schools has narrowed to less than 5 percent. The success of online students in California today is on par with those getting regular classroom instruction.\u003c/p>\n\u003cp>\u003cstrong>Would there be some kind of admissions criteria and how would you screen students to make sure their reading, writing and math skills are up to snuff?\u003c/strong>\u003c/p>\n\u003cp>We would have a way to assess the skills people arrive with to ensure that they will benefit from online instruction.\u003c/p>\n\u003cp>This is certainly not a silver bullet for the 2.5 million working adults who have no college credential, but it's one more opportunity to serve more Californians. I mean we've got a growing income divide in California and that divide is tied to educational attainment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This proposal is something new, so there's a level of fear and trepidation. But consider the fear of working adults who can't easily access our traditional system. Isn't it incumbent upon us to take on a little risk on their behalf?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 \u003ca href=\"http://www.npr.org/\">NPR\u003c/a>.\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The workforce is changing dramatically and there's a widespread recognition that new skills — and new ways of teaching adults those skills — are needed and needed fast. In California, the state's 114 community colleges are facing the challenge of offering the credentials, classes and training that will help workers choose a career or adapt to a new one.\u003c/p>\n\u003cp>The system right now can't serve all of these workers. But there's a new idea that could come to the rescue: Create a new online community college for people in the workforce who have been shut out of higher education.\u003c/p>\n\u003cfigure id=\"attachment_11654727\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21.jpg\">\u003cimg class=\"size-full wp-image-11654727\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21.jpg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21.jpg 200w, https://ww2.kqed.org/app/uploads/sites/10/2018/03/eloyoakley_color_web_custom-fd270e97f0e0b965daee179d9a4661256975ed21-160x200.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eloy Ortiz Oakley is chancellor for the California Community Colleges. \u003ccite>(California Community Colleges)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's the brainchild of Eloy Ortiz Oakley. He's a product of California's community college system — and now its chancellor. He says it's a system that urgently needs to rethink how it delivers the courses students need, when and where they need them.\u003c/p>\n\u003cp>It's a fascinating idea, yet one that faces hurdles — not the least of which is the cost to get this new system up and running. Gov. Jerry Brown loves Oakley's idea and has proposed $100 million in startup funding in his budget, which state legislators have yet to approve.\u003c/p>\n\u003cp>I spoke with Oakley about his idea and why he thinks its time has come. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>You already have 114 community colleges throughout California. All offer online courses. Why do you need to create a new online system and who exactly will it serve that's not being served already?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>These are individuals who cannot drop everything they're doing or come to our colleges and spend two-three years getting a degree or credential. They need short-term job skills in order to survive.\u003c/p>\n\u003cp>After the recession, we realized that millions of Californians in the workforce who have only a high school diploma were displaced in great numbers. But even those who survived the recession have no real prospects for future wage gains.\u003c/p>\n\u003cp>\u003cstrong>What kinds of credentials are you talking about and in what fields?\u003c/strong>\u003c/p>\n\u003cp>That would depend on the region of California people live in. We have a very diverse economy and we're looking at this by working with labor partners, the building trades, as well as large industry representatives like manufacturing, health care, medical coding or administration. These short-term credentials would take advantage of a worker's prior learning, folks who've been in the workforce for a long time and have lots of experience.\u003c/p>\n\u003cp>We would give them a short burst of job skills that employers would honor. This is not something that our community colleges currently focus on.\u003c/p>\n\u003cp>For example, in this online model, an individual would be able to enroll and begin classes any time of the month rather than waiting for the traditional academic semester to begin.\u003c/p>\n\u003cp>We also hope to get students interested in continuing their education. Our mission is social and economic mobility.\u003c/p>\n\u003cp>\u003cstrong>If the state Legislature gives you the green light and the $100 million, do you have the people and resources to get it started?\u003c/strong>\u003c/p>\n\u003cp>There is no faculty yet because there is no college yet. But we would not have any problem recruiting faculty and staff from our own ranks. Thousands of faculty are already doing content development and working with employers to define the skills necessary which would be part of the curriculum.