California Teachers AssociationCalifornia Teachers Association
Deadline Approaches for Bill Requiring Research-Based Literacy Strategies
California Teachers Union Opposes Bill Mandating 'Science of Reading' in Schools
Why California Teachers Unions Oppose Paying Teachers Higher Wages to Work in Underserved Schools
Huge Workload, Low Pay: Close to Half of California Teachers Thinking About Leaving the Profession
'I Was Up All Night': Pandemic, Racial Justice, Insurrection and the Teachers and Students Working Through It All
Charter Schools, Unions Call a Truce as Newsom Brokers Deal on Contentious Bill
In Education Duel, Foes Fight to a Draw in Sacramento
The DeVos Pushback: State Educators Gearing Up for a Long Fight
California Tax Extension Proposals Take Shape -- With Input From Governor
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"content": "\u003cp>Last April, \u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-classrooms-dies/709717\">Assembly Speaker Robert Rivas pulled a bill\u003c/a> on early literacy instruction and asked proponents and adversaries to reach a compromise on legislation for improving the reading skills of California students, which overall are dismal.\u003c/p>\n\u003cp>That hasn’t happened. After several broad discussions yielding little, the three main opponents — the\u003ca class=\"external\" href=\"https://www.cta.org/\" target=\"_blank\" rel=\"noopener\"> California Teachers Association\u003c/a>,\u003ca class=\"external\" href=\"https://gocabe.org/?\" target=\"_blank\" rel=\"noopener\"> the California Association for Bilingual Education\u003c/a> (CABE), and\u003ca class=\"external\" href=\"https://californianstogether.org/\" target=\"_blank\" rel=\"noopener\"> Californians Together\u003c/a> — released statements within the past month opposing the latest version of the legislation.\u003c/p>\n\u003cp>Both sides say they are willing to keep talking. However, the April 30 deadline for an initial hearing of bills is fast approaching, and with it, the rising level of frustration of the revised bill’s author, Assemblymember Blanca Rubio, D-Baldwin Park.\u003c/p>\n\u003cp>“The kids don’t have unions. They only have us. We can’t keep kicking the can down the road. Our kids are not achieving, and not doing anything different is not working,” Rubio said. “We have a great opportunity right now so we don’t keep falling behind.”\u003c/p>\n\u003cp>Like its\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\"> 2024 version\u003c/a>, Rubio’s \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1121\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1121\u003c/a> would require state-funded training of all K-5 teachers in reading instruction grounded in decades of evidence-based studies and brain research known as the science of reading. The bill would require the State Board of Education to approve a choice of textbooks and materials aligned to those practices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The advocacy groups sponsoring AB 1121 —\u003ca class=\"external\" href=\"https://decodingdyslexiaca.org/\" target=\"_blank\" rel=\"noopener\"> Decoding Dyslexia CA\u003c/a>,\u003ca class=\"external\" href=\"https://edvoice.org/\" target=\"_blank\" rel=\"noopener\"> EdVoice\u003c/a>,\u003ca class=\"external\" href=\"https://www.familiesinschools.org/\" target=\"_blank\" rel=\"noopener\"> Families In Schools\u003c/a>, and\u003ca class=\"external\" href=\"https://cahinaacp.org/\" target=\"_blank\" rel=\"noopener\"> the California NAACP\u003c/a> — insist that failure to approve the bill would stall the piecemeal progress by the Newsom administration and the Legislature. It would leave big holes vital to establish a coherent statewide system of teaching reading.\u003c/p>\n\u003cp>“Teachers are doing their best with what they know and can’t figure out why their kids are not reading at grade level,” said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents.\u003c/p>\n\u003cp>The state’s approach of creating academic frameworks and letting districts implement them as they want is harming children, she said. “Guidance isn’t cutting it. This bill is about taking it to the next level and making sure that teachers get this training and have the right materials.”\u003c/p>\n\u003ch2>Wide disparities in proficiency\u003c/h2>\n\u003cp>On the 2024 National Assessment of Educational Progress, the 41 percentage point gap in proficiency between economically and non-economically disadvantaged students was among the widest in the nation — and growing. Only 8% of Black and 23% of Hispanic\u003ca class=\"external\" href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2024/pdf/2024220CA4.pdf\" target=\"_blank\" rel=\"noopener\"> fourth graders in California\u003c/a> were proficient in reading, compared with 56% of white and 67% of Asian students.\u003c/p>\n\u003cp>On the 2024 results from California’s standardized tests, only 43% of all students were proficient in English language arts in third grade, a critical predictor of future academic success; a third of low-income students were proficient, compared with 63% of non-low income students. Of the third-grade English learners taking the initial English Language Proficiency Assessments for California, 14% were proficient.\u003c/p>\n\u003cp>The opposing groups say they share concern over low test scores but that AB 1121 is not the solution. Their disagreement appears deep-seated and perhaps unbridgeable.\u003c/p>\n\u003cp>The opponents are centering their criticism on phonics, a contentious issue for 40 years. They assert the bill overemphasizes decoding skills of phonics and phonemic awareness at the expense of developing other foundational skills needed by all children, but especially English learners: oral fluency, vocabulary, background knowledge, and comprehension. Phonics refers to explicit instruction on how to connect letters to sounds. Phonemic awareness refers to the ability to recognize elements of sound.\u003c/p>\n\u003cp>Rubio and the bill’s supporters say the opponents are mischaracterizing the intent of the bill and what it actually says.\u003c/p>\n\u003cp>“I don’t know anyone who advocates for just a phonics-based approach. That would be ridiculous,” said Leslie Zoroya, reading project director for the Los Angeles County of Education. “Why would you teach them just to decode and not work on vocabulary and background knowledge and fluency and all the other pieces that are included?”\u003c/p>\n\u003cp>With a $5 million state grant, more than 8,000 teachers have taken “\u003ca class=\"external\" href=\"https://lacoe.edu/content/dam/lacoeedu/documents/curriculum-instruction/rla/GRR%20Flyer%20for%20Info%20Linked.pdf\" target=\"_blank\" rel=\"noopener\">Getting Reading Right\u003c/a>,” a short course on the principles of the science of reading offered by Zoroya’s office; they include all K-2 teachers in Long Beach, the state’s fourth-largest district.\u003c/p>\n\u003cp>“It’s not either-or. We do decoding work, vocabulary work, oral language, knowledge building, the whole kit and caboodle,” Zoroya said. “There’s been more of a heavier emphasis on phonics over the last couple of years in California because our teachers don’t understand it. They weren’t taught it in their teacher ed programs. I got a reading certificate from USC, and I didn’t get it.”\u003c/p>\n\u003cp>David Goldberg, president of the California Teachers Association union, stated that the union opposed the bill in its current form because “it negatively impacts locally made decisions to set priorities that meet the instructional needs of their students.”\u003c/p>\n\u003cp>Adding an unlikely precondition for supporting the bill, Goldberg insists that “any comprehensive, statewide approach to literacy must include fully funded and staffed schools with qualified educators and staff.”\u003c/p>\n\u003cp>Californians Together, an organization that advocates for the spread of bilingual education as well as the needs of English learners — who make up a fifth of California’s students — wrote in \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2025/04/AB1121-CalTog-let-oppose-033125.pdf\" target=\"_blank\" rel=\"noopener\">its three-page opposition letter\u003c/a> that “without a clear emphasis on meeting the needs of multilingual learners, the bill’s professional development requirement is inadequate and misaligned with the needs of California’s diverse student population.”\u003c/p>\n\u003cp>[aside postID=\"news_12034679,news_11982920\" label=\"Related Stories\"]\u003c/p>\n\u003cp>The letter also criticizes the bill for taking “an overly narrow approach that prioritizes foundational reading skills at the expense of other critical components of literacy.”\u003c/p>\n\u003cp>An authority in English learner education who disagrees is Claude Goldenberg, a Professor of Education, emeritus, at Stanford University, \u003ca class=\"external\" href=\"http://claudegoldenberg.substack.com/\" target=\"_blank\" rel=\"noopener\">who wrote\u003c/a> that passage of the bill would be “an important, even if modest, step forward.”\u003c/p>\n\u003cp>“The fact is that the research that applies to kids who know English already applies to kids who are learning English, it’s just that they also need English language development,” he wrote.\u003c/p>\n\u003ch2>State policy’s shift toward the science of reading\u003c/h2>\n\u003cp>Under Newsom, the state has implemented pieces of a coherent, evidence-based system of reading instruction that shifts from a “balanced” and “whole” language approach to reading instruction. Balanced language downplays phonics in favor of teaching words through looking at pictures and guessing based on a word’s context in a paragraph.\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>Starting next fall, the state will require kindergarten through second grade teachers to test students for potential reading challenges like dyslexia with a multi-language screening tool.\u003c/li>\n\u003cli>The Legislature passed a law that requires teacher credentialing programs to teach science of reading instruction.\u003c/li>\n\u003cli>Using one-time money, Newsom appropriated $500 million to train reading coaches in lowest-income schools in the science of reading.\u003c/li>\n\u003cli>The Department of Education is creating guides and instruction modules for a\u003ca href=\"https://edsource.org/2023/newsom-proposes-literacy-roadmap-but-will-remain-hands-off-on-how-districts-teach-reading/686621\"> “literacy road map.”\u003c/a> It emphasizes “explicit instruction in phonics, phonemic awareness, and other decoding skills” in the early grades.\u003c/li>\n\u003c/ul>\n\u003cp>While the new guidance is helpful, Zoroya said, “we have not put the same amount of effort into wide-scale professional learning for teachers. And that’s a disservice to them.”\u003c/p>\n\u003cp>‘It only makes sense, Rubio and allies argue, to take the next step and universally provide the same evidence-based instruction to all elementary school teachers and textbooks that support it. Otherwise, newly trained teachers face the confusing prospect of working in a “balanced language” district where instruction will contradict what they just learned.\u003c/p>\n\u003cp>Rubio and the sponsors had assumed they answered opponents’ main concerns in writing AB 1121. They deleted the previous bill’s numerous references to the “science of reading,” a source of contention. Instead, they tied the bill’s wording to the existing, but unenforced, requirements for evidence-based reading instruction in the state’s English Language Arts and English Language Development instructional frameworks and in the California \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=44259.&lawCode=EDC\" target=\"_blank\" rel=\"noopener\">Education Code\u003c/a>.\u003c/p>\n\u003cp>Their opposition letters showed that the opponents were not at all mollified.\u003c/p>\n\u003cp>The sponsors said they have repeatedly asked CABE, Californians Together and CTA for further changes to AB 1121 but haven’t received any.\u003c/p>\n\u003cp>“The author has been clear; the sponsors are clear. We are very open to improving the bill if there are improvements,” said Marshall Tuck, CEO of EdVoice, who has participated in the discussions with opponents.\u003c/p>\n\u003cp>In an email responding to questions about her group’s opposition to the bill, Martha Hernandez, executive director of Californians Together, wrote, “We understand that amendments to AB 1121 may be forthcoming, and we remain committed to engaging in the process with a focus on ensuring that any policy advances equitable access to effective, research-based literacy instruction for English learners.”\u003c/p>\n\u003cp>Rubio was blunt. “I can’t guess what they’re thinking. That’s the whole point of a negotiation. They have to bring something to the table. I can’t negotiate against myself.”\u003c/p>\n\u003cp>Rubio said she expects the bill to get a hearing before April 30 and will ask Speaker Rivas for a way forward, regardless of the continued opposition.\u003c/p>\n\u003cp>Meanwhile, Assembly Education Chair Al Muratsuchi, D-Torrance, is discussing a compromise with individuals he wouldn’t name through\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1194\" target=\"_blank\" rel=\"noopener\"> a separate bill\u003c/a> he is authoring. It would create incentives but not require school administrators to take similar early literacy training that teachers would receive under AB 1121. But, like CTA, he said he favors “local control of allowing local school districts to determine what works best for their kids.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Rivas was noncommittal. Stating he was tracking negotiations, a statement from his office said, “The Speaker looks forward to legislation that reflects greater consensus on this issue, and one that supports all students, including multilingual learners.”\u003c/p>\n\n",
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"title": "Deadline Approaches for Bill Requiring Research-Based Literacy Strategies | KQED",
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"headline": "Deadline Approaches for Bill Requiring Research-Based Literacy Strategies",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last April, \u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-classrooms-dies/709717\">Assembly Speaker Robert Rivas pulled a bill\u003c/a> on early literacy instruction and asked proponents and adversaries to reach a compromise on legislation for improving the reading skills of California students, which overall are dismal.\u003c/p>\n\u003cp>That hasn’t happened. After several broad discussions yielding little, the three main opponents — the\u003ca class=\"external\" href=\"https://www.cta.org/\" target=\"_blank\" rel=\"noopener\"> California Teachers Association\u003c/a>,\u003ca class=\"external\" href=\"https://gocabe.org/?\" target=\"_blank\" rel=\"noopener\"> the California Association for Bilingual Education\u003c/a> (CABE), and\u003ca class=\"external\" href=\"https://californianstogether.org/\" target=\"_blank\" rel=\"noopener\"> Californians Together\u003c/a> — released statements within the past month opposing the latest version of the legislation.\u003c/p>\n\u003cp>Both sides say they are willing to keep talking. However, the April 30 deadline for an initial hearing of bills is fast approaching, and with it, the rising level of frustration of the revised bill’s author, Assemblymember Blanca Rubio, D-Baldwin Park.\u003c/p>\n\u003cp>“The kids don’t have unions. They only have us. We can’t keep kicking the can down the road. Our kids are not achieving, and not doing anything different is not working,” Rubio said. “We have a great opportunity right now so we don’t keep falling behind.”\u003c/p>\n\u003cp>Like its\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\"> 2024 version\u003c/a>, Rubio’s \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1121\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1121\u003c/a> would require state-funded training of all K-5 teachers in reading instruction grounded in decades of evidence-based studies and brain research known as the science of reading. The bill would require the State Board of Education to approve a choice of textbooks and materials aligned to those practices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The advocacy groups sponsoring AB 1121 —\u003ca class=\"external\" href=\"https://decodingdyslexiaca.org/\" target=\"_blank\" rel=\"noopener\"> Decoding Dyslexia CA\u003c/a>,\u003ca class=\"external\" href=\"https://edvoice.org/\" target=\"_blank\" rel=\"noopener\"> EdVoice\u003c/a>,\u003ca class=\"external\" href=\"https://www.familiesinschools.org/\" target=\"_blank\" rel=\"noopener\"> Families In Schools\u003c/a>, and\u003ca class=\"external\" href=\"https://cahinaacp.org/\" target=\"_blank\" rel=\"noopener\"> the California NAACP\u003c/a> — insist that failure to approve the bill would stall the piecemeal progress by the Newsom administration and the Legislature. It would leave big holes vital to establish a coherent statewide system of teaching reading.\u003c/p>\n\u003cp>“Teachers are doing their best with what they know and can’t figure out why their kids are not reading at grade level,” said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents.\u003c/p>\n\u003cp>The state’s approach of creating academic frameworks and letting districts implement them as they want is harming children, she said. “Guidance isn’t cutting it. This bill is about taking it to the next level and making sure that teachers get this training and have the right materials.”\u003c/p>\n\u003ch2>Wide disparities in proficiency\u003c/h2>\n\u003cp>On the 2024 National Assessment of Educational Progress, the 41 percentage point gap in proficiency between economically and non-economically disadvantaged students was among the widest in the nation — and growing. Only 8% of Black and 23% of Hispanic\u003ca class=\"external\" href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2024/pdf/2024220CA4.pdf\" target=\"_blank\" rel=\"noopener\"> fourth graders in California\u003c/a> were proficient in reading, compared with 56% of white and 67% of Asian students.\u003c/p>\n\u003cp>On the 2024 results from California’s standardized tests, only 43% of all students were proficient in English language arts in third grade, a critical predictor of future academic success; a third of low-income students were proficient, compared with 63% of non-low income students. Of the third-grade English learners taking the initial English Language Proficiency Assessments for California, 14% were proficient.\u003c/p>\n\u003cp>The opposing groups say they share concern over low test scores but that AB 1121 is not the solution. Their disagreement appears deep-seated and perhaps unbridgeable.\u003c/p>\n\u003cp>The opponents are centering their criticism on phonics, a contentious issue for 40 years. They assert the bill overemphasizes decoding skills of phonics and phonemic awareness at the expense of developing other foundational skills needed by all children, but especially English learners: oral fluency, vocabulary, background knowledge, and comprehension. Phonics refers to explicit instruction on how to connect letters to sounds. Phonemic awareness refers to the ability to recognize elements of sound.\u003c/p>\n\u003cp>Rubio and the bill’s supporters say the opponents are mischaracterizing the intent of the bill and what it actually says.\u003c/p>\n\u003cp>“I don’t know anyone who advocates for just a phonics-based approach. That would be ridiculous,” said Leslie Zoroya, reading project director for the Los Angeles County of Education. “Why would you teach them just to decode and not work on vocabulary and background knowledge and fluency and all the other pieces that are included?”\u003c/p>\n\u003cp>With a $5 million state grant, more than 8,000 teachers have taken “\u003ca class=\"external\" href=\"https://lacoe.edu/content/dam/lacoeedu/documents/curriculum-instruction/rla/GRR%20Flyer%20for%20Info%20Linked.pdf\" target=\"_blank\" rel=\"noopener\">Getting Reading Right\u003c/a>,” a short course on the principles of the science of reading offered by Zoroya’s office; they include all K-2 teachers in Long Beach, the state’s fourth-largest district.\u003c/p>\n\u003cp>“It’s not either-or. We do decoding work, vocabulary work, oral language, knowledge building, the whole kit and caboodle,” Zoroya said. “There’s been more of a heavier emphasis on phonics over the last couple of years in California because our teachers don’t understand it. They weren’t taught it in their teacher ed programs. I got a reading certificate from USC, and I didn’t get it.”\u003c/p>\n\u003cp>David Goldberg, president of the California Teachers Association union, stated that the union opposed the bill in its current form because “it negatively impacts locally made decisions to set priorities that meet the instructional needs of their students.”\u003c/p>\n\u003cp>Adding an unlikely precondition for supporting the bill, Goldberg insists that “any comprehensive, statewide approach to literacy must include fully funded and staffed schools with qualified educators and staff.”\u003c/p>\n\u003cp>Californians Together, an organization that advocates for the spread of bilingual education as well as the needs of English learners — who make up a fifth of California’s students — wrote in \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2025/04/AB1121-CalTog-let-oppose-033125.pdf\" target=\"_blank\" rel=\"noopener\">its three-page opposition letter\u003c/a> that “without a clear emphasis on meeting the needs of multilingual learners, the bill’s professional development requirement is inadequate and misaligned with the needs of California’s diverse student population.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The letter also criticizes the bill for taking “an overly narrow approach that prioritizes foundational reading skills at the expense of other critical components of literacy.”\u003c/p>\n\u003cp>An authority in English learner education who disagrees is Claude Goldenberg, a Professor of Education, emeritus, at Stanford University, \u003ca class=\"external\" href=\"http://claudegoldenberg.substack.com/\" target=\"_blank\" rel=\"noopener\">who wrote\u003c/a> that passage of the bill would be “an important, even if modest, step forward.”\u003c/p>\n\u003cp>“The fact is that the research that applies to kids who know English already applies to kids who are learning English, it’s just that they also need English language development,” he wrote.\u003c/p>\n\u003ch2>State policy’s shift toward the science of reading\u003c/h2>\n\u003cp>Under Newsom, the state has implemented pieces of a coherent, evidence-based system of reading instruction that shifts from a “balanced” and “whole” language approach to reading instruction. Balanced language downplays phonics in favor of teaching words through looking at pictures and guessing based on a word’s context in a paragraph.\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>Starting next fall, the state will require kindergarten through second grade teachers to test students for potential reading challenges like dyslexia with a multi-language screening tool.\u003c/li>\n\u003cli>The Legislature passed a law that requires teacher credentialing programs to teach science of reading instruction.\u003c/li>\n\u003cli>Using one-time money, Newsom appropriated $500 million to train reading coaches in lowest-income schools in the science of reading.\u003c/li>\n\u003cli>The Department of Education is creating guides and instruction modules for a\u003ca href=\"https://edsource.org/2023/newsom-proposes-literacy-roadmap-but-will-remain-hands-off-on-how-districts-teach-reading/686621\"> “literacy road map.”\u003c/a> It emphasizes “explicit instruction in phonics, phonemic awareness, and other decoding skills” in the early grades.\u003c/li>\n\u003c/ul>\n\u003cp>While the new guidance is helpful, Zoroya said, “we have not put the same amount of effort into wide-scale professional learning for teachers. And that’s a disservice to them.”\u003c/p>\n\u003cp>‘It only makes sense, Rubio and allies argue, to take the next step and universally provide the same evidence-based instruction to all elementary school teachers and textbooks that support it. Otherwise, newly trained teachers face the confusing prospect of working in a “balanced language” district where instruction will contradict what they just learned.\u003c/p>\n\u003cp>Rubio and the sponsors had assumed they answered opponents’ main concerns in writing AB 1121. They deleted the previous bill’s numerous references to the “science of reading,” a source of contention. Instead, they tied the bill’s wording to the existing, but unenforced, requirements for evidence-based reading instruction in the state’s English Language Arts and English Language Development instructional frameworks and in the California \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=44259.&lawCode=EDC\" target=\"_blank\" rel=\"noopener\">Education Code\u003c/a>.\u003c/p>\n\u003cp>Their opposition letters showed that the opponents were not at all mollified.\u003c/p>\n\u003cp>The sponsors said they have repeatedly asked CABE, Californians Together and CTA for further changes to AB 1121 but haven’t received any.\u003c/p>\n\u003cp>“The author has been clear; the sponsors are clear. We are very open to improving the bill if there are improvements,” said Marshall Tuck, CEO of EdVoice, who has participated in the discussions with opponents.\u003c/p>\n\u003cp>In an email responding to questions about her group’s opposition to the bill, Martha Hernandez, executive director of Californians Together, wrote, “We understand that amendments to AB 1121 may be forthcoming, and we remain committed to engaging in the process with a focus on ensuring that any policy advances equitable access to effective, research-based literacy instruction for English learners.”\u003c/p>\n\u003cp>Rubio was blunt. “I can’t guess what they’re thinking. That’s the whole point of a negotiation. They have to bring something to the table. I can’t negotiate against myself.”\u003c/p>\n\u003cp>Rubio said she expects the bill to get a hearing before April 30 and will ask Speaker Rivas for a way forward, regardless of the continued opposition.\u003c/p>\n\u003cp>Meanwhile, Assembly Education Chair Al Muratsuchi, D-Torrance, is discussing a compromise with individuals he wouldn’t name through\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1194\" target=\"_blank\" rel=\"noopener\"> a separate bill\u003c/a> he is authoring. It would create incentives but not require school administrators to take similar early literacy training that teachers would receive under AB 1121. But, like CTA, he said he favors “local control of allowing local school districts to determine what works best for their kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rivas was noncommittal. Stating he was tracking negotiations, a statement from his office said, “The Speaker looks forward to legislation that reflects greater consensus on this issue, and one that supports all students, including multilingual learners.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "california-teachers-union-opposes-bill-mandating-science-of-reading-in-schools",