\u003c/p>\n\u003cp>We can also tap into the abundance of education technology that has been created in California through our own research universities, Silicon Valley and the tech sector. All these components are ready and available to us.\u003c/p>\n\u003cp>\u003cstrong>Community college faculty members who are skeptical of this idea say that it would take quite a while to accredit such a system. That until it's accredited, students would not be eligible for federal financial aid.\u003c/strong>\u003c/p>\n\u003cp>It's true that, until and unless we're accredited, students cannot access federal financial aid. But what I tell people is to take a step back and think about what we're trying to accomplish. We're trying to create short-term credentials valued by industry that allow individuals immediate wage gains.\u003c/p>\n\u003cp>In the meantime, students would still have access to the \u003ca href=\"https://home.cccapply.org/money/california-college-promise-grant\">California College Promise Grant\u003c/a>, available to all low-income students. Right now nearly 68 percent of students already enrolled in community colleges qualify and don't pay any fees at all.\u003c/p>\n\u003cp>\u003cstrong>What about the more basic concern that online instruction does not work for everyone, and that your dropout and failure rates would be pretty high?\u003c/strong>\u003c/p>\n\u003cp>This is not one of our concerns. The success rates for community college students online has significantly increased. The gap between them and students enrolled in traditional brick-and-mortar schools has narrowed to less than 5 percent. The success of online students in California today is on par with those getting regular classroom instruction.\u003c/p>\n\u003cp>\u003cstrong>Would there be some kind of admissions criteria and how would you screen students to make sure their reading, writing and math skills are up to snuff?\u003c/strong>\u003c/p>\n\u003cp>We would have a way to assess the skills people arrive with to ensure that they will benefit from online instruction.\u003c/p>\n\u003cp>This is certainly not a silver bullet for the 2.5 million working adults who have no college credential, but it's one more opportunity to serve more Californians. I mean we've got a growing income divide in California and that divide is tied to educational attainment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This proposal is something new, so there's a level of fear and trepidation. But consider the fear of working adults who can't easily access our traditional system. Isn't it incumbent upon us to take on a little risk on their behalf?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 \u003ca href=\"http://www.npr.org/\">NPR\u003c/a>.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"slug": "community-colleges-were-crucial-during-californias-wildfires",
"title": "Community Colleges Were Crucial During California's Wildfires",
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"content": "\u003cp>National community college leaders are telling campuses nationwide that California community colleges’ response to the recent wildfires is an example of best practices.\u003c/p>\n\u003cp>“I think people are beginning to realize that these are natural, go-to institutions in times of crisis,” said Noah Brown, CEO of the Association of Community College Trustees.\u003c/p>\n\u003cp>His group \u003ca href=\"http://www.trustee-education.org/images/trustee-talk-issues/Colleges%20Fire%20Up%20Resources%20for%20Their%20Communities%20-%20issue%2012%20FINAL.pdf\">published a newsletter this month\u003c/a> that described how administrators, faculty and staff at Napa Valley College, Santa Rosa Junior College, Ventura College and other campuses sprang into action during the fires and worked with the surrounding communities to help in the recovery effort.\u003c/p>\n\u003cp>“People look at higher ed as the ivory tower. What happened at these colleges: the deans were sweeping the floor. Staff, faculty, and administrators were boxing up things. They were doing everything and anything,” said Norma Goldstein, a director at the association who wrote the newsletter about the colleges.\u003c/p>\n\u003cp>As California officials warn that fires may become more frequent and natural disasters and emergencies such as shootings affect communities nationwide, the review of California colleges’ disaster readiness is a good readiness template, college officials said, for other campuses to follow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcr/2018/01/CommunityCollegeFiresGuzmanLopez.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/RS28315_GettyImages-886546152-qut.jpg\" Title=\"Community Colleges Were Crucial During California's Wildfires\" program=\"The California Report\"]\u003c/p>\n\u003cp>California’s 114 community college campuses form a much larger public higher education system than the California State University system and the University of California. Some community college officials argue that their campuses are better poised to help neighborhoods because their campuses enroll a larger proportion of students from areas near their campuses and therefore have stronger community ties.\u003c/p>\n\u003cp>“Our community college has been here for over 100 years. We’re very much closely tied to this community,” said Santa Barbara City College spokeswoman Luz Reyes-Martin.\u003c/p>\n\u003cp>She formed part of a roughly 10-member group of campus administrators that sprang into action as the Thomas Fire crawled toward Santa Barbara last month.\u003c/p>\n\u003cp>“We have someone who becomes our operations chief, a logistics chief, everything from HR to communications, to incident command,” she said. “We’ve been in kind of emergency mode for at least the last several weeks.”\u003c/p>\n\u003cp>[contextly_sidebar id=”vybOk5UrKObQNkVUP7PbEY2vFPbljeWq”]\u003c/p>\n\u003cp>The group often met daily in a campus conference room and decided to close the campus during the fire because of the air quality.\u003c/p>\n\u003cp>It also opened campus buildings to evacuees and firefighters and \u003ca href=\"https://ww2.kqed.org/news/2018/01/19/college-campus-welcomes-evacuated-montecito-elementary-students/\" rel=\"noopener\" target=\"_blank\">found space on campus last week for an elementary school\u003c/a> that could not hold classes at its campus because of mandatory evacuations. Santa Barbara City College’s foundation has stepped in too and given cash grants to students and employees affected by the fires.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reyes-Martin and the Association of Community College Trustees said the most important takeaway from California colleges’ experience during the fires and their aftermath is that it paid off to send employees to emergency preparedness trainings and create plans that spell out clear roles for administrators and staff in times of crisis.\u003c/p>\n\n",
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"headline": "Community Colleges Were Crucial During California's Wildfires",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>National community college leaders are telling campuses nationwide that California community colleges’ response to the recent wildfires is an example of best practices.\u003c/p>\n\u003cp>“I think people are beginning to realize that these are natural, go-to institutions in times of crisis,” said Noah Brown, CEO of the Association of Community College Trustees.\u003c/p>\n\u003cp>His group \u003ca href=\"http://www.trustee-education.org/images/trustee-talk-issues/Colleges%20Fire%20Up%20Resources%20for%20Their%20Communities%20-%20issue%2012%20FINAL.pdf\">published a newsletter this month\u003c/a> that described how administrators, faculty and staff at Napa Valley College, Santa Rosa Junior College, Ventura College and other campuses sprang into action during the fires and worked with the surrounding communities to help in the recovery effort.\u003c/p>\n\u003cp>“People look at higher ed as the ivory tower. What happened at these colleges: the deans were sweeping the floor. Staff, faculty, and administrators were boxing up things. They were doing everything and anything,” said Norma Goldstein, a director at the association who wrote the newsletter about the colleges.\u003c/p>\n\u003cp>As California officials warn that fires may become more frequent and natural disasters and emergencies such as shootings affect communities nationwide, the review of California colleges’ disaster readiness is a good readiness template, college officials said, for other campuses to follow.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California’s 114 community college campuses form a much larger public higher education system than the California State University system and the University of California. Some community college officials argue that their campuses are better poised to help neighborhoods because their campuses enroll a larger proportion of students from areas near their campuses and therefore have stronger community ties.\u003c/p>\n\u003cp>“Our community college has been here for over 100 years. We’re very much closely tied to this community,” said Santa Barbara City College spokeswoman Luz Reyes-Martin.\u003c/p>\n\u003cp>She formed part of a roughly 10-member group of campus administrators that sprang into action as the Thomas Fire crawled toward Santa Barbara last month.\u003c/p>\n\u003cp>“We have someone who becomes our operations chief, a logistics chief, everything from HR to communications, to incident command,” she said. “We’ve been in kind of emergency mode for at least the last several weeks.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The group often met daily in a campus conference room and decided to close the campus during the fire because of the air quality.\u003c/p>\n\u003cp>It also opened campus buildings to evacuees and firefighters and \u003ca href=\"https://ww2.kqed.org/news/2018/01/19/college-campus-welcomes-evacuated-montecito-elementary-students/\" rel=\"noopener\" target=\"_blank\">found space on campus last week for an elementary school\u003c/a> that could not hold classes at its campus because of mandatory evacuations. Santa Barbara City College’s foundation has stepped in too and given cash grants to students and employees affected by the fires.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reyes-Martin and the Association of Community College Trustees said the most important takeaway from California colleges’ experience during the fires and their aftermath is that it paid off to send employees to emergency preparedness trainings and create plans that spell out clear roles for administrators and staff in times of crisis.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A construction company that San Francisco city officials kicked off of a major public works project in the city's Haight neighborhood is about to get paid.