"title": "California Teachers Union Opposes Bill Mandating 'Science of Reading' in Schools",
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"headTitle": "California Teachers Union Opposes Bill Mandating ‘Science of Reading’ in Schools | KQED",
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"content": "\u003cp>California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the “science of reading,” that spotlights phonics to teach children to read.\u003c/p>\n\u003cp>The move by the politically powerful California Teachers Association (CTA) puts the fate of Assembly Bill 2222 in question as supporters insist that there is room to negotiate changes that will bring opponents together.\u003c/p>\n\u003cp>CTA’s complaints include some recently voiced by some advocacy organizations for English learners and bilingual education that \u003ca href=\"https://edsource.org/2024/english-learner-advocates-oppose-science-of-reading-bill/707178\">oppose the bill\u003c/a> and have refused to negotiate any changes to make the bill more acceptable.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Yolie Flores, president, Families in Schools\"]‘It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.’[/pullquote]The teachers union put its opposition to \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\">AB 2222\u003c/a> in writing in a lengthy letter to Assembly Education Committee Chairman Al Muratsuchi last week. The committee is expected to hear the bill, introduced in February, later this month.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\">The letter \u003c/a>includes a checklist of complaints including that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and cuts teachers out of the decision-making process, especially when it comes to curriculum.\u003c/p>\n\u003cp>“Educators are best equipped to make school and classroom decisions to ensure student success,” the letter said. “Limiting instructional approaches undermines teachers’ professional autonomy and may impede their effectiveness in the classroom.”\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised that CTA would oppose legislation that would ensure all teachers are trained to use the latest brain research to teach children how to read.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Unfortunately, a lot of folks in the field haven’t actually been trained on that, and a lot of the instruction materials in classrooms today don’t align with that,” Tuck said.\u003c/p>\n\u003cp>Tuck said CTA appears to misunderstand the body of evidence-based research known as the science of reading. It “is not a curriculum and is not a program or a one-size-fits-all approach,” he said. “It will give teachers a foundational understanding of how children learn to read. Teachers will still have a lot of room locally to decide which instructional moves to make on any given day for any given children. So, you’ll still have significant differentiation.”\u003c/p>\n\u003ch2>A nationwide push\u003c/h2>\n\u003cp>California’s push to adopt the science of reading approach to early literacy is in sync with \u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/the-science-of-reading-in-2024-5-state-initiatives-to-watch/2024/01#:~:text=These%20actions%20join%20a%20mounting,to%20evidence%2Dbased%20reading%20instruction.\" target=\"_blank\" rel=\"noopener\">37 states \u003c/a>and some cities, such as New York City, that have passed similar legislation.\u003c/p>\n\u003cp>[aside postID=\"news_11972684,mindshift_63241,news_11969236\" label=\"Related Stories\"]States nationwide are rejecting balanced literacy as failing to effectively teach children how to read, since it trains children to use pictures to recognize words on sight, also known as three-cueing. The new method would teach children to decode words by sounding them out, a process known as phonics.\u003c/p>\n\u003cp>Although phonics, the ability to connect letters to sounds, has drawn the most attention, the science of reading focuses on four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds; vocabulary; comprehension; and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would require that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003cp>The legislation goes against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>“It’s a big bill,” said Yolie Flores, president of Families in Schools, a co-sponsor. “We’re very proud that it’s a big bill because that means it is truly consequential in the best way possible for children. It’s not a sort of tweak around the edges kind though, it’s the kind of bill that really brings transformation. So we are hoping that the Legislature sees beyond the sort of typical pushback and resistance, and in the end, I think, teachers will see that this was a huge benefit for them.”\u003c/p>\n\u003ch2>Seeking compromise\u003c/h2>\n\u003cp>The bill’s author, Blanca Rubio (D-Baldwin Park) said she took CTA’s seven-page letter not as an outright rejection but as an opportunity for negotiations.\u003c/p>\n\u003cp>“I’m glad they sent this letter,” she said. “They outline their objections and the reasons why, and that’s something I can work with. It’s not a flat, ‘No, we don’t want you to do it.’ They gave me specific items that I can look at and have a conversation about.”\u003c/p>\n\u003cp>She said that Assemblymember Muratsuchi asked her to work with the CTA on a compromise. She is also meeting with consultants for Assembly Speaker Robert Rivas (D-Salinas) “to look at the big picture,” she said.\u003c/p>\n\u003cp>But Flores says the state’s \u003ca href=\"https://edsource.org/2024/legislative-analyst-update-projects-bigger-funding-drop-for-schools-community-colleges/706457\">budget problems\u003c/a>, with predictions of no money for new programs, may be a bigger hurdle to getting the bill passed than the CTA opposition. The cost of paying for the required professional development for teachers would total $200 million to $300 million, she said. Because it is a mandate, the state would be required to repay districts for the cost.\u003c/p>\n\u003cp>“That is a drop in the bucket for something so transformational, so consequential,” Flores said. “I hope that the Legislature really comes to that realization. We’re in a budget deficit, but our budget is a statement of priorities.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandate instruction in the science of reading. In 2023, just 43% of California third graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of lower-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“It’s foundational,” Flores said. “It’s not the only thing teachers need to know. It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.”\u003c/p>\n\u003cp>The bill would sunset in 2028 when all teachers are required to have completed training. Beginning in July, all teacher preparation programs would be required to teach future educators to base literacy instruction on the science of reading.\u003c/p>\n\u003ch2>Needs of English learners\u003c/h2>\n\u003cp>The CTA and other critics of AB 2222 charge that it ignores the need of English learners for oral language skills, vocabulary and comparison between their home languages and English, which they need in order to learn how to read.\u003ca href=\"https://edsource.org/2023/california-lags-behind-other-states-in-bilingual-education-for-english-learners/701270\"> Four out of 10 students\u003c/a> in California start school as English learners.\u003c/p>\n\u003cp>Tuck disputes this. “We actually emphasize oral language development,” he said. “This would be the first statute that would say when instructional materials are adopted, and when teachers are trained in the science of reading, they must include a focus on English learners and oral language development.”\u003c/p>\n\u003cp>Representatives from Californians Together, an advocacy organization for English learners and bilingual education, applauded the CTA’s opposition to the bill. They oppose the bill, rather than suggest amendments, because they disagree with its overall approach.\u003c/p>\n\u003cp>“We just don’t think this is the right bill to address literacy needs,” said Executive Director Martha Hernandez. “It’s very restrictive. We know that mandates don’t work. It lacks a robust, comprehensive approach for multilingual learners.”\u003c/p>\n\u003cp>Instead, Californians Together and the California Association for Bilingual Education have both said they would prefer California fund the training of teachers and full implementation of the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwintro.pdf\" target=\"_blank\" rel=\"noopener\">English Language Arts/English Language Development Framework (PDF)\u003c/a>.\u003c/p>\n\u003cp>The framework was adopted in 2014 and encourages, but does not mandate, explicit instruction in foundational skills and oral language development for English learners.\u003c/p>\n\u003cp>The California Language Teachers Association has requested the bill be amended to include information about teaching literacy in languages not based on the English alphabet, such as Japanese, Chinese or Arabic, according to Executive Director Liz Matchett. However, the organization has not yet taken a position on the bill.\u003c/p>\n\u003cp>“I agree that we want to support all children to be able to read. If they can’t read, they can’t participate in education, which is the one way that is proven to change people’s circumstances,” said Matchett, who teaches Spanish at Gunn High School in Palo Alto. “There’s nothing to oppose about that. I’m still a classroom teacher, and all the time, you get kids in high school who can’t read.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://west.edtrust.org/press-release/statement-on-ab-2222-rubio-early-literacy-science-of-reading/\" target=\"_blank\" rel=\"noopener\">Education Trust-West\u003c/a> urges changes in the bill to center the needs of “multilingual learners” — children who speak languages other than English at home — and to include more oversight and fewer mandates, such as those that may discourage new teachers from entering the profession.\u003c/p>\n\u003cp>“If our recommended amendments were to be accepted, EdTrust-West would support it as a much-needed solution to California’s acute literacy crisis.”\u003c/p>\n\u003cp>Claude Goldenberg, professor emeritus of education at Stanford University, said “it was disappointing” to see CTA’s opposition, particularly because the union did not suggest amendments. He said he had met with representatives from CTA and urged them to identify what could be changed in the bill.\u003c/p>\n\u003cp>In a recent\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\"> EdSource commentary\u003c/a>, Goldenberg urged opponents to “do the right thing for all students. AB 2222’s introduction is an important step forward on the road to universal literacy in California. We must get it on the right track and take it across the finish line.”\u003c/p>\n\u003cp>Referring to the CTA’s opposition, Goldenberg said, “Obviously my urgings fell flat. They identified why they’re opposing, but there’s no indication of any possible re-evaluation.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\">Goldenberg\u003c/a>, who served on the National Literacy Panel, which synthesized research on literacy development among children who speak languages other than English, has called on the bill’s authors to amend it to include a more comprehensive definition of the “science of reading” and include more information about teaching students to read in English as a second language and in their home languages.\u003c/p>\n\u003cp>The CTA has \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">changed its position\u003c/a> on bills related to literacy instruction in the last two years. It had originally supported \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">Senate Bill 488\u003c/a>, which passed in 2022. The legislation requires a literacy performance assessment for teachers and oversight of literacy instruction in teacher preparation. The union is now in support of a bill that would do away with both.\u003c/p>\n\u003cp>The change of course was attributed to a survey of 1,300 CTA members, who said the assessment caused stress, took away time that could have been used to collaborate with mentors and for teaching, and did not prepare them to meet the needs of students, according to Leslie Littman, vice president of the union, in a prior interview.\u003c/p>\n\u003cp>Veteran political observer Dan Schnur said he’s not surprised CTA would oppose the bill since some of its political allies are against it; the question is how important CTA considers the bill.\u003c/p>\n\u003cp>“If it becomes a pitched battle, CTA will have to decide whether it is one of its highest priorities in this session,” he said.\u003c/p>\n\u003cp>Gov. Gavin Newsom hasn’t indicated his position yet, but Schnur, the press secretary for former Gov. Pete Wilson, who teaches political communications at UC Berkeley and USC, said, “This is not the type of fight Newsom needs or wants right now. If he has strong feelings, it’s hard to see him going to war for or against.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-schools-faces-teachers-union-opposition/709193\">\u003cem>This story was originally published in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the 'science of reading,' that spotlights phonics to teach children to read.",
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"title": "California Teachers Union Opposes Bill Mandating 'Science of Reading' in Schools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the “science of reading,” that spotlights phonics to teach children to read.\u003c/p>\n\u003cp>The move by the politically powerful California Teachers Association (CTA) puts the fate of Assembly Bill 2222 in question as supporters insist that there is room to negotiate changes that will bring opponents together.\u003c/p>\n\u003cp>CTA’s complaints include some recently voiced by some advocacy organizations for English learners and bilingual education that \u003ca href=\"https://edsource.org/2024/english-learner-advocates-oppose-science-of-reading-bill/707178\">oppose the bill\u003c/a> and have refused to negotiate any changes to make the bill more acceptable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The teachers union put its opposition to \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\">AB 2222\u003c/a> in writing in a lengthy letter to Assembly Education Committee Chairman Al Muratsuchi last week. The committee is expected to hear the bill, introduced in February, later this month.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\">The letter \u003c/a>includes a checklist of complaints including that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and cuts teachers out of the decision-making process, especially when it comes to curriculum.\u003c/p>\n\u003cp>“Educators are best equipped to make school and classroom decisions to ensure student success,” the letter said. “Limiting instructional approaches undermines teachers’ professional autonomy and may impede their effectiveness in the classroom.”\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised that CTA would oppose legislation that would ensure all teachers are trained to use the latest brain research to teach children how to read.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Unfortunately, a lot of folks in the field haven’t actually been trained on that, and a lot of the instruction materials in classrooms today don’t align with that,” Tuck said.\u003c/p>\n\u003cp>Tuck said CTA appears to misunderstand the body of evidence-based research known as the science of reading. It “is not a curriculum and is not a program or a one-size-fits-all approach,” he said. “It will give teachers a foundational understanding of how children learn to read. Teachers will still have a lot of room locally to decide which instructional moves to make on any given day for any given children. So, you’ll still have significant differentiation.”\u003c/p>\n\u003ch2>A nationwide push\u003c/h2>\n\u003cp>California’s push to adopt the science of reading approach to early literacy is in sync with \u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/the-science-of-reading-in-2024-5-state-initiatives-to-watch/2024/01#:~:text=These%20actions%20join%20a%20mounting,to%20evidence%2Dbased%20reading%20instruction.\" target=\"_blank\" rel=\"noopener\">37 states \u003c/a>and some cities, such as New York City, that have passed similar legislation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>States nationwide are rejecting balanced literacy as failing to effectively teach children how to read, since it trains children to use pictures to recognize words on sight, also known as three-cueing. The new method would teach children to decode words by sounding them out, a process known as phonics.\u003c/p>\n\u003cp>Although phonics, the ability to connect letters to sounds, has drawn the most attention, the science of reading focuses on four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds; vocabulary; comprehension; and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would require that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003cp>The legislation goes against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>“It’s a big bill,” said Yolie Flores, president of Families in Schools, a co-sponsor. “We’re very proud that it’s a big bill because that means it is truly consequential in the best way possible for children. It’s not a sort of tweak around the edges kind though, it’s the kind of bill that really brings transformation. So we are hoping that the Legislature sees beyond the sort of typical pushback and resistance, and in the end, I think, teachers will see that this was a huge benefit for them.”\u003c/p>\n\u003ch2>Seeking compromise\u003c/h2>\n\u003cp>The bill’s author, Blanca Rubio (D-Baldwin Park) said she took CTA’s seven-page letter not as an outright rejection but as an opportunity for negotiations.\u003c/p>\n\u003cp>“I’m glad they sent this letter,” she said. “They outline their objections and the reasons why, and that’s something I can work with. It’s not a flat, ‘No, we don’t want you to do it.’ They gave me specific items that I can look at and have a conversation about.”\u003c/p>\n\u003cp>She said that Assemblymember Muratsuchi asked her to work with the CTA on a compromise. She is also meeting with consultants for Assembly Speaker Robert Rivas (D-Salinas) “to look at the big picture,” she said.\u003c/p>\n\u003cp>But Flores says the state’s \u003ca href=\"https://edsource.org/2024/legislative-analyst-update-projects-bigger-funding-drop-for-schools-community-colleges/706457\">budget problems\u003c/a>, with predictions of no money for new programs, may be a bigger hurdle to getting the bill passed than the CTA opposition. The cost of paying for the required professional development for teachers would total $200 million to $300 million, she said. Because it is a mandate, the state would be required to repay districts for the cost.\u003c/p>\n\u003cp>“That is a drop in the bucket for something so transformational, so consequential,” Flores said. “I hope that the Legislature really comes to that realization. We’re in a budget deficit, but our budget is a statement of priorities.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandate instruction in the science of reading. In 2023, just 43% of California third graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of lower-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“It’s foundational,” Flores said. “It’s not the only thing teachers need to know. It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.”\u003c/p>\n\u003cp>The bill would sunset in 2028 when all teachers are required to have completed training. Beginning in July, all teacher preparation programs would be required to teach future educators to base literacy instruction on the science of reading.\u003c/p>\n\u003ch2>Needs of English learners\u003c/h2>\n\u003cp>The CTA and other critics of AB 2222 charge that it ignores the need of English learners for oral language skills, vocabulary and comparison between their home languages and English, which they need in order to learn how to read.\u003ca href=\"https://edsource.org/2023/california-lags-behind-other-states-in-bilingual-education-for-english-learners/701270\"> Four out of 10 students\u003c/a> in California start school as English learners.\u003c/p>\n\u003cp>Tuck disputes this. “We actually emphasize oral language development,” he said. “This would be the first statute that would say when instructional materials are adopted, and when teachers are trained in the science of reading, they must include a focus on English learners and oral language development.”\u003c/p>\n\u003cp>Representatives from Californians Together, an advocacy organization for English learners and bilingual education, applauded the CTA’s opposition to the bill. They oppose the bill, rather than suggest amendments, because they disagree with its overall approach.\u003c/p>\n\u003cp>“We just don’t think this is the right bill to address literacy needs,” said Executive Director Martha Hernandez. “It’s very restrictive. We know that mandates don’t work. It lacks a robust, comprehensive approach for multilingual learners.”\u003c/p>\n\u003cp>Instead, Californians Together and the California Association for Bilingual Education have both said they would prefer California fund the training of teachers and full implementation of the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwintro.pdf\" target=\"_blank\" rel=\"noopener\">English Language Arts/English Language Development Framework (PDF)\u003c/a>.\u003c/p>\n\u003cp>The framework was adopted in 2014 and encourages, but does not mandate, explicit instruction in foundational skills and oral language development for English learners.\u003c/p>\n\u003cp>The California Language Teachers Association has requested the bill be amended to include information about teaching literacy in languages not based on the English alphabet, such as Japanese, Chinese or Arabic, according to Executive Director Liz Matchett. However, the organization has not yet taken a position on the bill.\u003c/p>\n\u003cp>“I agree that we want to support all children to be able to read. If they can’t read, they can’t participate in education, which is the one way that is proven to change people’s circumstances,” said Matchett, who teaches Spanish at Gunn High School in Palo Alto. “There’s nothing to oppose about that. I’m still a classroom teacher, and all the time, you get kids in high school who can’t read.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://west.edtrust.org/press-release/statement-on-ab-2222-rubio-early-literacy-science-of-reading/\" target=\"_blank\" rel=\"noopener\">Education Trust-West\u003c/a> urges changes in the bill to center the needs of “multilingual learners” — children who speak languages other than English at home — and to include more oversight and fewer mandates, such as those that may discourage new teachers from entering the profession.\u003c/p>\n\u003cp>“If our recommended amendments were to be accepted, EdTrust-West would support it as a much-needed solution to California’s acute literacy crisis.”\u003c/p>\n\u003cp>Claude Goldenberg, professor emeritus of education at Stanford University, said “it was disappointing” to see CTA’s opposition, particularly because the union did not suggest amendments. He said he had met with representatives from CTA and urged them to identify what could be changed in the bill.\u003c/p>\n\u003cp>In a recent\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\"> EdSource commentary\u003c/a>, Goldenberg urged opponents to “do the right thing for all students. AB 2222’s introduction is an important step forward on the road to universal literacy in California. We must get it on the right track and take it across the finish line.”