\u003c/p>\n\u003cp>Synergy Project Management was blamed for a series of gas leaks in 2015. The breaches significantly delayed the $13.7 million infrastructure \u003ca href=\"http://www.sfpublicworks.org/haight-hayes\" target=\"_blank\">project \u003c/a>involving sewage line replacement, street repaving and water main installations.\u003c/p>\n\u003cp>Scrutiny placed on Synergy led to questions about the company's safety practices after it was revealed that its workers dangled a foreman head first into a manhole.\u003c/p>\n\u003cp>After the city's public works department tried to fire the company Synergy appealed, but an administrative hearing officer \u003ca href=\"https://ww2.kqed.org/news/2016/01/13/s-f-officials-upheld-in-firing-of-construction-firm-involved-in-gas-line-breaks/\" target=\"_blank\">rejected the appeal\u003c/a>.\u003c/p>\n\u003cp>The construction company will now get $660,000 from the agency that oversees Muni in a separate conflict with the city.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's the result of a settlement after a years-long legal battle between the subcontractor and the city over work Synergy did on the Central Subway project.\u003c/p>\n\u003cp>The San Francisco Municipal Transportation Agency (SFMTA) awarded Synergy a contract to move underground utilities as part of the subway job.\u003c/p>\n\u003cp>But Synergy claimed it was owed $3.8 million from the project, leading to a dispute that went to mediation and ultimately a settlement. The SFMTA's board of directors voted Tuesday behind closed doors to approve the deal.\u003c/p>\n\u003cp>\"We won another case against the city,\" Synergy President Javad Mirsaidi said in an email.\u003c/p>\n\u003cp>Mirsaidi says his company's work on the project involved \"many change orders and interruptions,\" leading to the higher costs. In the past he has said that his company was scapegoated in the Haight Street project for PG&E.\u003c/p>\n\u003cp>SFMTA spokesman Paul Rose says the conflict is common among city work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Construction contracts sometimes lead to a dispute for work done and money owed,\" Rose said in an email.\u003c/p>\n\n",
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"title": "The Educators Trying to Fix California's 'Broken' Remedial Education System",
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"content": "\u003cp>Like thousands of other students at West L.A. College in Culver City, Isaac Elimimian had to take a test to help determine if he was ready to do college-level work.\u003c/p>\n\u003cp>“I had no clue it was determining where I would be placed in classes and things of that nature,” he said.\u003c/p>\n\u003cp>The test’s results, he said, led him to enroll in a remedial class that was one level below what he needed to take. No one advised him otherwise. He was frustrated that he had to take remedial classes that wouldn’t count toward his degree and that he still had to pay for. So he took some time off from college.\u003c/p>\n\u003cp>But he came back because he has some big career goals. After getting his two-year degree from this campus, he wants to transfer to Tuskegee University.\u003c/p>\n\u003cp>“I want to be a cardiovascular surgeon — but the residency might be too much — so I might settle for dermatology,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Elimimian’s struggles are common among California’s community college students, 80 percent of whom are assigned non-credit remedial coursework after taking a placement test when they arrive on campuses. Roughly 40 percent of those students go on to drop out.\u003c/p>\n\u003cp>But now, his community college and others are leading the charge to overhaul what many observers say is a broken remedial education program. Administrators are changing the placement tests, the weight they give to its results and the content of the courses students take.\u003c/p>\n\u003cp>The goal is to stop remedial students from dropping out and to get more of them to transfer to a four-year university.\u003c/p>\n\u003cp>\u003cstrong>Remedial classes lead to dropping out\u003cbr>\n\u003c/strong>\u003cbr>\nBeing assigned remedial classes also led Elyse Gonzalez to take some time off from school.\u003c/p>\n\u003cp>“It made me feel really low about myself,” she said of her remedial math class. “Because I would see my friends that first of all were in universities — not even [community college] — they would be doing calculus and statistics problems. And I whoop out my arithmetic book, like, here’s long division, adding and multiplying decimals.”\u003c/p>\n\u003cp>West L.A. College isn’t getting rid of remedial classes, as some faculty and administrators want, but it is phasing out remedial classes like Gonzalez’s that review skills students should have learned in middle school and high school.\u003c/p>\n\u003cp>“Students come to college expecting that they’re going to be in college classes,” said West L.A. College English professor Kimberley Manner. “So when they come and are put in to a class where they have to do grammar exercises, circle the subject and underline the verb, they start to get discouraged and it seems meaningless, and they probably don’t try as hard or aren’t as engaged.”\u003c/p>\n\u003cp>\u003cstrong>Better remedial classes\u003cbr>\n\u003c/strong>\u003cbr>\nSeveral years ago, Manner helped her campus create English 100, a one-semester English class that remedial education students could take instead of the two-semester sequence.\u003c/p>\n\u003cp>The old classes taught students to structure sentences into paragraphs and paragraphs into essays, mostly through workbooks. The new class gives remedial students college-level work.\u003c/p>\n\u003cp>On a recent Thursday afternoon, instructor Leslie Tejada led a dozen students in her English 100 class in a discussion of one of the most talked-about books this year, “Between the World and Me,” by American journalist Ta-Nehisi Coates.\u003c/p>\n\u003cp>“Coates does this thing throughout the book where he uses this phrase, ‘Americans who believe that they are white.’ In your groups, I want you to try to figure out what he means by that,” Tejada told the students.\u003c/p>\n\u003cp>All of the students in this class scored low on the remedial education test. The assumption of college administrators before the creation of this class was that the students weren’t ready to engage in these types of discussions to write college essays.\u003c/p>\n\u003cp>Instructor Tejada said these students are proving those assumptions wrong.\u003c/p>\n\u003cp>“Content matters, that if we give students engaging, thinking-oriented curriculum that they are excited about learning, they come to class ready to discuss what they’ve read and share their own ideas,” Tejada said.\u003c/p>\n\u003cp>Students are thrown into the deep end of the pool, but with floaties, so to speak. There’s a paid aide in each class whose job is to help students do research, structure their writing, and work through the lessons.\u003c/p>\n\u003cp>Students who have been challenged by community college’s remedial education system raved about this class.\u003c/p>\n\u003cp>“We’re learning someone else’s experience and how he lived and how he expressed what we went through. and we can compare it to our daily livelihood,” said student Cynthia Graham. “It’s a great book. I couldn’t put it down when I picked it up.”\u003c/p>\n\u003cfigure id=\"attachment_11231137\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11231137\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/12/remedialclass1-800x533.jpg\" alt=\"Cynthia Graham, right, participates in a discussion in Leslie Tejada's English 100 class at West Los Angeles College in Los Angeles, Calif. on Thursday, Nov. 3, 2016.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Cynthia Graham, right, participates in a discussion in Leslie Tejada’s English 100 class at West Los Angeles College in Los Angeles on Thursday, Nov. 3, 2016. \u003ccite>(Susanica Tam/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Data driving reforms\u003cbr>\n\u003c/strong>\u003cbr>\nThese anecdotes and a growing body of research are convincing community college administrators and faculty that the remedial education system is broken, doing more to stand in the way of students’ goals rather than help them reach them.\u003c/p>\n\u003cp>“I agree that it is broken,” said James Lanich, the CEO of Educational Results Partnership, a nonprofit that’s working for California’s community colleges to change the methods campuses use to place students in remedial classes. “I think that there’s disagreement on the reasons why it is broken.”\u003c/p>\n\u003cp>“Right now the vast majority of our ethnic minority, socioeconomically disadvantaged English language learners are being sorted out of access to the community college system,” he said, “Ultimately not succeeding in transfer degrees to the universities and not succeeding in attainment of living wage jobs.”\u003c/p>\n\u003cp>\u003ca href=\"http://www.ppic.org/content/pubs/report/R_1116ORR.pdf\">According to a recent report\u003c/a> by the Public Policy Institute of California, 56 percent of California community college students who begin remedial math courses do not finish the sequence that is supposed to prepare them for college-level classes. Forty percent of students who begin remedial English courses finish the sequence. And the majority of students sorted into these courses are low-income students of color.\u003c/p>\n\u003cp>“Developmental education that is not effective comes at a high cost to students — not only in tuition and fees for courses that do not count toward a degree, but also in time and lost income,” said Marisol Cuellar Mejia, a co-author of the report. “It is also costly to California, which needs more college-educated workers and relies on community colleges as an entry point to higher education.”\u003c/p>\n\u003cp>\u003cstrong>Patchwork of improvements\u003cbr>\n\u003c/strong>\u003cbr>\nAbout 75 percent of the state’s community colleges are changing their remedial classes, some a lot faster than others. One of the reasons behind the uneven changes is that California’s 113 community colleges are locally run by elected boards of education and campus presidents.\u003c/p>\n\u003cp>At West L.A. College, about a third of students needing remedial English, Manner said, are still in the older classes that focus on grammar skills. Administrators said changes have been slower in math remedial classes.\u003c/p>\n\u003cp>\u003ca href=\"http://rpgroup.org/Our-Projects/All-Projects/ctl/ArticleView/mid/1686/articleId/118/Multiple-Measures-Assessment-Project-MMAP\">A statewide group is doing research \u003c/a>on whether high school grades are a better indicator of college readiness and future success, \u003ca href=\"https://cccassess.org/\">while another group\u003c/a> is creating one new remedial test to replace the different ones colleges have been using.\u003c/p>\n\u003cp>Colleges are at an in-between period now, between the old way of doing things and a new more improved way that administrators hope will lead to higher graduation and transfer rates.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There’s so much good information that we’re trying to examine, and we’re examining the practices, and we’re examining the state policies. There’s so much of that going on, to the benefit of the students,” said Patricia Banday, the head of testing at West L.A. College.\u003c/p>\n\n",