\u003c/p>\n\u003cp>Referring to the CTA’s opposition, Goldenberg said, “Obviously my urgings fell flat. They identified why they’re opposing, but there’s no indication of any possible re-evaluation.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\">Goldenberg\u003c/a>, who served on the National Literacy Panel, which synthesized research on literacy development among children who speak languages other than English, has called on the bill’s authors to amend it to include a more comprehensive definition of the “science of reading” and include more information about teaching students to read in English as a second language and in their home languages.\u003c/p>\n\u003cp>The CTA has \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">changed its position\u003c/a> on bills related to literacy instruction in the last two years. It had originally supported \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">Senate Bill 488\u003c/a>, which passed in 2022. The legislation requires a literacy performance assessment for teachers and oversight of literacy instruction in teacher preparation. The union is now in support of a bill that would do away with both.\u003c/p>\n\u003cp>The change of course was attributed to a survey of 1,300 CTA members, who said the assessment caused stress, took away time that could have been used to collaborate with mentors and for teaching, and did not prepare them to meet the needs of students, according to Leslie Littman, vice president of the union, in a prior interview.\u003c/p>\n\u003cp>Veteran political observer Dan Schnur said he’s not surprised CTA would oppose the bill since some of its political allies are against it; the question is how important CTA considers the bill.\u003c/p>\n\u003cp>“If it becomes a pitched battle, CTA will have to decide whether it is one of its highest priorities in this session,” he said.\u003c/p>\n\u003cp>Gov. Gavin Newsom hasn’t indicated his position yet, but Schnur, the press secretary for former Gov. Pete Wilson, who teaches political communications at UC Berkeley and USC, said, “This is not the type of fight Newsom needs or wants right now. If he has strong feelings, it’s hard to see him going to war for or against.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-schools-faces-teachers-union-opposition/709193\">\u003cem>This story was originally published in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>[dropcap]H[/dropcap]alfway through a chilly school day in February, Theresa Griffin’s sixth grade classroom at Stege Elementary is more chaotic than usual. On the white board, Griffin writes the names of talkative students who will be staying behind after the lunch bell rings. A knock on the door interrupts reading instruction.\u003c/p>\n\u003cp>Six younger students need a classroom to work in while their teachers are attending a conference. Griffin spends 10 minutes rearranging tables to make space for them. Griffin is willing to do anything she can to help her colleagues — if she can offer a little support, maybe they’ll stick around at the school where many teachers leave after a few years. At the start of the current school year, Griffin was the only teacher at Stege with more than five years of experience — she’s been teaching at the school 23 years.[aside label='More on Education' tag='education']Located in Richmond just north of Berkeley, Stege serves the highest percentage of students from lower-income households in the West Contra Costa Unified School District but its teachers on average have less experience than all but one other school. And that experience disparity isn’t unique to Stege and West Contra Costa — it plays out in schools throughout California.\u003c/p>\n\u003cp>The \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1172&context=carsey\">dearth of experienced teachers\u003c/a> at high-poverty schools contributes to one of the defining traits of public education: the achievement gap between students from lower-income families and their higher-income peers. At schools throughout California, standardized test scores plummet when poverty rates rise. Last school year, 47% of students statewide met English language arts standards and 33% met math standards. At Stege, those rates were far lower, just 11% and 9%, respectively.\u003c/p>\n\u003cp>Over the past several decades, solutions to teacher staffing disparities have swirled within California’s state Legislature, local school boards and among academic researchers. Chief among them: paying teachers more to work at high-poverty schools. But again and again, teachers unions have shot down that idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The unions’ opposition frustrates some researchers who point to the benefits of what’s called “differentiated pay.” But labor groups point to the complex and fragile ecosystem that can be disrupted by trying to address just one piece of the broader inequality plaguing public education.\u003c/p>\n\u003cfigure id=\"attachment_11945199\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945199\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers02.jpg\" alt=\"A student with long, brown braids wearing a red sweatshirt and a blue mask stands in front of a whiteboard inside a classroom. She writes on the board using a marker with her left hand looking up. In the background, a teacher's desk with a green basket of colorful books on top and an orange globe just behind it. Posters cover the walls with numbers.\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02-160x107.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">A student writes on a board at Stege Elementary School in Richmond on Feb. 6, 2023. \u003ccite>(Shelby Knowles/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The California Teachers Association codified its opposition to differentiated pay in its policy handbook, which explains that school districts use what is known as a “single salary schedule” to pay all teachers at all schools the same wages based on their experience and education levels. “The model is widely accepted because it is seen as less arbitrary, clearer and more predictable,” the handbook states. “Because of these factors, the single salary schedule will continue to be the foundation of educators’ pay.”\u003c/p>\n\u003cp>Claudia Briggs, a spokesperson for the association, said public school districts should not be using their limited pool of funds to pay certain teachers more than others.\u003c/p>\n\u003cp>“[Differentiated pay] can be very divisive and hard to implement fairly and consistently,” Briggs said. “And it doesn’t get to the root of the problem.”\u003c/p>\n\u003cp>In 2009, the statewide union assailed legislation authored by former state Sen. Darrell Steinberg that would have barred districts from laying off a larger share of teachers from high-poverty schools. School employees are typically laid off based on seniority, with newer teachers being most vulnerable. Steinberg said the state needed to step in to ensure that high-poverty schools could build strong teams of educators. The California Teachers Association argued for local control over layoffs.\u003c/p>\n\u003cp>“[The union] put up billboards saying I wasn’t friendly to education,” Steinberg said. “Some fights are just worth having.”\u003c/p>\n\u003cp>The union also rallied against merit pay in federal programs like Race to the Top that would have required districts to use test scores to evaluate teachers. Under pressure from the union, California lawmakers refused to implement a system of teacher evaluations, weakening their chances of winning a chunk of the $4 billion in competitive grants offered by the Obama administration.\u003c/p>\n\u003cp>Briggs said differentiated pay is a “Band-Aid.” She added that paying higher salaries for teachers at certain schools is a decision for local districts and their unions, but the California Teachers Association opposes it as a statewide policy. State lawmakers should focus on raising salaries and improving working conditions for all teachers, she said.[pullquote size=\"medium\" align=\"right\" citation=\"Claudia Briggs, spokesperson, California Teachers Association\"]‘[Differentiated pay] can be very divisive and hard to implement fairly and consistently. And it doesn’t get to the root of the problem.’[/pullquote]In any conversation about improving teacher retention, union leaders, including those at the California Teachers Association, are likely to mention community schools as a more holistic solution. Community schools partner with local social service, mental health and other medical providers to link students and their families with the help they need. Union leaders say community schools can remedy the hardships facing students, rather than simply paying teachers more to single-handedly address the impacts of poverty.\u003c/p>\n\u003cp>“Paying higher salaries for hard-to-staff schools is a flawed solution,” Briggs said. “It doesn’t address the reasons they’re hard to staff in the first place.”\u003c/p>\n\u003cp>In 2018, State Superintendent of Public Instruction \u003ca href=\"https://elections.calmatters.org/2018/statewide-postings/superintendent-of-public-instruction/2495-2/\">Tony Thurmond told CalMatters\u003c/a> during his election campaign that he believes all teachers should be paid more, and that the focus should be on improving working conditions. Thurmond said the studies on differentiated pay showed mixed results, specifically citing research by the Learning Policy Institute. One study by the research organization found that \u003ca href=\"https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf#page=17\">teachers at high-poverty schools were more likely to leave because of the pressures of standardized testing and unhappiness about their administrations, not compensation (PDF)\u003c/a>.\u003c/p>\n\u003cp>Thurmond, who won election and reelection with strong backing from the teachers union, wouldn’t comment for this story, but Deputy Superintendent Malia Vella replied on his behalf and made clear that his opposition to paying teachers more in high-poverty schools hasn’t changed. Instead, Vella said, the solution is raising salaries for all teachers along with smaller class sizes, more mentorship and affordable housing.\u003c/p>\n\u003cp>“A complex problem needs a complex solution,” Vella said. “Yes, raising salaries, but also doing all the things we know will make the system sustainable.”\u003c/p>\n\u003ch2>Statewide snapshot\u003c/h2>\n\u003cp>It’s a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373713500524?journalCode=epaa\">common pattern within the teaching workforce\u003c/a>: young teachers begin their careers in high-poverty schools, put in a few years of service and transfer to a school in a more affluent neighborhood once they acquire a bit of seniority. Schools serving wealthier families tend to have more classroom resources, higher test scores and more involved parents. Teachers feel physically safer and more supported by their principals and administrators.\u003c/p>\n\u003cp>The result is a constant drain on schools with the neediest kids, which serve as training grounds for novice teachers.\u003c/p>\n\u003cfigure id=\"attachment_11945203\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945203\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS57716_IMG_0008-qut.jpg\" alt=\"Desks in tidy rows inside an elementary school classroom.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A transitional kindergarten classroom at Jesse G. Sanchez Elementary School in Salinas on July 29, 2022. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CalMatters analyzed teacher experience data from 35 California school districts and 1,280 schools, including those from urban, suburban and rural communities. The correlation between student poverty and teacher experience is most obvious in large urban districts. In San Diego Unified, the state’s second-largest district, 17% of teachers at the 20 highest-poverty schools have less than five years of experience. At the more affluent schools, just 6% have less than five years of experience.\u003c/p>\n\u003cp>Staffing data from other large urban districts, including Long Beach, Oakland and Sacramento, show a similar trend. These trends align with national research showing that \u003ca href=\"https://learningpolicyinstitute.org/product/crdc-teacher-access-report\">high-poverty communities have the least access to experienced teachers\u003c/a>.\u003c/p>\n\u003cp>The West Contra Costa Unified School District has 64 schools. Among them, the percentage of students qualifying for free or reduced-price meals ranges from 7% at Kensington Elementary to 77% at Stege. In 2022, Stege Elementary was identified as one of the 474 lowest-performing schools in the state.\u003c/p>\n\u003cp>The median years of experience among the 13 teachers at Stege, according to district data from 2022, is three years. Griffin is the one teacher in the school with more than six years of experience, and she believes her consistent presence makes a difference.\u003c/p>\n\u003cp>“When you have kids that come from families where they have a lot of strife going on, they don’t have anybody that is consistent,” Griffin said. “Children like to have consistency, and when you don’t have consistency they don’t know what to do.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"At West Contra Costa, average teacher experience at the lowest-poverty school is much higher than the highest-poverty school.\" aria-label=\"Scatter Plot\" id=\"datawrapper-chart-9EHSI\" src=\"https://datawrapper.dwcdn.net/9EHSI/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"500\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"Districtwide, higher poverty West Contra Costa Unified schools tend to have lower average teacher experience.\" aria-label=\"Scatter Plot\" id=\"datawrapper-chart-BLx6U\" src=\"https://datawrapper.dwcdn.net/BLx6U/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"400\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Experience is just one of the ways experts measure the quality of an educator. A teacher’s education level and effect on student test scores are also often factored in.\u003c/p>\n\u003cp>However it’s measured, there’s a large body of research showing that \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X15592622\">teacher quality is more influential than every other factor in a student’s education\u003c/a>. That includes a student’s socioeconomic background, language abilities, school size and class size. At high-poverty schools, where students are more likely to be achieving below grade level, a quality teacher can make an even bigger difference. Andrew Johnston, an economist at UC Merced, said the research makes clear that an effective teacher can have a profound impact on all students.\u003c/p>\n\u003cp>“What’s amazing is that when we randomly assign a kid to a high-quality teacher, not only are they doing better in the years after that, but they’re doing significantly better in adulthood,” Johnston said. “A good teacher increases a student’s future earnings and decreases incarceration rates.”\u003c/p>\n\u003cp>The suggestion of differentiated pay triggers questions about whether money alone can entice the best teachers to work at the highest-needs schools. And that leads to the thornier question of which teachers deserve to be paid more.[aside postID=news_11927544 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/10/GettyImages-1239458034-1020x658.jpg']John Zabala is president of United Teachers of Richmond, the local union for West Contra Costa Unified. He was previously a school psychologist at another high-poverty school in the district. His experience has led him to support the idea of differentiated pay, but he knows that union opposition makes it untenable.\u003c/p>\n\u003cp>“I think we have to be open to things,” he said. “But I can already hear the teachers in other schools being upset that they’re not getting additional pay.”\u003c/p>\n\u003cp>Griffin also thinks teachers at Stege Elementary should be paid more, but she’s in it for the mission more than the money. She said teachers’ compensation is less important than their commitment to maintain high standards for all students. It’s a way of showing love to students who might not have anyone else who believes in them.\u003c/p>\n\u003cp>“I demand excellence, and I will help you get there if you’re willing to get there with me,” Griffin said. “But I’m very strict and sometimes that can be hard on them because they’re not getting that from anywhere else.”\u003c/p>\n\u003cfigure id=\"attachment_11945239\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945239\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers04.jpg\" alt=\"A teacher with long, brown and gray braids helps her students, who sit at desks with open books, with their classwork.\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04-160x107.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Theresa Griffin helps students with their class work on Feb. 6, 2023. \u003ccite>(Shelby Knowles/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Challenges at high-poverty schools\u003c/h2>\n\u003cp>Griffin comes to school dressed in jeans and a blue polo shirt under a gray hoodie. After making copies in the front office, she walks in a steady gait down the long hallway to tidy her classroom before school starts. She declines to share her age, saying her students have been trying to figure out how old she is.\u003c/p>\n\u003cp>She speaks slowly in a soothing voice. As students file into the classroom, Griffin asks them to remove their hats and hoods. She delegates tasks to her students: One oversees the pencil sharpener while another distributes textbooks.\u003c/p>\n\u003cp>As students begin working independently on their iPads, Griffin takes attendance. From the corner of her eye she sees one student chewing gum.\u003c/p>\n\u003cp>“My trash can is lonely,” she tells him without looking up from the class roster.\u003c/p>\n\u003cp>Teaching students who live in poverty is uniquely challenging. They often come to school without having eaten breakfast or dinner the previous night, making it harder for them to focus and easier for them to be disruptive. Those experiencing homelessness or moving frequently have erratic attendance. Students with emotional traumas can require teachers to serve as both therapists and social workers.\u003c/p>\n\u003cp>“At some of the schools where I served, the way they treated kids of color was just horrible in my eyes,” said Griffin, who knows that Black and Latino students are more likely to be living in poverty. “They had very little expectations for their academics.”\u003c/p>\n\u003cp>At Stege, 44% of students are Black compared to 13% districtwide. Among them, 12% met or exceeded standards in English language arts and only 6% met or exceeded standards in math last school year.\u003c/p>\n\u003cfigure id=\"attachment_11945240\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945240\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers05.jpg\" alt=\"A young student with long, brown braids flips through the pages of their mathbook. A pile of school supplies sits on their desk with pencils, erasers and other school books.\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05-160x107.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students complete classwork at Stege Elementary School in Richmond on Feb. 6, 2023. \u003ccite>(Shelby Knowles/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jeremy, a Black student in Griffin’s sixth grade class, said he likes how Griffin “does it old school.” He admits he’s talkative in class, and so he understands when she scolds him.\u003c/p>\n\u003cp>“She’s more experienced,” Jeremy said. “Other teachers get used. They get played because they don’t know how to control their students.”\u003c/p>\n\u003cp>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED606427.pdf\">Researchers say the benefits of experience usually plateau after five years in the profession (PDF)\u003c/a>, with the steepest learning curves occurring in the first three years.\u003c/p>\n\u003cp>The number of veteran teachers at a school can provide clues to the work environment as well as the job market in the surrounding community. Under most union contracts seniority must be considered when a teacher applies for a job, so more veteran teachers at a school is often an indicator of a less stressful work environment.\u003c/p>\n\u003cp>“When teachers at high-poverty schools get a couple years of experience, they tend to transfer,” said Dan Goldhaber, director at the Center for Analysis of Longitudinal Data in Education Research, which studied \u003ca href=\"https://caldercenter.org/publications/how-did-it-get-way-disentangling-sources-teacher-quality-gaps-through-agent-based\">gaps in teacher quality\u003c/a>.\u003c/p>\n\u003cp>In other words, \u003ca href=\"https://www.tcrecord.org/Content.asp?ContentId=17810\">high-poverty schools see more turnover\u003c/a>, while schools in more affluent areas see more applicants for teacher vacancies.[pullquote size=\"medium\" align=\"right\" citation=\"Mary Patterson, teacher, Longfellow Middle School\"]‘Our job’s harder. It just is. But we teach every kid we get. We’re not a school that complains about our students.’[/pullquote]Mary Patterson is a teacher at Longfellow Middle School in Berkeley Unified. With 62% of students qualifying for free or reduced-price meals, Longfellow has more than double the poverty rate of the other two middle schools in the district. Patterson uses the term “headwinds” to describe the challenges her students face, such as dealing with biases because they are Black or Latino or being from a lower-income or a divorced family.\u003c/p>\n\u003cp>“Our job’s harder. It just is,” she said. “But we teach every kid we get. We’re not a school that complains about our students.”\u003c/p>\n\u003cp>Patterson \u003ca href=\"https://www.ascd.org/el/articles/hazed\">wrote an article almost 20 years ago about reducing turnover among newer teachers\u003c/a>. The piece examines how administrators often require newer teachers to teach more subjects, resulting in longer hours with less pay. Add a high-poverty student body to those working conditions, and you get a work life that’s unsustainable for many educators, Patterson said.\u003c/p>\n\u003ch2 id=\"h-the-salary-solution\" class=\"wp-block-heading\">The salary solution\u003c/h2>\n\u003cp>Over the years \u003ca href=\"https://calmatters.org/wp-content/uploads/2022/06/acepaper_03112023.pdf\">economists as well as education and policy experts have studied the benefits (PDF)\u003c/a> of \u003ca href=\"https://pubs.aeaweb.org/doi/pdfplus/10.1257/pol.20200295\">compensating teachers more to work in more challenging environments (PDF)\u003c/a>. Some researchers say differentiated pay alone isn’t a sustainable solution.\u003c/p>\n\u003cp>“The term ‘combat pay’ has been used in a pejorative way to describe those pay schemes,” said Tara Kini, the director of state policy at the \u003ca href=\"https://learningpolicyinstitute.org/product/leandro-teaching-and-learning-conditions-brief\">Learning Policy Institute\u003c/a>. “But if it’s not paired with strengthening the working environments in those schools, then it doesn’t hold up in the long term.”\u003c/p>\n\u003cp>But experts agree that it’s one method of increasing retention at hard-to-staff schools.\u003c/p>\n\u003cp>“The papers that have come out recently say that \u003ca href=\"https://www.nber.org/system/files/working_papers/w29728/w29728.pdf\">pay flexibility is super useful (PDF)\u003c/a> to schools and students,” said Johnston of UC Merced. “What happens with \u003ca href=\"https://pubs.aeaweb.org/doi/pdfplus/10.1257/0002828041302073\">rigid pay schedules (PDF)\u003c/a> is that the person who’s totally checked out is being paid the same as a person who’s being a real hero for students.”\u003c/p>\n\u003cp>In public school districts in California, administrators negotiate with local teachers unions to agree on a salary schedule, which determines how much educators get paid based on their education level and years of experience. Most, if not all, school districts post their teacher salary schedules on their websites.[pullquote size=\"medium\" align=\"right\" citation=\"Andrew Johnston, economist, UC Merced\"]‘What happens with rigid pay schedules is that the person who’s totally checked out is being paid the same as a person who’s being a real hero for students.’[/pullquote]Teachers know exactly how much they and their colleagues are earning. Union leaders say this transparency is partly an effort to reduce historical pay gaps for women, people of color and other marginalized groups. The salary schedule also helps cultivate solidarity among a teaching force: Educators know they’re all being paid fairly compared to their peers, union leaders say. This lays the groundwork for collective bargaining and teachers’ loyalty to their unions.\u003c/p>\n\u003cp>Union leaders contend that differentiated pay would undermine collective bargaining — that instead, all teachers deserve raises.\u003c/p>\n\u003cp>“I absolutely believe that if we had a way to get teachers who were more effective and assign them to [schools with poorer students], we’d be better off,” said John Roach, executive director of the School Employers Association of California. “But the collective bargaining process does everything it can to avoid identifying teachers as being better than another.