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"headline": "The Educators Trying to Fix California's 'Broken' Remedial Education System",
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"nprByline": "\u003cstrong>\u003ca href=http://www.scpr.org/about/people/staff/adolfo-guzman-lopez>Adolfo Guzman-Lopez\u003c/a>\u003c/strong>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like thousands of other students at West L.A. College in Culver City, Isaac Elimimian had to take a test to help determine if he was ready to do college-level work.\u003c/p>\n\u003cp>“I had no clue it was determining where I would be placed in classes and things of that nature,” he said.\u003c/p>\n\u003cp>The test’s results, he said, led him to enroll in a remedial class that was one level below what he needed to take. No one advised him otherwise. He was frustrated that he had to take remedial classes that wouldn’t count toward his degree and that he still had to pay for. So he took some time off from college.\u003c/p>\n\u003cp>But he came back because he has some big career goals. After getting his two-year degree from this campus, he wants to transfer to Tuskegee University.\u003c/p>\n\u003cp>“I want to be a cardiovascular surgeon — but the residency might be too much — so I might settle for dermatology,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Elimimian’s struggles are common among California’s community college students, 80 percent of whom are assigned non-credit remedial coursework after taking a placement test when they arrive on campuses. Roughly 40 percent of those students go on to drop out.\u003c/p>\n\u003cp>But now, his community college and others are leading the charge to overhaul what many observers say is a broken remedial education program. Administrators are changing the placement tests, the weight they give to its results and the content of the courses students take.\u003c/p>\n\u003cp>The goal is to stop remedial students from dropping out and to get more of them to transfer to a four-year university.\u003c/p>\n\u003cp>\u003cstrong>Remedial classes lead to dropping out\u003cbr>\n\u003c/strong>\u003cbr>\nBeing assigned remedial classes also led Elyse Gonzalez to take some time off from school.\u003c/p>\n\u003cp>“It made me feel really low about myself,” she said of her remedial math class. “Because I would see my friends that first of all were in universities — not even [community college] — they would be doing calculus and statistics problems. And I whoop out my arithmetic book, like, here’s long division, adding and multiplying decimals.”\u003c/p>\n\u003cp>West L.A. College isn’t getting rid of remedial classes, as some faculty and administrators want, but it is phasing out remedial classes like Gonzalez’s that review skills students should have learned in middle school and high school.\u003c/p>\n\u003cp>“Students come to college expecting that they’re going to be in college classes,” said West L.A. College English professor Kimberley Manner. “So when they come and are put in to a class where they have to do grammar exercises, circle the subject and underline the verb, they start to get discouraged and it seems meaningless, and they probably don’t try as hard or aren’t as engaged.”\u003c/p>\n\u003cp>\u003cstrong>Better remedial classes\u003cbr>\n\u003c/strong>\u003cbr>\nSeveral years ago, Manner helped her campus create English 100, a one-semester English class that remedial education students could take instead of the two-semester sequence.\u003c/p>\n\u003cp>The old classes taught students to structure sentences into paragraphs and paragraphs into essays, mostly through workbooks. The new class gives remedial students college-level work.\u003c/p>\n\u003cp>On a recent Thursday afternoon, instructor Leslie Tejada led a dozen students in her English 100 class in a discussion of one of the most talked-about books this year, “Between the World and Me,” by American journalist Ta-Nehisi Coates.\u003c/p>\n\u003cp>“Coates does this thing throughout the book where he uses this phrase, ‘Americans who believe that they are white.’ In your groups, I want you to try to figure out what he means by that,” Tejada told the students.\u003c/p>\n\u003cp>All of the students in this class scored low on the remedial education test. The assumption of college administrators before the creation of this class was that the students weren’t ready to engage in these types of discussions to write college essays.\u003c/p>\n\u003cp>Instructor Tejada said these students are proving those assumptions wrong.\u003c/p>\n\u003cp>“Content matters, that if we give students engaging, thinking-oriented curriculum that they are excited about learning, they come to class ready to discuss what they’ve read and share their own ideas,” Tejada said.