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"California public teachers were paid on average $88,508\" aria-label=\"Dot Plot\" id=\"datawrapper-chart-mRDeV\" src=\"https://datawrapper.dwcdn.net/mRDeV/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"264\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Trying to pay the best teachers more to work in high-poverty schools inches school districts toward an even more fraught conversation about evaluating teacher quality. Experts, teachers unions and policymakers have argued over how to assess teachers for decades. From one perspective, teachers who have a history of raising their students’ test scores are seen as more qualified teachers.\u003c/p>\n\u003cp>Researchers refer to this measure as the “value-added” score assigned to a teacher. Eric Hanushek, a Stanford University economist, championed this way of assessing educators starting in the 1970s.\u003c/p>\n\u003cp>“On average, standardized test scores have shown to be really important,” he said. “This is not the only thing that measures a good teacher, but it’s an important part.”\u003c/p>\n\u003cp>Opponents of the value-added model argue that \u003ca href=\"https://www.aera.net/Portals/38/docs/New%20Logo%20Research%20on%20Teacher%20Evaluation%20AERA-NAE%20Briefing.pdf\">a teacher’s effectiveness can vary widely (PDF)\u003c/a> from year to year depending on the types of students and various other social and economic factors outside the classroom.\u003c/p>\n\u003cp>One policy mechanism has been around for 10 years as part of an effort to close achievement gaps. California’s Local Control Funding Formula, which is the state’s system for funding K–12 schools, sends more money to districts for their foster children, English learners and students from lower-income households. But the intended results of the formula can only be fully realized with differentiated pay, Hanushek said.\u003c/p>\n\u003cp>“If you aren’t allowed to use the money in the best way possible, the whole system is being undermined,” he said.[pullquote size=\"medium\" align=\"right\" citation=\"Eric Hanushek, economist, Stanford University\"]‘If you take [differentiated pay] off the table, there’s not a lot you can do to get really high-quality teachers into poor schools.’[/pullquote]Hanushek also said districts should be able to use test score data to send their most effective teachers to the highest-poverty schools with more pay. This would allow districts to directly target the extra money they receive via the formula, giving in essence a pay bonus to lure the best teachers to work at those schools.\u003c/p>\n\u003cp>But without support from teachers unions, that notion remains a pipe dream. Districts instead rely on the personal passion and commitment of individual teachers to close the achievement gap.\u003c/p>\n\u003cp>“If you take [differentiated pay] off the table, there’s not a lot you can do to get really high-quality teachers into poor schools,” Hanushek said.\u003c/p>\n\u003cp>In California, school districts avoid value-added measures. District officials assess teachers through classroom observations, but tenure protections prevent disciplinary action based on low test scores alone.\u003c/p>\n\u003cp>Policies in other states suggest differentiated pay could make hard-to-hire positions more desirable and more competitive. In Hawaii and Michigan, districts enticed special-education teachers with \u003ca href=\"https://www.npr.org/2022/04/21/1092343446/special-education-teachers-hawaii\">salary increases between $10,000 and $15,000\u003c/a>. One study found that in Georgia, \u003ca href=\"https://cpb-us-w2.wpmucdn.com/sites.gsu.edu/dist/2/298/files/2014/02/The-Effects-of-Differential-Pay-on-Teacher-Recruitment-9b-plus-abstract-2bjl269.pdf\">higher pay for math and science teachers reduced turnover by up to 28% (PDF)\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11945211\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945211\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS6260_76754171-3.jpg\" alt=\"A child's small hand is raised in full focus while blurred children also raising their hands are pictured in the background.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">In California, schools with the highest rates of students from lower-income families have fewer experienced teachers. Increasing teacher pay seems to be one way to attract more experienced applicants, but teachers unions keep fighting the idea. \u003ccite>(Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Griffin, the teacher at Stege Elementary, said the district once offered a $10,000 stipend for teachers who committed to work at a high-poverty school for two years. But she said most teachers left after fulfilling that commitment.\u003c/p>\n\u003cp>Like the California Teachers Association, local unions are also calling for more community schools. Zabala, union president for West Contra Costa Unified, supports differentiated pay, and believes the community school model is a crucial piece of the needed reform. Since 2021, California lawmakers doled out $4 billion in community schools grants. West Contra Costa Unified is guaranteed a total of $31 million until 2027.\u003c/p>\n\u003cp>“I don’t believe that a stipend or pay differential is sufficient,” Zabala said. “There also needs to be a change in how we conceptualize schooling.”\u003c/p>\n\u003cp>Meanwhile, West Contra Costa Unified’s teachers just narrowly averted a strike last month after negotiating a 7% raise this year and a 7.5% raise next year — raises that will apply equally to teachers at schools with the wealthiest and poorest student bodies. Zabala said these raises will be crucial for attracting teachers to all of West Contra Costa Unified’s schools, especially amid a teacher shortage. He said his bargaining team also asked for one-time $2,500 stipends for teachers working in high-poverty schools, but district officials rejected that proposal.[pullquote size=\"medium\" align=\"right\" citation=\"Theresa Griffin, teacher, Stege Elementary School\"]‘I think you just have to have it in your heart to do what you need to do to help the kids. If it’s not in your heart, it makes it harder to do.’[/pullquote]The situation looks dire at the district, as it needs to cut $20 million this year to afford those teacher raises. Zabala expects much of those reductions to come from after-school and mental-health programs at high-poverty schools.\u003c/p>\n\u003cp>But Griffin said she isn’t overly concerned. If anything, she’s indifferent to the threat of budget cuts. She said she’s going to keep doing what she has always done: focus on her students.\u003c/p>\n\u003cp>After her students leave her class at the end of the day, Griffin begins tidying up her classroom, picking up books and papers her students left behind. She admits she’s tired, but only because she’s a morning person and not because her students were especially rowdy that day.\u003c/p>\n\u003cp>“I think you just have to have it in your heart to do what you need to do to help the kids,” Griffin said. “If it’s not in your heart, it makes it harder to do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Throughout California, schools with the highest rates of students from lower-income families have fewer experienced teachers. Increasing teacher pay is one way to lure more knowledgeable applicants, but teachers unions keep fighting that idea.",
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"title": "Why California Teachers Unions Oppose Paying Teachers Higher Wages to Work in Underserved Schools | KQED",
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"nprByline": "\u003ca href=\"https://calmatters.org/author/joe-hong/\">Joe Hong\u003c/a>, \u003ca href=\"https://calmatters.org/author/ericayee/\">Erica Yee\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">H\u003c/span>\u003c/p>\u003cp>alfway through a chilly school day in February, Theresa Griffin’s sixth grade classroom at Stege Elementary is more chaotic than usual. On the white board, Griffin writes the names of talkative students who will be staying behind after the lunch bell rings. A knock on the door interrupts reading instruction.\u003c/p>\n\u003cp>Six younger students need a classroom to work in while their teachers are attending a conference. Griffin spends 10 minutes rearranging tables to make space for them. Griffin is willing to do anything she can to help her colleagues — if she can offer a little support, maybe they’ll stick around at the school where many teachers leave after a few years. At the start of the current school year, Griffin was the only teacher at Stege with more than five years of experience — she’s been teaching at the school 23 years.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Located in Richmond just north of Berkeley, Stege serves the highest percentage of students from lower-income households in the West Contra Costa Unified School District but its teachers on average have less experience than all but one other school. And that experience disparity isn’t unique to Stege and West Contra Costa — it plays out in schools throughout California.\u003c/p>\n\u003cp>The \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1172&context=carsey\">dearth of experienced teachers\u003c/a> at high-poverty schools contributes to one of the defining traits of public education: the achievement gap between students from lower-income families and their higher-income peers. At schools throughout California, standardized test scores plummet when poverty rates rise. Last school year, 47% of students statewide met English language arts standards and 33% met math standards. At Stege, those rates were far lower, just 11% and 9%, respectively.\u003c/p>\n\u003cp>Over the past several decades, solutions to teacher staffing disparities have swirled within California’s state Legislature, local school boards and among academic researchers. Chief among them: paying teachers more to work at high-poverty schools. But again and again, teachers unions have shot down that idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The unions’ opposition frustrates some researchers who point to the benefits of what’s called “differentiated pay.” But labor groups point to the complex and fragile ecosystem that can be disrupted by trying to address just one piece of the broader inequality plaguing public education.\u003c/p>\n\u003cfigure id=\"attachment_11945199\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945199\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers02.jpg\" alt=\"A student with long, brown braids wearing a red sweatshirt and a blue mask stands in front of a whiteboard inside a classroom. She writes on the board using a marker with her left hand looking up. In the background, a teacher's desk with a green basket of colorful books on top and an orange globe just behind it. Posters cover the walls with numbers.\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers02-160x107.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">A student writes on a board at Stege Elementary School in Richmond on Feb. 6, 2023. \u003ccite>(Shelby Knowles/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The California Teachers Association codified its opposition to differentiated pay in its policy handbook, which explains that school districts use what is known as a “single salary schedule” to pay all teachers at all schools the same wages based on their experience and education levels. “The model is widely accepted because it is seen as less arbitrary, clearer and more predictable,” the handbook states. “Because of these factors, the single salary schedule will continue to be the foundation of educators’ pay.”\u003c/p>\n\u003cp>Claudia Briggs, a spokesperson for the association, said public school districts should not be using their limited pool of funds to pay certain teachers more than others.\u003c/p>\n\u003cp>“[Differentiated pay] can be very divisive and hard to implement fairly and consistently,” Briggs said. “And it doesn’t get to the root of the problem.”\u003c/p>\n\u003cp>In 2009, the statewide union assailed legislation authored by former state Sen. Darrell Steinberg that would have barred districts from laying off a larger share of teachers from high-poverty schools. School employees are typically laid off based on seniority, with newer teachers being most vulnerable. Steinberg said the state needed to step in to ensure that high-poverty schools could build strong teams of educators. The California Teachers Association argued for local control over layoffs.\u003c/p>\n\u003cp>“[The union] put up billboards saying I wasn’t friendly to education,” Steinberg said. “Some fights are just worth having.”\u003c/p>\n\u003cp>The union also rallied against merit pay in federal programs like Race to the Top that would have required districts to use test scores to evaluate teachers. Under pressure from the union, California lawmakers refused to implement a system of teacher evaluations, weakening their chances of winning a chunk of the $4 billion in competitive grants offered by the Obama administration.\u003c/p>\n\u003cp>Briggs said differentiated pay is a “Band-Aid.” She added that paying higher salaries for teachers at certain schools is a decision for local districts and their unions, but the California Teachers Association opposes it as a statewide policy. State lawmakers should focus on raising salaries and improving working conditions for all teachers, she said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In any conversation about improving teacher retention, union leaders, including those at the California Teachers Association, are likely to mention community schools as a more holistic solution. Community schools partner with local social service, mental health and other medical providers to link students and their families with the help they need. Union leaders say community schools can remedy the hardships facing students, rather than simply paying teachers more to single-handedly address the impacts of poverty.\u003c/p>\n\u003cp>“Paying higher salaries for hard-to-staff schools is a flawed solution,” Briggs said. “It doesn’t address the reasons they’re hard to staff in the first place.”\u003c/p>\n\u003cp>In 2018, State Superintendent of Public Instruction \u003ca href=\"https://elections.calmatters.org/2018/statewide-postings/superintendent-of-public-instruction/2495-2/\">Tony Thurmond told CalMatters\u003c/a> during his election campaign that he believes all teachers should be paid more, and that the focus should be on improving working conditions. Thurmond said the studies on differentiated pay showed mixed results, specifically citing research by the Learning Policy Institute. One study by the research organization found that \u003ca href=\"https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf#page=17\">teachers at high-poverty schools were more likely to leave because of the pressures of standardized testing and unhappiness about their administrations, not compensation (PDF)\u003c/a>.\u003c/p>\n\u003cp>Thurmond, who won election and reelection with strong backing from the teachers union, wouldn’t comment for this story, but Deputy Superintendent Malia Vella replied on his behalf and made clear that his opposition to paying teachers more in high-poverty schools hasn’t changed. Instead, Vella said, the solution is raising salaries for all teachers along with smaller class sizes, more mentorship and affordable housing.\u003c/p>\n\u003cp>“A complex problem needs a complex solution,” Vella said. “Yes, raising salaries, but also doing all the things we know will make the system sustainable.”\u003c/p>\n\u003ch2>Statewide snapshot\u003c/h2>\n\u003cp>It’s a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373713500524?journalCode=epaa\">common pattern within the teaching workforce\u003c/a>: young teachers begin their careers in high-poverty schools, put in a few years of service and transfer to a school in a more affluent neighborhood once they acquire a bit of seniority. Schools serving wealthier families tend to have more classroom resources, higher test scores and more involved parents. Teachers feel physically safer and more supported by their principals and administrators.\u003c/p>\n\u003cp>The result is a constant drain on schools with the neediest kids, which serve as training grounds for novice teachers.\u003c/p>\n\u003cfigure id=\"attachment_11945203\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945203\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS57716_IMG_0008-qut.jpg\" alt=\"Desks in tidy rows inside an elementary school classroom.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS57716_IMG_0008-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A transitional kindergarten classroom at Jesse G. Sanchez Elementary School in Salinas on July 29, 2022. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CalMatters analyzed teacher experience data from 35 California school districts and 1,280 schools, including those from urban, suburban and rural communities. The correlation between student poverty and teacher experience is most obvious in large urban districts. In San Diego Unified, the state’s second-largest district, 17% of teachers at the 20 highest-poverty schools have less than five years of experience. At the more affluent schools, just 6% have less than five years of experience.\u003c/p>\n\u003cp>Staffing data from other large urban districts, including Long Beach, Oakland and Sacramento, show a similar trend. These trends align with national research showing that \u003ca href=\"https://learningpolicyinstitute.org/product/crdc-teacher-access-report\">high-poverty communities have the least access to experienced teachers\u003c/a>.\u003c/p>\n\u003cp>The West Contra Costa Unified School District has 64 schools. Among them, the percentage of students qualifying for free or reduced-price meals ranges from 7% at Kensington Elementary to 77% at Stege. In 2022, Stege Elementary was identified as one of the 474 lowest-performing schools in the state.\u003c/p>\n\u003cp>The median years of experience among the 13 teachers at Stege, according to district data from 2022, is three years. Griffin is the one teacher in the school with more than six years of experience, and she believes her consistent presence makes a difference.\u003c/p>\n\u003cp>“When you have kids that come from families where they have a lot of strife going on, they don’t have anybody that is consistent,” Griffin said. “Children like to have consistency, and when you don’t have consistency they don’t know what to do.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"At West Contra Costa, average teacher experience at the lowest-poverty school is much higher than the highest-poverty school.\" aria-label=\"Scatter Plot\" id=\"datawrapper-chart-9EHSI\" src=\"https://datawrapper.dwcdn.net/9EHSI/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"500\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"Districtwide, higher poverty West Contra Costa Unified schools tend to have lower average teacher experience.\" aria-label=\"Scatter Plot\" id=\"datawrapper-chart-BLx6U\" src=\"https://datawrapper.dwcdn.net/BLx6U/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"400\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Experience is just one of the ways experts measure the quality of an educator. A teacher’s education level and effect on student test scores are also often factored in.\u003c/p>\n\u003cp>However it’s measured, there’s a large body of research showing that \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X15592622\">teacher quality is more influential than every other factor in a student’s education\u003c/a>. That includes a student’s socioeconomic background, language abilities, school size and class size. At high-poverty schools, where students are more likely to be achieving below grade level, a quality teacher can make an even bigger difference. Andrew Johnston, an economist at UC Merced, said the research makes clear that an effective teacher can have a profound impact on all students.\u003c/p>\n\u003cp>“What’s amazing is that when we randomly assign a kid to a high-quality teacher, not only are they doing better in the years after that, but they’re doing significantly better in adulthood,” Johnston said. “A good teacher increases a student’s future earnings and decreases incarceration rates.”\u003c/p>\n\u003cp>The suggestion of differentiated pay triggers questions about whether money alone can entice the best teachers to work at the highest-needs schools. And that leads to the thornier question of which teachers deserve to be paid more.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>John Zabala is president of United Teachers of Richmond, the local union for West Contra Costa Unified. He was previously a school psychologist at another high-poverty school in the district. His experience has led him to support the idea of differentiated pay, but he knows that union opposition makes it untenable.\u003c/p>\n\u003cp>“I think we have to be open to things,” he said. “But I can already hear the teachers in other schools being upset that they’re not getting additional pay.”\u003c/p>\n\u003cp>Griffin also thinks teachers at Stege Elementary should be paid more, but she’s in it for the mission more than the money. She said teachers’ compensation is less important than their commitment to maintain high standards for all students. It’s a way of showing love to students who might not have anyone else who believes in them.\u003c/p>\n\u003cp>“I demand excellence, and I will help you get there if you’re willing to get there with me,” Griffin said. “But I’m very strict and sometimes that can be hard on them because they’re not getting that from anywhere else.”\u003c/p>\n\u003cfigure id=\"attachment_11945239\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945239\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers04.jpg\" alt=\"A teacher with long, brown and gray braids helps her students, who sit at desks with open books, with their classwork.\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers04-160x107.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Theresa Griffin helps students with their class work on Feb. 6, 2023. \u003ccite>(Shelby Knowles/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Challenges at high-poverty schools\u003c/h2>\n\u003cp>Griffin comes to school dressed in jeans and a blue polo shirt under a gray hoodie. After making copies in the front office, she walks in a steady gait down the long hallway to tidy her classroom before school starts. She declines to share her age, saying her students have been trying to figure out how old she is.\u003c/p>\n\u003cp>She speaks slowly in a soothing voice. As students file into the classroom, Griffin asks them to remove their hats and hoods. She delegates tasks to her students: One oversees the pencil sharpener while another distributes textbooks.\u003c/p>\n\u003cp>As students begin working independently on their iPads, Griffin takes attendance. From the corner of her eye she sees one student chewing gum.\u003c/p>\n\u003cp>“My trash can is lonely,” she tells him without looking up from the class roster.\u003c/p>\n\u003cp>Teaching students who live in poverty is uniquely challenging. They often come to school without having eaten breakfast or dinner the previous night, making it harder for them to focus and easier for them to be disruptive. Those experiencing homelessness or moving frequently have erratic attendance. Students with emotional traumas can require teachers to serve as both therapists and social workers.\u003c/p>\n\u003cp>“At some of the schools where I served, the way they treated kids of color was just horrible in my eyes,” said Griffin, who knows that Black and Latino students are more likely to be living in poverty. “They had very little expectations for their academics.”\u003c/p>\n\u003cp>At Stege, 44% of students are Black compared to 13% districtwide. Among them, 12% met or exceeded standards in English language arts and only 6% met or exceeded standards in math last school year.\u003c/p>\n\u003cfigure id=\"attachment_11945240\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945240\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers05.jpg\" alt=\"A young student with long, brown braids flips through the pages of their mathbook. A pile of school supplies sits on their desk with pencils, erasers and other school books.\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/CMTeachers05-160x107.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students complete classwork at Stege Elementary School in Richmond on Feb. 6, 2023. \u003ccite>(Shelby Knowles/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jeremy, a Black student in Griffin’s sixth grade class, said he likes how Griffin “does it old school.” He admits he’s talkative in class, and so he understands when she scolds him.\u003c/p>\n\u003cp>“She’s more experienced,” Jeremy said. “Other teachers get used. They get played because they don’t know how to control their students.”\u003c/p>\n\u003cp>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED606427.pdf\">Researchers say the benefits of experience usually plateau after five years in the profession (PDF)\u003c/a>, with the steepest learning curves occurring in the first three years.\u003c/p>\n\u003cp>The number of veteran teachers at a school can provide clues to the work environment as well as the job market in the surrounding community. Under most union contracts seniority must be considered when a teacher applies for a job, so more veteran teachers at a school is often an indicator of a less stressful work environment.\u003c/p>\n\u003cp>“When teachers at high-poverty schools get a couple years of experience, they tend to transfer,” said Dan Goldhaber, director at the Center for Analysis of Longitudinal Data in Education Research, which studied \u003ca href=\"https://caldercenter.org/publications/how-did-it-get-way-disentangling-sources-teacher-quality-gaps-through-agent-based\">gaps in teacher quality\u003c/a>.\u003c/p>\n\u003cp>In other words, \u003ca href=\"https://www.tcrecord.org/Content.asp?ContentId=17810\">high-poverty schools see more turnover\u003c/a>, while schools in more affluent areas see more applicants for teacher vacancies.\u003c/p>\u003c/div>",
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"content": "‘Our job’s harder. It just is. But we teach every kid we get. We’re not a school that complains about our students.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Mary Patterson is a teacher at Longfellow Middle School in Berkeley Unified. With 62% of students qualifying for free or reduced-price meals, Longfellow has more than double the poverty rate of the other two middle schools in the district. Patterson uses the term “headwinds” to describe the challenges her students face, such as dealing with biases because they are Black or Latino or being from a lower-income or a divorced family.\u003c/p>\n\u003cp>“Our job’s harder. It just is,” she said. “But we teach every kid we get. We’re not a school that complains about our students.”\u003c/p>\n\u003cp>Patterson \u003ca href=\"https://www.ascd.org/el/articles/hazed\">wrote an article almost 20 years ago about reducing turnover among newer teachers\u003c/a>. The piece examines how administrators often require newer teachers to teach more subjects, resulting in longer hours with less pay. Add a high-poverty student body to those working conditions, and you get a work life that’s unsustainable for many educators, Patterson said.\u003c/p>\n\u003ch2 id=\"h-the-salary-solution\" class=\"wp-block-heading\">The salary solution\u003c/h2>\n\u003cp>Over the years \u003ca href=\"https://calmatters.org/wp-content/uploads/2022/06/acepaper_03112023.pdf\">economists as well as education and policy experts have studied the benefits (PDF)\u003c/a> of \u003ca href=\"https://pubs.aeaweb.org/doi/pdfplus/10.1257/pol.20200295\">compensating teachers more to work in more challenging environments (PDF)\u003c/a>. Some researchers say differentiated pay alone isn’t a sustainable solution.\u003c/p>\n\u003cp>“The term ‘combat pay’ has been used in a pejorative way to describe those pay schemes,” said Tara Kini, the director of state policy at the \u003ca href=\"https://learningpolicyinstitute.org/product/leandro-teaching-and-learning-conditions-brief\">Learning Policy Institute\u003c/a>. “But if it’s not paired with strengthening the working environments in those schools, then it doesn’t hold up in the long term.”\u003c/p>\n\u003cp>But experts agree that it’s one method of increasing retention at hard-to-staff schools.\u003c/p>\n\u003cp>“The papers that have come out recently say that \u003ca href=\"https://www.nber.org/system/files/working_papers/w29728/w29728.pdf\">pay flexibility is super useful (PDF)\u003c/a> to schools and students,” said Johnston of UC Merced. “What happens with \u003ca href=\"https://pubs.aeaweb.org/doi/pdfplus/10.1257/0002828041302073\">rigid pay schedules (PDF)\u003c/a> is that the person who’s totally checked out is being paid the same as a person who’s being a real hero for students.”\u003c/p>\n\u003cp>In public school districts in California, administrators negotiate with local teachers unions to agree on a salary schedule, which determines how much educators get paid based on their education level and years of experience. Most, if not all, school districts post their teacher salary schedules on their websites.\u003c/p>\u003c/div>",
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"content": "‘What happens with rigid pay schedules is that the person who’s totally checked out is being paid the same as a person who’s being a real hero for students.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Teachers know exactly how much they and their colleagues are earning. Union leaders say this transparency is partly an effort to reduce historical pay gaps for women, people of color and other marginalized groups. The salary schedule also helps cultivate solidarity among a teaching force: Educators know they’re all being paid fairly compared to their peers, union leaders say. This lays the groundwork for collective bargaining and teachers’ loyalty to their unions.\u003c/p>\n\u003cp>Union leaders contend that differentiated pay would undermine collective bargaining — that instead, all teachers deserve raises.\u003c/p>\n\u003cp>“I absolutely believe that if we had a way to get teachers who were more effective and assign them to [schools with poorer students], we’d be better off,” said John Roach, executive director of the School Employers Association of California. “But the collective bargaining process does everything it can to avoid identifying teachers as being better than another.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"California public teachers were paid on average $88,508\" aria-label=\"Dot Plot\" id=\"datawrapper-chart-mRDeV\" src=\"https://datawrapper.dwcdn.net/mRDeV/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"264\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Trying to pay the best teachers more to work in high-poverty schools inches school districts toward an even more fraught conversation about evaluating teacher quality. Experts, teachers unions and policymakers have argued over how to assess teachers for decades. From one perspective, teachers who have a history of raising their students’ test scores are seen as more qualified teachers.\u003c/p>\n\u003cp>Researchers refer to this measure as the “value-added” score assigned to a teacher. Eric Hanushek, a Stanford University economist, championed this way of assessing educators starting in the 1970s.\u003c/p>\n\u003cp>“On average, standardized test scores have shown to be really important,” he said. “This is not the only thing that measures a good teacher, but it’s an important part.”\u003c/p>\n\u003cp>Opponents of the value-added model argue that \u003ca href=\"https://www.aera.net/Portals/38/docs/New%20Logo%20Research%20on%20Teacher%20Evaluation%20AERA-NAE%20Briefing.pdf\">a teacher’s effectiveness can vary widely (PDF)\u003c/a> from year to year depending on the types of students and various other social and economic factors outside the classroom.\u003c/p>\n\u003cp>One policy mechanism has been around for 10 years as part of an effort to close achievement gaps. California’s Local Control Funding Formula, which is the state’s system for funding K–12 schools, sends more money to districts for their foster children, English learners and students from lower-income households. But the intended results of the formula can only be fully realized with differentiated pay, Hanushek said.\u003c/p>\n\u003cp>“If you aren’t allowed to use the money in the best way possible, the whole system is being undermined,” he said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Hanushek also said districts should be able to use test score data to send their most effective teachers to the highest-poverty schools with more pay. This would allow districts to directly target the extra money they receive via the formula, giving in essence a pay bonus to lure the best teachers to work at those schools.\u003c/p>\n\u003cp>But without support from teachers unions, that notion remains a pipe dream. Districts instead rely on the personal passion and commitment of individual teachers to close the achievement gap.\u003c/p>\n\u003cp>“If you take [differentiated pay] off the table, there’s not a lot you can do to get really high-quality teachers into poor schools,” Hanushek said.\u003c/p>\n\u003cp>In California, school districts avoid value-added measures. District officials assess teachers through classroom observations, but tenure protections prevent disciplinary action based on low test scores alone.\u003c/p>\n\u003cp>Policies in other states suggest differentiated pay could make hard-to-hire positions more desirable and more competitive. In Hawaii and Michigan, districts enticed special-education teachers with \u003ca href=\"https://www.npr.org/2022/04/21/1092343446/special-education-teachers-hawaii\">salary increases between $10,000 and $15,000\u003c/a>. One study found that in Georgia, \u003ca href=\"https://cpb-us-w2.wpmucdn.com/sites.gsu.edu/dist/2/298/files/2014/02/The-Effects-of-Differential-Pay-on-Teacher-Recruitment-9b-plus-abstract-2bjl269.pdf\">higher pay for math and science teachers reduced turnover by up to 28% (PDF)\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11945211\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11945211\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS6260_76754171-3.jpg\" alt=\"A child's small hand is raised in full focus while blurred children also raising their hands are pictured in the background.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS6260_76754171-3-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">In California, schools with the highest rates of students from lower-income families have fewer experienced teachers. Increasing teacher pay seems to be one way to attract more experienced applicants, but teachers unions keep fighting the idea. \u003ccite>(Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Griffin, the teacher at Stege Elementary, said the district once offered a $10,000 stipend for teachers who committed to work at a high-poverty school for two years. But she said most teachers left after fulfilling that commitment.\u003c/p>\n\u003cp>Like the California Teachers Association, local unions are also calling for more community schools. Zabala, union president for West Contra Costa Unified, supports differentiated pay, and believes the community school model is a crucial piece of the needed reform. Since 2021, California lawmakers doled out $4 billion in community schools grants. West Contra Costa Unified is guaranteed a total of $31 million until 2027.\u003c/p>\n\u003cp>“I don’t believe that a stipend or pay differential is sufficient,” Zabala said. “There also needs to be a change in how we conceptualize schooling.”\u003c/p>\n\u003cp>Meanwhile, West Contra Costa Unified’s teachers just narrowly averted a strike last month after negotiating a 7% raise this year and a 7.5% raise next year — raises that will apply equally to teachers at schools with the wealthiest and poorest student bodies. Zabala said these raises will be crucial for attracting teachers to all of West Contra Costa Unified’s schools, especially amid a teacher shortage. He said his bargaining team also asked for one-time $2,500 stipends for teachers working in high-poverty schools, but district officials rejected that proposal.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The situation looks dire at the district, as it needs to cut $20 million this year to afford those teacher raises. Zabala expects much of those reductions to come from after-school and mental-health programs at high-poverty schools.\u003c/p>\n\u003cp>But Griffin said she isn’t overly concerned. If anything, she’s indifferent to the threat of budget cuts. She said she’s going to keep doing what she has always done: focus on her students.\u003c/p>\n\u003cp>After her students leave her class at the end of the day, Griffin begins tidying up her classroom, picking up books and papers her students left behind. She admits she’s tired, but only because she’s a morning person and not because her students were especially rowdy that day.\u003c/p>\n\u003cp>“I think you just have to have it in your heart to do what you need to do to help the kids,” Griffin said. “If it’s not in your heart, it makes it harder to do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Huge Workload, Low Pay: Close to Half of California Teachers Thinking About Leaving the Profession",
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"content": "\u003cp>Amid significant teacher shortages in school districts throughout California, \u003ca href=\"https://www.cta.org/wp-content/uploads/2022/09/Voices-from-the-Classroom-CTA-Survey-Deck.pdf\">a new survey (PDF)\u003c/a> of thousands of educators depicts a profession marked heavily by burnout and job dissatisfaction.\u003c/p>\n\u003cp>“Close to half of teachers are thinking about leaving the profession in the next three years,” said Tyrone Howard, co-faculty director of UCLA’s Center for the Transformation of Schools, which produced the report in collaboration with the California Teachers Association and Hart Research Associates.\u003c/p>\n\u003cp>Researchers polled more than 4,600 TK-12th grade teachers across the state between May 24 and June 6. The findings show that while many teachers find their work rewarding, a majority said they felt exhausted and stressed — with burnout cited as the top reason for leaving the profession.\u003c/p>\n\u003cp>The findings come as many large and small districts across the state scramble to fill \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Shortages_During_Pandemic_REPORT.pdf#page=13\">significant teacher vacancies in their schools (PDF)\u003c/a>, part of a longstanding problem made worse during the pandemic.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"forum_2010101887906,mindshift_59821,mindshift_59018\"]Other factors impacting teacher retention include heavy workload, low pay and escalating living costs, with some 80% of survey respondents saying it was difficult to find affordable housing close to where they teach. Many also cited a lack of support from district administrators. And a significant portion of teachers of color and LGBTQ+ educators surveyed said they had experienced discrimination.\u003c/p>\n\u003cp>Howard recently discussed the survey with KQED morning host Brian Watt. Here’s an excerpt of their conversation, which has been edited for brevity and clarity.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: Tell us more about the findings and how they relate to keeping teachers in the classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TYRONE HOWARD\u003c/strong>: So these data were deeply troubling on a lot of levels because we know the pandemic has really been difficult for a lot of folks — educators included. But these data really lifted up how teachers are exhausted, stressed, frustrated (and) overwhelmed. In many ways, I think these educators are telling us that they’re beyond burnout.\u003c/p>\n\u003cp>\u003cstrong>I remember feeling like teachers were stressed, exhausted and overwhelmed before the pandemic. Do you think that the pandemic just made these trends worse or more evident?\u003c/strong>\u003c/p>\n\u003cp>It’s not an “either/or.” I think it’s a “both.” Our data show about 77% of our respondents saying that things have changed for the worse, compared to where they were prior to the pandemic. And I think during the pandemic, the general public got a bit of a sense of what it meant to educate young people, because lots of parents and caregivers were doing that at home. So I think there’s been a larger awareness that the general public cares about the difficulties of teaching.\u003c/p>\n\u003cp>\u003cstrong>One of the other things that struck me in this survey is the experience of teachers of color, in particular. Just over 60% of Black teachers and half of Asian American and Pacific Islander teachers reported having experienced racial discrimination in their current position. What does this tell you about school support?\u003c/strong>\u003c/p>\n\u003cp>What it tells me is that we have a lot of work to do. Because, on the one hand, we talk about creating inclusive and supportive spaces for our students, but yet we’ve not done that as adults when it comes to our staff. My concern becomes, if the adults don’t feel safe, what does that say for the students who are from those same ethnic and racial backgrounds? So there’s a lot of work that needs to be done with regard to how we create truly inclusive, safe and affirming spaces for all educators, regardless of their ethnic or racial backgrounds.\u003c/p>\n\u003cp>\u003cstrong>What might an episode of racial discrimination for a teacher of color look like?\u003c/strong>\u003c/p>\n\u003cp>It can manifest in so many different ways — implicit and explicit.\u003cbr>\nFrom an explicit standpoint, what happens in schools is that frequently teachers of color are the primary advocates for students of color. And so when there’s an issue of what some might perceive as unfair treatment, when there’s an issue of what some might consider to be overlooking or under-serving certain students of color, it’s typically the teacher of color who says, ‘Wait a minute, that’s not fair. That’s not what we should be doing as educators.’\u003c/p>\n\u003cp>When they raise those issues, oftentimes they are quick to be shut down and told that those things aren’t real, or they’re quick to be told that you only are concerned about the Black students or the Asian students, or they’re told that you need to mind your business. So they’re told to stay in their place and keep quiet.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Dr. Tyrone Howard, co-faculty director, UCLA’s Center for the Transformation of Schools\"]‘We talk about creating inclusive and supportive spaces for our students, but yet we’ve not done that as adults when it comes to our staff.’[/pullquote]From an implicit standpoint, it happens where teachers of color are sitting in meetings and they raise questions or they ask about issues. But yet there’s no recognition of those points. There’s no affirmation of their concerns or this subtle sort of passing-over of those teachers of color for leadership opportunities. What we learn from this data is that those Black teachers and those Asian American teachers said that they feel like they can’t be their authentic selves. And that’s deeply troubling because we say we want to have a more diverse teaching field here in the state of California. But if these are the experiences of many teachers of color, we’re not doing well to attract more folks of color into the profession.\u003c/p>\n\u003cp>\u003cstrong>Given the results of this survey in the findings, how can retention be improved, especially among teachers of color?\u003c/strong>\u003c/p>\n\u003cp>The data are very clear about what educators think are important. No. 1 is better pay, (which) would go a long way to increase teacher satisfaction. We know that smaller class sizes would be another step in the right direction. A number of the educators that we spoke to said that strengthening discipline policies around disruptive behavior would be a step in the right direction.\u003c/p>\n\u003cp>And as it pertains to teachers of color, we know that there is an ask for a greater focus on diverse and inclusive workspaces. That means we have to have leaders in schools who are willing to talk about the racial ethnic makeup of our schools, and talk about how we can best support teachers across the ethnic and racial spectrum.\u003c/p>\n\u003cp>\u003cstrong>You’ve mentioned that many people take pay cuts in order to enter the teaching profession. Are you worried that the sentiments this poll uncovered are going to deter even the most inspired people from giving teaching a try?\u003c/strong>\u003c/p>\n\u003cp>Absolutely. That’s one of the underlying concerns that I have. While this gives us a snapshot of the current state of affairs for educators, there are also some key points that may scare folks off. One of the data points that was really disturbing for me is that a significant number of teachers said they oftentimes don’t make a living wage; they are not having their basic needs met. So if you’re someone who really wants to make a difference in our society by way of teaching, and you hear things like, “I’m burned out, I can’t make a living wage. I’m constantly under attack from my political beliefs. I don’t feel supported,” … that’s not going to really sort of excite people to enter into our profession.\u003c/p>\n\u003cp>This is not only about a “here and now” moment in terms of education. It’s about what our field looks like in the next five to 10 years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid significant teacher shortages in school districts throughout California, \u003ca href=\"https://www.cta.org/wp-content/uploads/2022/09/Voices-from-the-Classroom-CTA-Survey-Deck.pdf\">a new survey (PDF)\u003c/a> of thousands of educators depicts a profession marked heavily by burnout and job dissatisfaction.\u003c/p>\n\u003cp>“Close to half of teachers are thinking about leaving the profession in the next three years,” said Tyrone Howard, co-faculty director of UCLA’s Center for the Transformation of Schools, which produced the report in collaboration with the California Teachers Association and Hart Research Associates.\u003c/p>\n\u003cp>Researchers polled more than 4,600 TK-12th grade teachers across the state between May 24 and June 6. The findings show that while many teachers find their work rewarding, a majority said they felt exhausted and stressed — with burnout cited as the top reason for leaving the profession.\u003c/p>\n\u003cp>The findings come as many large and small districts across the state scramble to fill \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Shortages_During_Pandemic_REPORT.pdf#page=13\">significant teacher vacancies in their schools (PDF)\u003c/a>, part of a longstanding problem made worse during the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Other factors impacting teacher retention include heavy workload, low pay and escalating living costs, with some 80% of survey respondents saying it was difficult to find affordable housing close to where they teach. Many also cited a lack of support from district administrators. And a significant portion of teachers of color and LGBTQ+ educators surveyed said they had experienced discrimination.\u003c/p>\n\u003cp>Howard recently discussed the survey with KQED morning host Brian Watt. Here’s an excerpt of their conversation, which has been edited for brevity and clarity.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: Tell us more about the findings and how they relate to keeping teachers in the classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TYRONE HOWARD\u003c/strong>: So these data were deeply troubling on a lot of levels because we know the pandemic has really been difficult for a lot of folks — educators included. But these data really lifted up how teachers are exhausted, stressed, frustrated (and) overwhelmed. In many ways, I think these educators are telling us that they’re beyond burnout.\u003c/p>\n\u003cp>\u003cstrong>I remember feeling like teachers were stressed, exhausted and overwhelmed before the pandemic. Do you think that the pandemic just made these trends worse or more evident?\u003c/strong>\u003c/p>\n\u003cp>It’s not an “either/or.” I think it’s a “both.” Our data show about 77% of our respondents saying that things have changed for the worse, compared to where they were prior to the pandemic. And I think during the pandemic, the general public got a bit of a sense of what it meant to educate young people, because lots of parents and caregivers were doing that at home. So I think there’s been a larger awareness that the general public cares about the difficulties of teaching.\u003c/p>\n\u003cp>\u003cstrong>One of the other things that struck me in this survey is the experience of teachers of color, in particular. Just over 60% of Black teachers and half of Asian American and Pacific Islander teachers reported having experienced racial discrimination in their current position. What does this tell you about school support?\u003c/strong>\u003c/p>\n\u003cp>What it tells me is that we have a lot of work to do. Because, on the one hand, we talk about creating inclusive and supportive spaces for our students, but yet we’ve not done that as adults when it comes to our staff. My concern becomes, if the adults don’t feel safe, what does that say for the students who are from those same ethnic and racial backgrounds? So there’s a lot of work that needs to be done with regard to how we create truly inclusive, safe and affirming spaces for all educators, regardless of their ethnic or racial backgrounds.\u003c/p>\n\u003cp>\u003cstrong>What might an episode of racial discrimination for a teacher of color look like?\u003c/strong>\u003c/p>\n\u003cp>It can manifest in so many different ways — implicit and explicit.\u003cbr>\nFrom an explicit standpoint, what happens in schools is that frequently teachers of color are the primary advocates for students of color. And so when there’s an issue of what some might perceive as unfair treatment, when there’s an issue of what some might consider to be overlooking or under-serving certain students of color, it’s typically the teacher of color who says, ‘Wait a minute, that’s not fair. That’s not what we should be doing as educators.’