\u003c/p>\n\u003cp>Students are thrown into the deep end of the pool, but with floaties, so to speak. There’s a paid aide in each class whose job is to help students do research, structure their writing, and work through the lessons.\u003c/p>\n\u003cp>Students who have been challenged by community college’s remedial education system raved about this class.\u003c/p>\n\u003cp>“We’re learning someone else’s experience and how he lived and how he expressed what we went through. and we can compare it to our daily livelihood,” said student Cynthia Graham. “It’s a great book. I couldn’t put it down when I picked it up.”\u003c/p>\n\u003cfigure id=\"attachment_11231137\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11231137\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/12/remedialclass1-800x533.jpg\" alt=\"Cynthia Graham, right, participates in a discussion in Leslie Tejada's English 100 class at West Los Angeles College in Los Angeles, Calif. on Thursday, Nov. 3, 2016.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/remedialclass1-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Cynthia Graham, right, participates in a discussion in Leslie Tejada’s English 100 class at West Los Angeles College in Los Angeles on Thursday, Nov. 3, 2016. \u003ccite>(Susanica Tam/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Data driving reforms\u003cbr>\n\u003c/strong>\u003cbr>\nThese anecdotes and a growing body of research are convincing community college administrators and faculty that the remedial education system is broken, doing more to stand in the way of students’ goals rather than help them reach them.\u003c/p>\n\u003cp>“I agree that it is broken,” said James Lanich, the CEO of Educational Results Partnership, a nonprofit that’s working for California’s community colleges to change the methods campuses use to place students in remedial classes. “I think that there’s disagreement on the reasons why it is broken.”\u003c/p>\n\u003cp>“Right now the vast majority of our ethnic minority, socioeconomically disadvantaged English language learners are being sorted out of access to the community college system,” he said, “Ultimately not succeeding in transfer degrees to the universities and not succeeding in attainment of living wage jobs.”\u003c/p>\n\u003cp>\u003ca href=\"http://www.ppic.org/content/pubs/report/R_1116ORR.pdf\">According to a recent report\u003c/a> by the Public Policy Institute of California, 56 percent of California community college students who begin remedial math courses do not finish the sequence that is supposed to prepare them for college-level classes. Forty percent of students who begin remedial English courses finish the sequence. And the majority of students sorted into these courses are low-income students of color.\u003c/p>\n\u003cp>“Developmental education that is not effective comes at a high cost to students — not only in tuition and fees for courses that do not count toward a degree, but also in time and lost income,” said Marisol Cuellar Mejia, a co-author of the report. “It is also costly to California, which needs more college-educated workers and relies on community colleges as an entry point to higher education.”\u003c/p>\n\u003cp>\u003cstrong>Patchwork of improvements\u003cbr>\n\u003c/strong>\u003cbr>\nAbout 75 percent of the state’s community colleges are changing their remedial classes, some a lot faster than others. One of the reasons behind the uneven changes is that California’s 113 community colleges are locally run by elected boards of education and campus presidents.\u003c/p>\n\u003cp>At West L.A. College, about a third of students needing remedial English, Manner said, are still in the older classes that focus on grammar skills. Administrators said changes have been slower in math remedial classes.\u003c/p>\n\u003cp>\u003ca href=\"http://rpgroup.org/Our-Projects/All-Projects/ctl/ArticleView/mid/1686/articleId/118/Multiple-Measures-Assessment-Project-MMAP\">A statewide group is doing research \u003c/a>on whether high school grades are a better indicator of college readiness and future success, \u003ca href=\"https://cccassess.org/\">while another group\u003c/a> is creating one new remedial test to replace the different ones colleges have been using.\u003c/p>\n\u003cp>Colleges are at an in-between period now, between the old way of doing things and a new more improved way that administrators hope will lead to higher graduation and transfer rates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s so much good information that we’re trying to examine, and we’re examining the practices, and we’re examining the state policies. There’s so much of that going on, to the benefit of the students,” said Patricia Banday, the head of testing at West L.A. College.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"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?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"perspectives": {
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"order": 14
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"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.",
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"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",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
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