\u003c/p>\n\u003cp>When they raise those issues, oftentimes they are quick to be shut down and told that those things aren’t real, or they’re quick to be told that you only are concerned about the Black students or the Asian students, or they’re told that you need to mind your business. So they’re told to stay in their place and keep quiet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>From an implicit standpoint, it happens where teachers of color are sitting in meetings and they raise questions or they ask about issues. But yet there’s no recognition of those points. There’s no affirmation of their concerns or this subtle sort of passing-over of those teachers of color for leadership opportunities. What we learn from this data is that those Black teachers and those Asian American teachers said that they feel like they can’t be their authentic selves. And that’s deeply troubling because we say we want to have a more diverse teaching field here in the state of California. But if these are the experiences of many teachers of color, we’re not doing well to attract more folks of color into the profession.\u003c/p>\n\u003cp>\u003cstrong>Given the results of this survey in the findings, how can retention be improved, especially among teachers of color?\u003c/strong>\u003c/p>\n\u003cp>The data are very clear about what educators think are important. No. 1 is better pay, (which) would go a long way to increase teacher satisfaction. We know that smaller class sizes would be another step in the right direction. A number of the educators that we spoke to said that strengthening discipline policies around disruptive behavior would be a step in the right direction.\u003c/p>\n\u003cp>And as it pertains to teachers of color, we know that there is an ask for a greater focus on diverse and inclusive workspaces. That means we have to have leaders in schools who are willing to talk about the racial ethnic makeup of our schools, and talk about how we can best support teachers across the ethnic and racial spectrum.\u003c/p>\n\u003cp>\u003cstrong>You’ve mentioned that many people take pay cuts in order to enter the teaching profession. Are you worried that the sentiments this poll uncovered are going to deter even the most inspired people from giving teaching a try?\u003c/strong>\u003c/p>\n\u003cp>Absolutely. That’s one of the underlying concerns that I have. While this gives us a snapshot of the current state of affairs for educators, there are also some key points that may scare folks off. One of the data points that was really disturbing for me is that a significant number of teachers said they oftentimes don’t make a living wage; they are not having their basic needs met. So if you’re someone who really wants to make a difference in our society by way of teaching, and you hear things like, “I’m burned out, I can’t make a living wage. I’m constantly under attack from my political beliefs. I don’t feel supported,” … that’s not going to really sort of excite people to enter into our profession.\u003c/p>\n\u003cp>This is not only about a “here and now” moment in terms of education. It’s about what our field looks like in the next five to 10 years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>By 8:30 a.m. the morning after an angry mob stormed the U.S. Capitol with Confederate flags, Fairfield-Suisun Unified School District teacher Mary Vanasit had prepared a 45-minute lesson on the topic for her third graders.\u003c/p>\n\u003cp>“What do you notice?” she asked, 15 minutes into the class, as she worked through a slideshow comparing images from the insurrection with those from Black Lives Matter protests this summer.\u003c/p>\n\u003cp>“The white guy looks pretty happy because he’s taking something,” a student named Ava said of a photo showing a white man grinning and waving as he hoists a lectern emblazoned with the seal of the speaker of the House of Representatives.\u003c/p>\n\u003cp>“The Black guy feels sort of anxious because he’s getting sprayed with something and turning away so he doesn’t get it in his eyes,” she went on, describing the second photo.\u003c/p>\n\u003cfigure id=\"attachment_11854616\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11854616\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/1920_1080-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080.jpg 1463w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of a slide from Mary Vanasit’s lesson on Jan. 7 — the day after a mob stormed the U.S. Capitol. \u003ccite>(Courtesy of Mary Vanasit)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vanasit closed by thanking her students for opening up. “It’s something hard to talk about,” she said. “But is it important — when things like this happen, should we ignore it and pretend like it didn’t happen? We shouldn’t, huh. Because is anything going to change if we ignore it?”\u003c/p>\n\u003cp>She posed a final question to the kids: “How can we change the world with each other?”\u003c/p>\n\u003cp>Throughout her class, Vanasit navigated things smoothly, offering support and empathy. But the discussion shook her. “It was extremely sad and gave me goosebumps,” she said later.\u003c/p>\n\u003cp>Between the pandemic and the killing of George Floyd, the past year has brought plenty of trauma into the lives of students. This week, California educators once again find themselves looking for ways to support kids while managing their own emotions.\u003c/p>\n\u003cp>In Hayward, seventh grade teacher Donovan Hall woke up anxious about facing his students on Zoom. “I just didn’t trust that I could kind of keep that contained,” he said. [pullquote size=\"medium\" align=\"right\" citation=\"Mary Vanasit, third grade teacher\"]‘It’s something hard to talk about … But is it important — when things like this happen, should we ignore it and pretend like it didn’t happen? We shouldn’t, huh. Because is anything going to change if we ignore it?’[/pullquote]\u003c/p>\n\u003cp>Hall, who teaches a class focused on academic and personal development at Impact Academy, worried about his ability to guide students through this moment. “I’m a Black man and seeing how people are talking about it and kind of connecting it to Black Lives Matter and connecting to Black people in general, it brings up a lot of just hurt and pain,” he said.\u003c/p>\n\u003cp>He knew one way to support his students was to be honest about his own emotions, “and let them know, ‘This is important to me, but right now I’m not ready to process it. That’s OK.’ ”\u003c/p>\n\u003cp>Hall and his co-teacher ended up dividing their class into two groups: One talked about the attempted coup, and the other, led by Hall, intentionally did not — they played a game instead.\u003c/p>\n\u003cp>One of Hall’s eighth grade students, Leandro Galvez, opted to join the group discussion and said it helped him process the events. “I feel frustrated, I feel angry, I feel sad,” he said.\u003c/p>\n\u003cp>The way law enforcement handled the insurrection by the pro-Trump mob only confirms his belief that white privilege exists, he said, though it doesn’t make it any easier to make sense of the concept. “We all have red blood,” he said. “That means we’re all people. We shouldn’t be fighting with each other.”\u003c/p>\n\u003cp>This is the kind of reaction principal Blain Watson of Locke College Preparatory Academy in Watts anticipated from his students, whose pain and outrage is still raw in the wake of George Floyd’s killing.\u003c/p>\n\u003cp>“Students of color, communities of color have a lot of doubts about the establishment,” said Watson, “about whether the government supports us or not.” He went on to explain that after seeing Trump supporters able to enter the Capitol and fly a Confederate flag, he worries his students are in danger of losing all faith in government. [aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>“I was up all night thinking about the responsibility my colleagues and me have to make sure that 20 years from now, when kids look back, they’ll remember the response to these events as something that was responsible and maintained emotional integrity,” he said.\u003c/p>\n\u003cp>For both Watson and Hall, the next step is to help students move beyond exploring their feelings about the state of our country, and on to what they can do about them. Watson plans to convene a deeper discussion of what the events mean to this Black and Latinx community in the week ahead.\u003c/p>\n\u003cp>Similar conversations are happening among teachers who work with much younger students. In Oakland, Montclair Elementary School teacher Jamila Brooks planned to work with colleagues to develop lesson plans that deepen the teachable moment they initiated with students this week.\u003c/p>\n\u003cp>For Brooks, that began Thursday morning with a poll of her 29 fifth graders, asking if they knew what had happened in the nation’s capital the night before.\u003c/p>\n\u003cp>“I knew we were going to talk about this today,” one student posted in chat.\u003c/p>\n\u003cp>“You are living in what people will talk about and study many years from now,” Brooks told them, drawing a connection to American history they’re studying.\u003c/p>\n\u003cp>She showed students a series of photos of the mob at the Capitol building and students took turns describing what they saw.\u003c/p>\n\u003cp>“I noticed when you look at the crowd on the news, not to criticize, but it’s almost all white people — white supremacists,” said 10-year-old Mikhayah Watson. “I’m a little scared that our country is in this type of chaos.”\u003c/p>\n\u003cp>Brooks reassured the kids it’s OK to feel scared. “A lot of us do,” she said. “What’s important is that we’re all safe.”\u003c/p>\n\u003cp>To create a space for calm and healing, Brooks ended class by inviting her students to find their favorite stuffed animal, then lit up as she watched them wrap their arms around a teddy bear, a pink unicorn and a lamb named Shelby, their smiles returning to their faces.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>Resources for teaching about the attack on the U.S. Capitol (\u003ca href=\"https://edsource.org/\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>):\u003c/h3>\n\u003cul>\n\u003cli>Dr. Alyssa Hadley-Dunn, associate professor of teacher education at Michigan State University and founder of \u003ca href=\"https://www.facebook.com/groups/teachingondaysafter/\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching on the Days After: \u003c/a>Dialogue and Resources for Educating Toward Justice has also compiled a list of \u003ca href=\"https://beyondthestoplight.com/2021/01/06/resources-for-teachers-on-the-days-after-the-attack-on-the-u-s-capitol/?fbclid=IwAR2q0Hp8d9anJQZpT74Z4acAllv58Fo5mXSjE6O0R5Eap1jaTWA9tNxRZVg\" target=\"_blank\" rel=\"noopener noreferrer\">suggestions\u003c/a>.\u003c/li>\n\u003cli>The American Historical Association has launched “The Assault on the Capitol in Historical Perspective: \u003ca href=\"https://www.historians.org/news-and-advocacy/everything-has-a-history/the-assault-on-the-capitol-in-historical-perspective-resources-for-educators\" target=\"_blank\" rel=\"noopener noreferrer\">Resources for Educators\u003c/a>.”\u003c/li>\n\u003cli>Teachers on Twitter (#sschat) have been sharing lessons about the lessons they are teaching about the attack. Brianna Davis from Camarillo shared \u003ca href=\"https://docs.google.com/presentation/d/1--33tXfTAvlNrXeZ2-UZQ5VkWinSJSVkjak3Sh1Seow/edit#slide=id.gb3f267cc62_0_8\" target=\"_blank\" rel=\"noopener noreferrer\">this lesson\u003c/a>, and Sam Mandeville of New Hampshire \u003ca href=\"https://docs.google.com/presentation/d/1S-6TrsDeIDpHTVuBYQdRUPjN9w-mI1zsQZm6gxNKRv0/edit#slide=id.gb3b6cb82a7_288_0\" target=\"_blank\" rel=\"noopener noreferrer\">shared this one\u003c/a>.\u003c/li>\n\u003cli>PBS NewsHour Extra is offering \u003ca href=\"https://www.pbs.org/newshour/extra/daily-videos/classroom-resource-insurrection-at-the-u-s-capitol/\" target=\"_blank\" rel=\"noopener noreferrer\">three ways to teach the insurrection at the U.S. Capitol\u003c/a>.\u003c/li>\n\u003cli>The American Federation of Teachers’ \u003ca href=\"https://sharemylesson.com/democracy\" target=\"_blank\" rel=\"noopener noreferrer\">Share My Lesson\u003c/a> website has been updated with information to help teachers facilitate meaningful discussions about the attack on the Capitol.\u003c/li>\n\u003cli>“\u003ca href=\"https://larryferlazzo.edublogs.org/2021/01/06/ways-to-teach-about-todays-insurrection-share-your-own/\" target=\"_blank\" rel=\"noopener noreferrer\">Ways to teach about today’s insurrection\u003c/a>,” by Larry Ferlazzo, a Sacramento City Unified teacher.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Between the pandemic and the killing of George Floyd, the past year has brought plenty of trauma into the lives of students. This week, California educators once again find themselves looking for ways to support kids while managing their own emotions.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By 8:30 a.m. the morning after an angry mob stormed the U.S. Capitol with Confederate flags, Fairfield-Suisun Unified School District teacher Mary Vanasit had prepared a 45-minute lesson on the topic for her third graders.\u003c/p>\n\u003cp>“What do you notice?” she asked, 15 minutes into the class, as she worked through a slideshow comparing images from the insurrection with those from Black Lives Matter protests this summer.\u003c/p>\n\u003cp>“The white guy looks pretty happy because he’s taking something,” a student named Ava said of a photo showing a white man grinning and waving as he hoists a lectern emblazoned with the seal of the speaker of the House of Representatives.\u003c/p>\n\u003cp>“The Black guy feels sort of anxious because he’s getting sprayed with something and turning away so he doesn’t get it in his eyes,” she went on, describing the second photo.\u003c/p>\n\u003cfigure id=\"attachment_11854616\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11854616\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/1920_1080-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080.jpg 1463w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of a slide from Mary Vanasit’s lesson on Jan. 7 — the day after a mob stormed the U.S. Capitol. \u003ccite>(Courtesy of Mary Vanasit)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vanasit closed by thanking her students for opening up. “It’s something hard to talk about,” she said. “But is it important — when things like this happen, should we ignore it and pretend like it didn’t happen? We shouldn’t, huh. Because is anything going to change if we ignore it?”\u003c/p>\n\u003cp>She posed a final question to the kids: “How can we change the world with each other?”\u003c/p>\n\u003cp>Throughout her class, Vanasit navigated things smoothly, offering support and empathy. But the discussion shook her. “It was extremely sad and gave me goosebumps,” she said later.\u003c/p>\n\u003cp>Between the pandemic and the killing of George Floyd, the past year has brought plenty of trauma into the lives of students. This week, California educators once again find themselves looking for ways to support kids while managing their own emotions.\u003c/p>\n\u003cp>In Hayward, seventh grade teacher Donovan Hall woke up anxious about facing his students on Zoom. “I just didn’t trust that I could kind of keep that contained,” he said. \u003c/p>\u003c/div>",
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"content": "‘It’s something hard to talk about … But is it important — when things like this happen, should we ignore it and pretend like it didn’t happen? We shouldn’t, huh. Because is anything going to change if we ignore it?’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hall, who teaches a class focused on academic and personal development at Impact Academy, worried about his ability to guide students through this moment. “I’m a Black man and seeing how people are talking about it and kind of connecting it to Black Lives Matter and connecting to Black people in general, it brings up a lot of just hurt and pain,” he said.\u003c/p>\n\u003cp>He knew one way to support his students was to be honest about his own emotions, “and let them know, ‘This is important to me, but right now I’m not ready to process it. That’s OK.’ ”\u003c/p>\n\u003cp>Hall and his co-teacher ended up dividing their class into two groups: One talked about the attempted coup, and the other, led by Hall, intentionally did not — they played a game instead.\u003c/p>\n\u003cp>One of Hall’s eighth grade students, Leandro Galvez, opted to join the group discussion and said it helped him process the events. “I feel frustrated, I feel angry, I feel sad,” he said.\u003c/p>\n\u003cp>The way law enforcement handled the insurrection by the pro-Trump mob only confirms his belief that white privilege exists, he said, though it doesn’t make it any easier to make sense of the concept. “We all have red blood,” he said. “That means we’re all people. We shouldn’t be fighting with each other.”\u003c/p>\n\u003cp>This is the kind of reaction principal Blain Watson of Locke College Preparatory Academy in Watts anticipated from his students, whose pain and outrage is still raw in the wake of George Floyd’s killing.\u003c/p>\n\u003cp>“Students of color, communities of color have a lot of doubts about the establishment,” said Watson, “about whether the government supports us or not.” He went on to explain that after seeing Trump supporters able to enter the Capitol and fly a Confederate flag, he worries his students are in danger of losing all faith in government. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I was up all night thinking about the responsibility my colleagues and me have to make sure that 20 years from now, when kids look back, they’ll remember the response to these events as something that was responsible and maintained emotional integrity,” he said.\u003c/p>\n\u003cp>For both Watson and Hall, the next step is to help students move beyond exploring their feelings about the state of our country, and on to what they can do about them. Watson plans to convene a deeper discussion of what the events mean to this Black and Latinx community in the week ahead.\u003c/p>\n\u003cp>Similar conversations are happening among teachers who work with much younger students. In Oakland, Montclair Elementary School teacher Jamila Brooks planned to work with colleagues to develop lesson plans that deepen the teachable moment they initiated with students this week.\u003c/p>\n\u003cp>For Brooks, that began Thursday morning with a poll of her 29 fifth graders, asking if they knew what had happened in the nation’s capital the night before.\u003c/p>\n\u003cp>“I knew we were going to talk about this today,” one student posted in chat.\u003c/p>\n\u003cp>“You are living in what people will talk about and study many years from now,” Brooks told them, drawing a connection to American history they’re studying.\u003c/p>\n\u003cp>She showed students a series of photos of the mob at the Capitol building and students took turns describing what they saw.\u003c/p>\n\u003cp>“I noticed when you look at the crowd on the news, not to criticize, but it’s almost all white people — white supremacists,” said 10-year-old Mikhayah Watson. “I’m a little scared that our country is in this type of chaos.”\u003c/p>\n\u003cp>Brooks reassured the kids it’s OK to feel scared. “A lot of us do,” she said. “What’s important is that we’re all safe.”\u003c/p>\n\u003cp>To create a space for calm and healing, Brooks ended class by inviting her students to find their favorite stuffed animal, then lit up as she watched them wrap their arms around a teddy bear, a pink unicorn and a lamb named Shelby, their smiles returning to their faces.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>Resources for teaching about the attack on the U.S. Capitol (\u003ca href=\"https://edsource.org/\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>):\u003c/h3>\n\u003cul>\n\u003cli>Dr. Alyssa Hadley-Dunn, associate professor of teacher education at Michigan State University and founder of \u003ca href=\"https://www.facebook.com/groups/teachingondaysafter/\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching on the Days After: \u003c/a>Dialogue and Resources for Educating Toward Justice has also compiled a list of \u003ca href=\"https://beyondthestoplight.com/2021/01/06/resources-for-teachers-on-the-days-after-the-attack-on-the-u-s-capitol/?fbclid=IwAR2q0Hp8d9anJQZpT74Z4acAllv58Fo5mXSjE6O0R5Eap1jaTWA9tNxRZVg\" target=\"_blank\" rel=\"noopener noreferrer\">suggestions\u003c/a>.\u003c/li>\n\u003cli>The American Historical Association has launched “The Assault on the Capitol in Historical Perspective: \u003ca href=\"https://www.historians.org/news-and-advocacy/everything-has-a-history/the-assault-on-the-capitol-in-historical-perspective-resources-for-educators\" target=\"_blank\" rel=\"noopener noreferrer\">Resources for Educators\u003c/a>.”\u003c/li>\n\u003cli>Teachers on Twitter (#sschat) have been sharing lessons about the lessons they are teaching about the attack. Brianna Davis from Camarillo shared \u003ca href=\"https://docs.google.com/presentation/d/1--33tXfTAvlNrXeZ2-UZQ5VkWinSJSVkjak3Sh1Seow/edit#slide=id.gb3f267cc62_0_8\" target=\"_blank\" rel=\"noopener noreferrer\">this lesson\u003c/a>, and Sam Mandeville of New Hampshire \u003ca href=\"https://docs.google.com/presentation/d/1S-6TrsDeIDpHTVuBYQdRUPjN9w-mI1zsQZm6gxNKRv0/edit#slide=id.gb3b6cb82a7_288_0\" target=\"_blank\" rel=\"noopener noreferrer\">shared this one\u003c/a>.\u003c/li>\n\u003cli>PBS NewsHour Extra is offering \u003ca href=\"https://www.pbs.org/newshour/extra/daily-videos/classroom-resource-insurrection-at-the-u-s-capitol/\" target=\"_blank\" rel=\"noopener noreferrer\">three ways to teach the insurrection at the U.S. Capitol\u003c/a>.\u003c/li>\n\u003cli>The American Federation of Teachers’ \u003ca href=\"https://sharemylesson.com/democracy\" target=\"_blank\" rel=\"noopener noreferrer\">Share My Lesson\u003c/a> website has been updated with information to help teachers facilitate meaningful discussions about the attack on the Capitol.\u003c/li>\n\u003cli>“\u003ca href=\"https://larryferlazzo.edublogs.org/2021/01/06/ways-to-teach-about-todays-insurrection-share-your-own/\" target=\"_blank\" rel=\"noopener noreferrer\">Ways to teach about today’s insurrection\u003c/a>,” by Larry Ferlazzo, a Sacramento City Unified teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "charter-schools-unions-call-a-truce-as-newsom-brokers-deal-on-contentious-bill",
"title": "Charter Schools, Unions Call a Truce as Newsom Brokers Deal on Contentious Bill",
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"headTitle": "Charter Schools, Unions Call a Truce as Newsom Brokers Deal on Contentious Bill | KQED",
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"content": "\u003cp>Gov. Gavin Newsom brokered an agreement Wednesday on a high-profile charter-school regulation proposal at the center of this year’s contentious battle between teachers unions and charter advocates, removing a key hurdle for its passage this session.\u003c/p>\n\u003cp>The compromise on \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB1505\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1505\u003c/a> comes after months of lobbying by the state’s two most influential education interest groups and several impassioned hearings over sweeping proposed changes to how the publicly funded, independently managed schools operate in California.\u003c/p>\n\u003cp>Initiated in the early 1990s as a way to bring innovation into California’s K-12 school system, charter schools have sharply grown over the years, \u003ca href=\"https://calmatters.org/education/2019/02/california-charter-school-data-enrollment-cost-teachers-unions/\" target=\"_blank\" rel=\"noopener\">primarily\u003c/a> in the state’s urban school systems, and have become a flashpoint for unions, which contend they draw enrollment away from traditional public schools — depriving them of critical funding and resources.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Democratic Assemblyman Patrick O’Donnell']‘This bill is good for kids and for California taxpayers but there is more work to be done to ensure bad actors are held accountable.’[/pullquote]In a joint statement, Newsom and Senate and Assembly leaders characterized the deal on AB 1505 as one that “significantly reforms the Charter Schools Act to address long-standing challenges for both school districts and charter schools.”\u003c/p>\n\u003cp>“This agreement focuses on the needs of our students,” the statement from the Governor’s Office read. “It increases accountability for all charter schools, allows high-quality charter schools to thrive, and ensures that the fiscal and community impacts of charter schools on school districts are carefully considered.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Under the latest iteration of AB 1505, which lawmakers are expected to vote on in the two weeks remaining before the end of the legislative session, local school boards would have more discretion over approving new charter schools, including the ability to factor in a new charter’s impact on a district’s finances — a criterion that districts were not allowed to consider for prior charters.\u003c/p>\n\u003cp>All charter school teachers also would be required to hold some sort of state credential along with a background check, though uncredentialed charter teachers leading “non-core” classes would have five years to meet that requirement.\u003c/p>\n\u003cp>The state would also impose a two-year moratorium on non-classroom based and online charter schools under the proposal. But a pathway toward appeals to county and state boards for charters denied by local school boards would remain in place.\u003c/p>\n\u003cp>Unions representing teachers and classified school employees celebrated the agreement, touting it as “significant progress on behalf of our students.” The California Teachers Association, which backed Newsom during the election, spent $4.3 million this year lobbying for more restrictions on charter schools.\u003c/p>\n\u003cp>“All along, our goals have included ensuring locally elected school board members have the discretion to make decisions to meet the needs of local students … and holding all taxpayer-funded public schools to the same high standards,” the CTA and a coalition of unions said in a joint statement.\u003c/p>\n\u003cp>[aside tag='public-schools' label='Coverage of Public Schools']The California Charter Schools Association removed its opposition — formally shifting to a “neutral” position — to AB 1505 after the group said it secured “significant protections” for charter schools, including some preservation of appeals to counties and the state, as well as granting high-performing charters a fast track toward renewal.\u003c/p>\n\u003cp>“For 25 years, California’s charter public school movement has relentlessly run towards the greatest challenges in public education,” Myrna Castrejón, president and CEO of the state’s charter association, said in a statement.\u003c/p>\n\u003cp>“Far too many of our most vulnerable students have been underserved by our current public school system, which is exactly why we’ve engaged in thoughtful conversations and shown a willingness to compromise on this important legislation.”\u003c/p>\n\u003cp>News of the agreement marked a striking departure from previous sessions in which teachers unions and charter advocates bitterly fought the opposing sides’ proposals to a legislative stalemate.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Myrna Castrejón, of the California Charter Schools Association']‘Far too many of our most vulnerable students have been underserved by our current public school system …’[/pullquote]But Newsom, who won office amid heavy opposition from deep-pocketed charter supporters, signified soon after he took office in January that he planned to play an active role in mediating California’s charter school debate.\u003c/p>\n\u003cp>One of the first bills Newsom signed this year, Senate Bill 126, requires charters to adhere to the same public-records and open-meeting laws as traditional district schools — a proposal that had previously passed but was vetoed by Gov. Jerry Brown. Legislators fast-tracked the bill partly in response to the large Los Angeles teachers’ strike in January that amplified the debate over charter school restrictions.\u003c/p>\n\u003cp>“The goal over the next few months is to work to address a number of these vexing issues that frankly need to be addressed. It’s long overdue to have these conversations,” Newsom said in March after signing SB 126.\u003c/p>\n\u003cp>[aside tag='charter-schools' label='Coverage of Charter Schools']The original version of AB 1505 called for granting local school districts sole power over authorizing charter schools in California, granting wide latitude to school boards over charter approvals and removing appeals to the county and state boards altogether.\u003c/p>\n\u003cp>The bill was introduced as the centerpiece of a package of charter restriction bills by Democratic legislators, and immediately set off an intense public debate. Charter advocates, including the state charter association, decried the original proposal as “poisonous” and an existential threat to charters in California. Teachers unions and supporters of the legislation said the accountability proposals were “commonsense” reforms that were long overdue.\u003c/p>\n\u003cp>AB 1505 gradually has been amended as it has cleared each successive legislative hurdle, but it became clear it would become the vehicle for a consensus revision after it cleared the Assembly in a narrow and dramatic floor vote. Another charter regulation bill, AB 1507, which would prohibit school districts from authorizing charters outside of their geographic boundaries, also remains active.\u003c/p>\n\u003cp>Democratic Assemblyman Patrick O’Donnell, chair of the Assembly’s education panel and author of AB 1505, said the agreement “represents a step in the right direction to reform our state’s outdated charter school laws that have been in place since 1992.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This bill is good for kids and for California taxpayers but there is more work to be done to ensure bad actors are held accountable,” he said Wednesday evening in a statement.\u003c/p>\n\n",
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"title": "Charter Schools, Unions Call a Truce as Newsom Brokers Deal on Contentious Bill | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom brokered an agreement Wednesday on a high-profile charter-school regulation proposal at the center of this year’s contentious battle between teachers unions and charter advocates, removing a key hurdle for its passage this session.\u003c/p>\n\u003cp>The compromise on \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB1505\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1505\u003c/a> comes after months of lobbying by the state’s two most influential education interest groups and several impassioned hearings over sweeping proposed changes to how the publicly funded, independently managed schools operate in California.\u003c/p>\n\u003cp>Initiated in the early 1990s as a way to bring innovation into California’s K-12 school system, charter schools have sharply grown over the years, \u003ca href=\"https://calmatters.org/education/2019/02/california-charter-school-data-enrollment-cost-teachers-unions/\" target=\"_blank\" rel=\"noopener\">primarily\u003c/a> in the state’s urban school systems, and have become a flashpoint for unions, which contend they draw enrollment away from traditional public schools — depriving them of critical funding and resources.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In a joint statement, Newsom and Senate and Assembly leaders characterized the deal on AB 1505 as one that “significantly reforms the Charter Schools Act to address long-standing challenges for both school districts and charter schools.”\u003c/p>\n\u003cp>“This agreement focuses on the needs of our students,” the statement from the Governor’s Office read. “It increases accountability for all charter schools, allows high-quality charter schools to thrive, and ensures that the fiscal and community impacts of charter schools on school districts are carefully considered.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Under the latest iteration of AB 1505, which lawmakers are expected to vote on in the two weeks remaining before the end of the legislative session, local school boards would have more discretion over approving new charter schools, including the ability to factor in a new charter’s impact on a district’s finances — a criterion that districts were not allowed to consider for prior charters.\u003c/p>\n\u003cp>All charter school teachers also would be required to hold some sort of state credential along with a background check, though uncredentialed charter teachers leading “non-core” classes would have five years to meet that requirement.\u003c/p>\n\u003cp>The state would also impose a two-year moratorium on non-classroom based and online charter schools under the proposal. But a pathway toward appeals to county and state boards for charters denied by local school boards would remain in place.\u003c/p>\n\u003cp>Unions representing teachers and classified school employees celebrated the agreement, touting it as “significant progress on behalf of our students.” The California Teachers Association, which backed Newsom during the election, spent $4.3 million this year lobbying for more restrictions on charter schools.\u003c/p>\n\u003cp>“All along, our goals have included ensuring locally elected school board members have the discretion to make decisions to meet the needs of local students … and holding all taxpayer-funded public schools to the same high standards,” the CTA and a coalition of unions said in a joint statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The California Charter Schools Association removed its opposition — formally shifting to a “neutral” position — to AB 1505 after the group said it secured “significant protections” for charter schools, including some preservation of appeals to counties and the state, as well as granting high-performing charters a fast track toward renewal.\u003c/p>\n\u003cp>“For 25 years, California’s charter public school movement has relentlessly run towards the greatest challenges in public education,” Myrna Castrejón, president and CEO of the state’s charter association, said in a statement.\u003c/p>\n\u003cp>“Far too many of our most vulnerable students have been underserved by our current public school system, which is exactly why we’ve engaged in thoughtful conversations and shown a willingness to compromise on this important legislation.”\u003c/p>\n\u003cp>News of the agreement marked a striking departure from previous sessions in which teachers unions and charter advocates bitterly fought the opposing sides’ proposals to a legislative stalemate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But Newsom, who won office amid heavy opposition from deep-pocketed charter supporters, signified soon after he took office in January that he planned to play an active role in mediating California’s charter school debate.\u003c/p>\n\u003cp>One of the first bills Newsom signed this year, Senate Bill 126, requires charters to adhere to the same public-records and open-meeting laws as traditional district schools — a proposal that had previously passed but was vetoed by Gov. Jerry Brown. Legislators fast-tracked the bill partly in response to the large Los Angeles teachers’ strike in January that amplified the debate over charter school restrictions.\u003c/p>\n\u003cp>“The goal over the next few months is to work to address a number of these vexing issues that frankly need to be addressed. It’s long overdue to have these conversations,” Newsom said in March after signing SB 126.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The original version of AB 1505 called for granting local school districts sole power over authorizing charter schools in California, granting wide latitude to school boards over charter approvals and removing appeals to the county and state boards altogether.\u003c/p>\n\u003cp>The bill was introduced as the centerpiece of a package of charter restriction bills by Democratic legislators, and immediately set off an intense public debate. Charter advocates, including the state charter association, decried the original proposal as “poisonous” and an existential threat to charters in California. Teachers unions and supporters of the legislation said the accountability proposals were “commonsense” reforms that were long overdue.\u003c/p>\n\u003cp>AB 1505 gradually has been amended as it has cleared each successive legislative hurdle, but it became clear it would become the vehicle for a consensus revision after it cleared the Assembly in a narrow and dramatic floor vote. Another charter regulation bill, AB 1507, which would prohibit school districts from authorizing charters outside of their geographic boundaries, also remains active.\u003c/p>\n\u003cp>Democratic Assemblyman Patrick O’Donnell, chair of the Assembly’s education panel and author of AB 1505, said the agreement “represents a step in the right direction to reform our state’s outdated charter school laws that have been in place since 1992.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "In Education Duel, Foes Fight to a Draw in Sacramento",
"title": "In Education Duel, Foes Fight to a Draw in Sacramento",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>The sun was already sinking below the horizon on the final night of the lawmaking year as nearly two dozen lobbyists stalked the Capitol’s brightly lit hallways, making sure lawmakers didn’t approve a new math and science school for disadvantaged students.\u003c/p>\n\u003cp>Supporters, including billionaire philanthropist Eli Broad, had pitched the school as a slingshot from poor communities to the state’s most prestigious universities. But the state’s most powerful teachers union saw it as a dangerous effort to siphon away taxpayer money for a private operation with little public oversight.\u003c/p>\n\u003cp>By the time lawmakers finished their work at close to 3 a.m., the California Teachers Association had won; the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1217\" target=\"_blank\" rel=\"noopener noreferrer\">proposal\u003c/a> had never come up for a vote.\u003c/p>\n\u003cp>It was the last piece of education legislation to \u003ca href=\"http://laschoolreport.com/plans-for-state-run-stem-school-in-downtown-la-die-as-bill-fails-to-win-support/\" target=\"_blank\" rel=\"noopener noreferrer\">die\u003c/a> in a year when the teachers union and its ascendant adversary, the California Charter Schools Association, fought to a stalemate while trying to shape the future of the state’s public schools. Both groups successfully halted virtually all the legislation they opposed.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests.'\u003ccite>Bruce Fuller, UC Berkeley\u003c/cite>\u003c/aside>\n\u003cp>The union stopped more than two dozen bills, including proposals to \u003ca href=\"http://www.capradio.org/articles/2017/07/11/teacher-tenure-debate-returns-to-california-legislature/\" target=\"_blank\" rel=\"noopener noreferrer\">extend\u003c/a> the length of time teachers must work before gaining lifetime job protection and to \u003ca href=\"https://edsource.org/2017/to-retain-teachers-lawmakers-push-to-exempt-them-from-state-income-tax/578841\" target=\"_blank\" rel=\"noopener noreferrer\">address\u003c/a> a \u003ca href=\"https://calmatters.org/articles/lawmakers-ease-california-teacher-shortage/\" target=\"_blank\" rel=\"noopener noreferrer\">shortage\u003c/a> of educators in some hard-to-staff areas. The charter advocates killed half a dozen proposals, including some that would have \u003ca href=\"http://www.latimes.com/local/education/la-essential-education-updates-southern-la-teachers-union-unveils-bill-to-1489711203-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">forced\u003c/a> their schools to hold public meetings and \u003ca href=\"https://calmatters.org/articles/california-bills-aim-crack-profit-charter-schools/\" target=\"_blank\" rel=\"noopener noreferrer\">banned\u003c/a> schools run by for-profit companies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With lawmakers focused on the state’s shortage of affordable \u003ca href=\"https://calmatters.org/articles/california-legislature-final-bills-governor-brown/\" target=\"_blank\" rel=\"noopener noreferrer\">housing\u003c/a> and its crumbling \u003ca href=\"https://calmatters.org/articles/california-democrats-struggling-keep-party-unity/\" target=\"_blank\" rel=\"noopener noreferrer\">roads\u003c/a>, education policymaking this year took a back seat. The losers, some experts say, are California’s low-income students, whose persistently low achievement hasn’t budged in decades amid the opponents’ charged policy battles.\u003c/p>\n\u003cp>“Rather than come around the table to address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests,” said Bruce Fuller, an education policy professor at UC Berkeley. “California rags on Washington politicians for thinking this way. If we looked in the mirror, we’d see we’re doing the same thing when it comes to our education politics.”\u003c/p>\n\u003cp>The back-and-forth wears on lawmakers, too.\u003c/p>\n\u003cp>Sen. Ben Allen, a Democrat from Santa Monica who leads the Senate Education Committee, said he recites the serenity prayer before most hearings: God grant me the serenity to accept the things I cannot change ...\u003c/p>\n\u003cp>“No one wants this job. It’s a tough committee,” he said. “The work can be very discouraging.”\u003c/p>\n\u003cfigure id=\"attachment_11618326\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618326\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EricHeins-800x811.jpg\" alt=\"Eric Heins, president of the California Teachers Association.\" width=\"800\" height=\"811\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-800x811.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1020x1034.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1180x1197.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-960x974.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-240x243.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-375x380.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-520x527.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eric Heins, president of the California Teachers Association. \u003ccite>(California Teachers Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Teachers Association President Eric Heins applauded the union’s record.\u003c/p>\n\u003cp>“We’re obviously happy when the things we oppose get stalled,” said Heins, whose group blocked or persuaded lawmakers to change all but one of the 30 bills it opposed this year. Many of those proposals stalled in the Legislature’s secretive appropriations committees.\u003c/p>\n\u003cp>The only \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1194\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> going to Gov. Jerry Brown for consideration without the union’s stamp of approval would require municipalities to disclose the tax rate required to fund bond measures, including school bonds.\u003c/p>\n\u003cp>The two groups did reach a \u003ca href=\"http://www.scpr.org/news/2017/05/25/72181/kicked-out-of-a-charter-school-deal-struck-in-sacr/\" target=\"_blank\" rel=\"noopener noreferrer\">compromise\u003c/a> on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml?bill_id=201720180AB1360\" target=\"_blank\" rel=\"noopener noreferrer\">bill\u003c/a> that strengthens charter school discipline and dismissal policies. But the charter association’s chief advocate, Carlos Marquez, acknowledged how rare such agreements are. He called his group’s tension with the union a “regrettable state of affairs.”\u003c/p>\n\u003cp>“Where do we go from here?” said Marquez, the group’s senior vice president for government affairs. “Honestly, I don’t know. This work requires us to take the long view.”\u003c/p>\n\u003cp>The association didn’t take a formal position on the proposal to create a state-run STEM school for about 800 Los Angeles-area students, but it might as well have. Broad, one of the group’s wealthy benefactors and one of the union’s biggest foes, had been pushing for it since January.\u003c/p>\n\u003cp>His involvement was bound to draw union opposition.\u003c/p>\n\u003cp>Last year, Broad was among a small group of donors who banded together to \u003ca href=\"http://www.scpr.org/news/2016/11/11/66059/flood-of-spending-by-charter-advocates-leads-to-el/\" target=\"_blank\" rel=\"noopener noreferrer\">invest\u003c/a> nearly $20 million in campaigns that sent Democrats to Sacramento who support charter schools. This year, many of those donors, including Netflix CEO Reed Hastings, \u003ca href=\"http://www.latimes.com/local/la-me-edu-school-election-money-20170521-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">put another $10 million\u003c/a> into Los Angeles school board races and helped elect candidates who view charters favorably.\u003c/p>\n\u003cfigure id=\"attachment_11618330\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618330\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EliBroad-800x858.jpg\" alt=\"Charter schools advocate Eli Broad.\" width=\"800\" height=\"858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-800x858.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-160x172.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1020x1094.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1180x1266.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-960x1030.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-240x258.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-375x402.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-520x558.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charter schools advocate Eli Broad. \u003ccite>(Michael Buckner/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By comparison, the union used only about $2 million from its political war chest for 2016 legislative races and backed mostly losing candidates with independent spending. It invested considerably more in ballot-measure battles. That imbalance led to speculation that the union’s prospects for a successful legislative year would dim, but that didn’t pan out.\u003c/p>\n\u003cp>Broad said the nonprofit STEM school would seek to serve low-income and other high-need students—foster youth, homeless children, English learners—and “ensure they have the opportunity and the skill set to become leaders.”\u003c/p>\n\u003cp>He also pledged to support the school financially. That generosity fueled criticism by the union and their allies that Broad might seek to profit from the public school. A union lobbyist even doctored editorial cartoons on other topics to make them seem as though they’d been drawn to make that point.\u003c/p>\n\u003cp>A spokeswoman for the union called that move a “poor choice” and said the union doesn’t condone the lobbyist’s behavior.\u003c/p>\n\u003cp>A spokeswoman for Broad said neither he nor any of the more than 40 organizations that endorsed the school proposal wanted to make money from it or could have done so.\u003c/p>\n\u003cp>The vast sums of cash the union and charter groups have spent to influence policy helps explain their success in halting legislation they oppose.\u003c/p>\n\u003cp>During the first half of this year, according to the most recent reports, the union spent about $1.5 million on lobbying, while the charter schools association and EdVoice, another group that supports charters, together spent about $800,000. Both camps rank in the top 10 among the state’s lobbyist employers for money spent.\u003c/p>\n\u003cp>[EducationDuel]\u003c/p>\n\u003cp>Marquez helped the association defeat all six proposals it opposed, including \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1478\" target=\"_blank\" rel=\"noopener noreferrer\">one\u003c/a> that would have forced charters to follow the state’s open records and public meetings laws, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB808\" target=\"_blank\" rel=\"noopener noreferrer\">another\u003c/a> to dismantle the system of appeals that applicants seeking to open a school may use when their petitions are denied.\u003c/p>\n\u003cp>Charter schools have been operating in California since the early 1990s, but some state lawmakers still know relatively little about them, Marquez said. Helping to elect charter-friendly legislators has made his work easier. What makes it harder, he said, are the union’s lobbying tactics.\u003c/p>\n\u003cp>He pointed to a flier the union distributed ahead of a vote on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1220\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> to make teachers work longer before winning tenure. The flier compared the proposal’s author, Democratic Assemblywoman \u003ca href=\"https://calmatters.org/articles/shirley-weber-sharecroppers-daughter-fierce-california-lawmaker/\" target=\"_blank\" rel=\"noopener noreferrer\">Shirley Weber\u003c/a> of San Diego, to President Trump and urged legislators to vote no.\u003c/p>\n\u003cp>“If they’re willing to put stuff out there about Dr. Weber that any reasonable person would conclude is a lie, you have to ask yourself some hard questions about the claims they put out there on the charter sector and about a lot of other arguments they advance,” Marquez said.\u003c/p>\n\u003cp>Weber’s bill is unique among proposals the union opposed this year. Several union members helped her craft the bill, which \u003ca href=\"https://edsource.org/2017/author-shelves-teacher-tenure-bill-union-backed-alternative-emerges/584760\" target=\"_blank\" rel=\"noopener noreferrer\">stalled\u003c/a> in the Senate after clearing that tough vote in the Assembly.\u003c/p>\n\u003cp>Heins, the union president, was dismissive of the \u003ca href=\"https://e4e.org/blog-news/press-release/educators-excellence-los-angeles-statement-introduction-teacher-and-0\" target=\"_blank\" rel=\"noopener noreferrer\">teachers\u003c/a> who worked on the legislation. He said they don’t speak for his roughly 325,000 members, whose jobs, wages and working conditions are his duty to protect.\u003c/p>\n\u003cp>That “people power” is the real source of the union’s might in Sacramento, said Jack Pitney, a political scientist at Claremont McKenna College.\u003c/p>\n\u003cp>“They don’t have to run on all cylinders in every election because everyone knows what they could do if they had to,” Pitney said. “They have members in every single community in California. They’re well organized, and if they needed to they could organize en masse very quickly.”\u003c/p>\n\u003cp>“These teachers,” he added, “are awfully hard to beat.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>CALmatters.org is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/em>\u003c/p>\n\n",
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"excerpt": "The teachers union and its ascendant adversary, the California Charter Schools Association, fought to a stalemate this year while trying to shape the future of the state's public schools.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The sun was already sinking below the horizon on the final night of the lawmaking year as nearly two dozen lobbyists stalked the Capitol’s brightly lit hallways, making sure lawmakers didn’t approve a new math and science school for disadvantaged students.\u003c/p>\n\u003cp>Supporters, including billionaire philanthropist Eli Broad, had pitched the school as a slingshot from poor communities to the state’s most prestigious universities. But the state’s most powerful teachers union saw it as a dangerous effort to siphon away taxpayer money for a private operation with little public oversight.\u003c/p>\n\u003cp>By the time lawmakers finished their work at close to 3 a.m., the California Teachers Association had won; the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1217\" target=\"_blank\" rel=\"noopener noreferrer\">proposal\u003c/a> had never come up for a vote.\u003c/p>\n\u003cp>It was the last piece of education legislation to \u003ca href=\"http://laschoolreport.com/plans-for-state-run-stem-school-in-downtown-la-die-as-bill-fails-to-win-support/\" target=\"_blank\" rel=\"noopener noreferrer\">die\u003c/a> in a year when the teachers union and its ascendant adversary, the California Charter Schools Association, fought to a stalemate while trying to shape the future of the state’s public schools. Both groups successfully halted virtually all the legislation they opposed.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests.'\u003ccite>Bruce Fuller, UC Berkeley\u003c/cite>\u003c/aside>\n\u003cp>The union stopped more than two dozen bills, including proposals to \u003ca href=\"http://www.capradio.org/articles/2017/07/11/teacher-tenure-debate-returns-to-california-legislature/\" target=\"_blank\" rel=\"noopener noreferrer\">extend\u003c/a> the length of time teachers must work before gaining lifetime job protection and to \u003ca href=\"https://edsource.org/2017/to-retain-teachers-lawmakers-push-to-exempt-them-from-state-income-tax/578841\" target=\"_blank\" rel=\"noopener noreferrer\">address\u003c/a> a \u003ca href=\"https://calmatters.org/articles/lawmakers-ease-california-teacher-shortage/\" target=\"_blank\" rel=\"noopener noreferrer\">shortage\u003c/a> of educators in some hard-to-staff areas. The charter advocates killed half a dozen proposals, including some that would have \u003ca href=\"http://www.latimes.com/local/education/la-essential-education-updates-southern-la-teachers-union-unveils-bill-to-1489711203-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">forced\u003c/a> their schools to hold public meetings and \u003ca href=\"https://calmatters.org/articles/california-bills-aim-crack-profit-charter-schools/\" target=\"_blank\" rel=\"noopener noreferrer\">banned\u003c/a> schools run by for-profit companies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With lawmakers focused on the state’s shortage of affordable \u003ca href=\"https://calmatters.org/articles/california-legislature-final-bills-governor-brown/\" target=\"_blank\" rel=\"noopener noreferrer\">housing\u003c/a> and its crumbling \u003ca href=\"https://calmatters.org/articles/california-democrats-struggling-keep-party-unity/\" target=\"_blank\" rel=\"noopener noreferrer\">roads\u003c/a>, education policymaking this year took a back seat. The losers, some experts say, are California’s low-income students, whose persistently low achievement hasn’t budged in decades amid the opponents’ charged policy battles.\u003c/p>\n\u003cp>“Rather than come around the table to address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests,” said Bruce Fuller, an education policy professor at UC Berkeley. “California rags on Washington politicians for thinking this way. If we looked in the mirror, we’d see we’re doing the same thing when it comes to our education politics.”\u003c/p>\n\u003cp>The back-and-forth wears on lawmakers, too.\u003c/p>\n\u003cp>Sen. Ben Allen, a Democrat from Santa Monica who leads the Senate Education Committee, said he recites the serenity prayer before most hearings: God grant me the serenity to accept the things I cannot change ...\u003c/p>\n\u003cp>“No one wants this job. It’s a tough committee,” he said. “The work can be very discouraging.”\u003c/p>\n\u003cfigure id=\"attachment_11618326\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618326\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EricHeins-800x811.jpg\" alt=\"Eric Heins, president of the California Teachers Association.\" width=\"800\" height=\"811\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-800x811.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1020x1034.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1180x1197.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-960x974.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-240x243.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-375x380.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-520x527.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eric Heins, president of the California Teachers Association. \u003ccite>(California Teachers Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Teachers Association President Eric Heins applauded the union’s record.\u003c/p>\n\u003cp>“We’re obviously happy when the things we oppose get stalled,” said Heins, whose group blocked or persuaded lawmakers to change all but one of the 30 bills it opposed this year. Many of those proposals stalled in the Legislature’s secretive appropriations committees.\u003c/p>\n\u003cp>The only \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1194\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> going to Gov. Jerry Brown for consideration without the union’s stamp of approval would require municipalities to disclose the tax rate required to fund bond measures, including school bonds.\u003c/p>\n\u003cp>The two groups did reach a \u003ca href=\"http://www.scpr.org/news/2017/05/25/72181/kicked-out-of-a-charter-school-deal-struck-in-sacr/\" target=\"_blank\" rel=\"noopener noreferrer\">compromise\u003c/a> on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml?bill_id=201720180AB1360\" target=\"_blank\" rel=\"noopener noreferrer\">bill\u003c/a> that strengthens charter school discipline and dismissal policies. But the charter association’s chief advocate, Carlos Marquez, acknowledged how rare such agreements are. He called his group’s tension with the union a “regrettable state of affairs.”\u003c/p>\n\u003cp>“Where do we go from here?” said Marquez, the group’s senior vice president for government affairs. “Honestly, I don’t know. This work requires us to take the long view.”\u003c/p>\n\u003cp>The association didn’t take a formal position on the proposal to create a state-run STEM school for about 800 Los Angeles-area students, but it might as well have. Broad, one of the group’s wealthy benefactors and one of the union’s biggest foes, had been pushing for it since January.\u003c/p>\n\u003cp>His involvement was bound to draw union opposition.\u003c/p>\n\u003cp>Last year, Broad was among a small group of donors who banded together to \u003ca href=\"http://www.scpr.org/news/2016/11/11/66059/flood-of-spending-by-charter-advocates-leads-to-el/\" target=\"_blank\" rel=\"noopener noreferrer\">invest\u003c/a> nearly $20 million in campaigns that sent Democrats to Sacramento who support charter schools. This year, many of those donors, including Netflix CEO Reed Hastings, \u003ca href=\"http://www.latimes.com/local/la-me-edu-school-election-money-20170521-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">put another $10 million\u003c/a> into Los Angeles school board races and helped elect candidates who view charters favorably.\u003c/p>\n\u003cfigure id=\"attachment_11618330\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618330\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EliBroad-800x858.jpg\" alt=\"Charter schools advocate Eli Broad.\" width=\"800\" height=\"858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-800x858.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-160x172.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1020x1094.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1180x1266.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-960x1030.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-240x258.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-375x402.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-520x558.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charter schools advocate Eli Broad. \u003ccite>(Michael Buckner/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By comparison, the union used only about $2 million from its political war chest for 2016 legislative races and backed mostly losing candidates with independent spending. It invested considerably more in ballot-measure battles. That imbalance led to speculation that the union’s prospects for a successful legislative year would dim, but that didn’t pan out.\u003c/p>\n\u003cp>Broad said the nonprofit STEM school would seek to serve low-income and other high-need students—foster youth, homeless children, English learners—and “ensure they have the opportunity and the skill set to become leaders.”\u003c/p>\n\u003cp>He also pledged to support the school financially. That generosity fueled criticism by the union and their allies that Broad might seek to profit from the public school. A union lobbyist even doctored editorial cartoons on other topics to make them seem as though they’d been drawn to make that point.\u003c/p>\n\u003cp>A spokeswoman for the union called that move a “poor choice” and said the union doesn’t condone the lobbyist’s behavior.\u003c/p>\n\u003cp>A spokeswoman for Broad said neither he nor any of the more than 40 organizations that endorsed the school proposal wanted to make money from it or could have done so.\u003c/p>\n\u003cp>The vast sums of cash the union and charter groups have spent to influence policy helps explain their success in halting legislation they oppose.\u003c/p>\n\u003cp>During the first half of this year, according to the most recent reports, the union spent about $1.5 million on lobbying, while the charter schools association and EdVoice, another group that supports charters, together spent about $800,000. Both camps rank in the top 10 among the state’s lobbyist employers for money spent.\u003c/p>\n\u003cp>[EducationDuel]\u003c/p>\n\u003cp>Marquez helped the association defeat all six proposals it opposed, including \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1478\" target=\"_blank\" rel=\"noopener noreferrer\">one\u003c/a> that would have forced charters to follow the state’s open records and public meetings laws, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB808\" target=\"_blank\" rel=\"noopener noreferrer\">another\u003c/a> to dismantle the system of appeals that applicants seeking to open a school may use when their petitions are denied.\u003c/p>\n\u003cp>Charter schools have been operating in California since the early 1990s, but some state lawmakers still know relatively little about them, Marquez said. Helping to elect charter-friendly legislators has made his work easier. What makes it harder, he said, are the union’s lobbying tactics.\u003c/p>\n\u003cp>He pointed to a flier the union distributed ahead of a vote on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1220\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> to make teachers work longer before winning tenure. The flier compared the proposal’s author, Democratic Assemblywoman \u003ca href=\"https://calmatters.org/articles/shirley-weber-sharecroppers-daughter-fierce-california-lawmaker/\" target=\"_blank\" rel=\"noopener noreferrer\">Shirley Weber\u003c/a> of San Diego, to President Trump and urged legislators to vote no.\u003c/p>\n\u003cp>“If they’re willing to put stuff out there about Dr. Weber that any reasonable person would conclude is a lie, you have to ask yourself some hard questions about the claims they put out there on the charter sector and about a lot of other arguments they advance,” Marquez said.\u003c/p>\n\u003cp>Weber’s bill is unique among proposals the union opposed this year. Several union members helped her craft the bill, which \u003ca href=\"https://edsource.org/2017/author-shelves-teacher-tenure-bill-union-backed-alternative-emerges/584760\" target=\"_blank\" rel=\"noopener noreferrer\">stalled\u003c/a> in the Senate after clearing that tough vote in the Assembly.\u003c/p>\n\u003cp>Heins, the union president, was dismissive of the \u003ca href=\"https://e4e.org/blog-news/press-release/educators-excellence-los-angeles-statement-introduction-teacher-and-0\" target=\"_blank\" rel=\"noopener noreferrer\">teachers\u003c/a> who worked on the legislation. He said they don’t speak for his roughly 325,000 members, whose jobs, wages and working conditions are his duty to protect.\u003c/p>\n\u003cp>That “people power” is the real source of the union’s might in Sacramento, said Jack Pitney, a political scientist at Claremont McKenna College.\u003c/p>\n\u003cp>“They don’t have to run on all cylinders in every election because everyone knows what they could do if they had to,” Pitney said. “They have members in every single community in California. They’re well organized, and if they needed to they could organize en masse very quickly.”\u003c/p>\n\u003cp>“These teachers,” he added, “are awfully hard to beat.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The DeVos Pushback: State Educators Gearing Up for a Long Fight",
"title": "The DeVos Pushback: State Educators Gearing Up for a Long Fight",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>Many California education leaders say they plan to resist any effort to cut or divert public school funding under \u003ca href=\"http://www.betsydevos.com/\" target=\"_blank\">Betsy DeVos\u003c/a>, the country’s new secretary of education.\u003c/p>\n\u003cp>To understand their collective angst, let’s rewind to \u003ca href=\"http://www.help.senate.gov/hearings/nomination-of-betsy-devos-to-serve-as-secretary-of-education\" target=\"_blank\">DeVos' confirmation hearing\u003c/a> last month.\u003c/p>\n\u003cp>One of the more contentious moments came when \u003ca href=\"http://www.kaine.senate.gov/\" target=\"_blank\">Democratic Sen. Tim Kaine\u003c/a> grilled DeVos about whether she would hold all schools to the same academic and financial accountability standards.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Kaine\u003c/strong>: I think all schools that receive taxpayer funding should be equally accountable. Do you agree with me or not?\u003cbr>\n\u003cstrong>DeVos\u003c/strong>: Well, they don’t.\u003cbr>\n\u003cstrong>Kaine\u003c/strong>: But I think they should. Do you agree with me or not?\u003cbr>\n\u003cstrong>DeVos\u003c/strong>: Well, no.\u003c/p>\u003c/blockquote>\n\u003cp>That exchange sent chills down the backs of public school supporters because, they say, it shows DeVos won't treat schools equally under the law.\u003c/p>\n\u003cfigure id=\"attachment_11307533\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11307533\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/02/Class-1-800x533.jpg\" alt=\"Tontra Love, a transitional kindergarten teacher at Sequoia Elementary School in Oakland, reads to her students at the end of class. \" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tontra Love, a transitional kindergarten teacher at Sequoia Elementary School in Oakland, reads to her students at the end of class. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>DeVos is a billionaire charter school activist who made a name for herself in Michigan for supporting school vouchers -- the complicated and controversial practice of giving families public dollars to use at private and religious schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She calls that the power of school choice.\u003c/p>\n\u003cp>Critics call it undermining public education.\u003c/p>\n\u003cp>“We can’t let fear and anxiety paralyze us,” says \u003ca href=\"http://www.cta.org/About-CTA/Leadership/Officers/President-Eric-Heins.aspx\" target=\"_blank\">Eric Heins\u003c/a>, president of the\u003ca href=\"http://www.cta.org/\" target=\"_blank\"> California Teachers Association\u003c/a>, one of the biggest critics of DeVos in the state. “The danger is to sit back and hunker down. We need to now -- more than ever -- come together.”\u003c/p>\n\u003cp>Heins says California’s opposition to DeVos has now turned into resistance, and the vast majority of public school teachers in the Golden State are gearing up for a long fight.\u003c/p>\n\u003cp>Heins believes state legislators will stand alongside teachers in defending public school funding.\u003c/p>\n\u003cp>\"The governor is in the right spot on this. I believe our Legislature is in the right spot on this. We will be working together to express and protect California’s values for our students.\"\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcr/2017/02/2017-02-08b-tcr.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/02/DeVos-1-800x533.jpg\" Title=\"The DeVos Pushback: State Educators Gearing Up for a Long Fight\" program=\"The California Report\"]\u003c/p>\n\u003cp>President Trump has been pushing a $20 billion federal school voucher program, which would give each low-income family up to $12,000 for use at the public or private school of their choice.\u003c/p>\n\u003cp>Currently, \u003ca href=\"http://www.ncsl.org/research/education/voucher-law-comparison.aspx\" target=\"_blank\">13 states use school vouchers\u003c/a> in some fashion, but it’s been a complicated and thorny issue in California with voters twice rejecting measures at the ballot box.\u003c/p>\n\u003cp>In school districts like \u003ca href=\"http://www.ousd.org/\" target=\"_blank\">Oakland Unified\u003c/a>, the mere mention of school vouchers strikes fear in the heart of many families who support public schools.\u003c/p>\n\u003cp>They say Oakland is already losing hundreds of students to charter and private schools every year. A federal school voucher program would be a death knell for the district.\u003c/p>\n\u003cp>“It’s outrageous,” says Kim Davis, an organizer with \u003ca href=\"https://ousdparentsunited.wordpress.com/\" target=\"_blank\">Parents United for Public Schools in Oakland\u003c/a>. “I think it would be devastating to a community like Oakland. And to me, our public schools should be the most important focus.”\u003c/p>\n\u003cfigure id=\"attachment_11307534\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11307534\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/02/Class-2-800x532.jpg\" alt=\"Oak Ridge Elementary School in Sacramento strives to ensure each classroom is well-organized, student-centered and colorful so children feel welcomed.\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-1020x678.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-375x249.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oak Ridge Elementary School in Sacramento strives to ensure each classroom is well-organized, student-centered and colorful so that children feel welcomed. \u003ccite>(Gabriel Salcedo/KQED )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Leading education finance experts say constitutional challenges will likely block any attempt to create a federal voucher program using existing \u003ca href=\"https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html\" target=\"_blank\">Title I\u003c/a> money intended for disadvantaged students.\u003c/p>\n\u003cp>DeVos’ first order of business is to find a different approach.\u003c/p>\n\u003cp>Another possible option? A federal scholarship tax credit.\u003c/p>\n\u003cp>Here’s how it could work:\u003c/p>\n\u003cp>A federal tax credit would be created for K–12 scholarships. If you donate to any eligible, existing scholarship fund, you could reduce the amount of money you owe on your tax bill by the amount of your donation.\u003c/p>\n\u003cp>Families could, in turn, tap into this fund to shop for the school of their choice, be it public or private.\u003c/p>\n\u003cp>According to the \u003ca href=\"https://edexcellence.net/articles/a-federal-scholarship-tax-credit-trumps-only-fifty-state-school-choice-option?utm_source=Fordham+Updates&utm_campaign=fa4e3392f0-EMAIL_CAMP\" target=\"_blank\">Thomas Fordham Institute\u003c/a>, a conservative education policy think tank, this approach is \"Trump's only 50-state school-choice option,\" which could \"unlock school choice for children in every state in the land.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">California State Board of Education President Michael Kirst\u003c/a> agrees this approach offers the Trump-DeVos education team a quicker \"political pathway.\" He says states like Florida have already implemented versions of it.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9jCbZaUfEOootmEjvBrIRtcnbuhMFY2Y\"]\u003c/p>\n\u003cp>\"There is certainly rising concern,\" Kirst says. \"We don't incentivize private schools in California. But I don’t think many people had thought of this federal tax credit option.\"\u003c/p>\n\u003cp>One group you’d think might like this brand of school choice is charter school supporters in California.\u003c/p>\n\u003cp>But they worry families might pull their kids out of charters in favor of private schools.\u003c/p>\n\u003cp>“Families already have plenty of options in California,” says Hilary Harmssen, the Bay Area regional director at the \u003ca href=\"http://www.ccsa.org/\" target=\"_blank\">California Charter Schools Association.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Which is why if Trump’s plan does come to be, California might finally see a coming together of public school supporters and charter advocates as they fight a new common enemy: a federal scholarship tax credit program.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many California education leaders say they plan to resist any effort to cut or divert public school funding under \u003ca href=\"http://www.betsydevos.com/\" target=\"_blank\">Betsy DeVos\u003c/a>, the country’s new secretary of education.\u003c/p>\n\u003cp>To understand their collective angst, let’s rewind to \u003ca href=\"http://www.help.senate.gov/hearings/nomination-of-betsy-devos-to-serve-as-secretary-of-education\" target=\"_blank\">DeVos' confirmation hearing\u003c/a> last month.\u003c/p>\n\u003cp>One of the more contentious moments came when \u003ca href=\"http://www.kaine.senate.gov/\" target=\"_blank\">Democratic Sen. Tim Kaine\u003c/a> grilled DeVos about whether she would hold all schools to the same academic and financial accountability standards.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Kaine\u003c/strong>: I think all schools that receive taxpayer funding should be equally accountable. Do you agree with me or not?\u003cbr>\n\u003cstrong>DeVos\u003c/strong>: Well, they don’t.\u003cbr>\n\u003cstrong>Kaine\u003c/strong>: But I think they should. Do you agree with me or not?\u003cbr>\n\u003cstrong>DeVos\u003c/strong>: Well, no.\u003c/p>\u003c/blockquote>\n\u003cp>That exchange sent chills down the backs of public school supporters because, they say, it shows DeVos won't treat schools equally under the law.\u003c/p>\n\u003cfigure id=\"attachment_11307533\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11307533\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/02/Class-1-800x533.jpg\" alt=\"Tontra Love, a transitional kindergarten teacher at Sequoia Elementary School in Oakland, reads to her students at the end of class. \" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-1-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tontra Love, a transitional kindergarten teacher at Sequoia Elementary School in Oakland, reads to her students at the end of class. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>DeVos is a billionaire charter school activist who made a name for herself in Michigan for supporting school vouchers -- the complicated and controversial practice of giving families public dollars to use at private and religious schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She calls that the power of school choice.\u003c/p>\n\u003cp>Critics call it undermining public education.\u003c/p>\n\u003cp>“We can’t let fear and anxiety paralyze us,” says \u003ca href=\"http://www.cta.org/About-CTA/Leadership/Officers/President-Eric-Heins.aspx\" target=\"_blank\">Eric Heins\u003c/a>, president of the\u003ca href=\"http://www.cta.org/\" target=\"_blank\"> California Teachers Association\u003c/a>, one of the biggest critics of DeVos in the state. “The danger is to sit back and hunker down. We need to now -- more than ever -- come together.”\u003c/p>\n\u003cp>Heins says California’s opposition to DeVos has now turned into resistance, and the vast majority of public school teachers in the Golden State are gearing up for a long fight.\u003c/p>\n\u003cp>Heins believes state legislators will stand alongside teachers in defending public school funding.\u003c/p>\n\u003cp>\"The governor is in the right spot on this. I believe our Legislature is in the right spot on this. We will be working together to express and protect California’s values for our students.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>President Trump has been pushing a $20 billion federal school voucher program, which would give each low-income family up to $12,000 for use at the public or private school of their choice.\u003c/p>\n\u003cp>Currently, \u003ca href=\"http://www.ncsl.org/research/education/voucher-law-comparison.aspx\" target=\"_blank\">13 states use school vouchers\u003c/a> in some fashion, but it’s been a complicated and thorny issue in California with voters twice rejecting measures at the ballot box.\u003c/p>\n\u003cp>In school districts like \u003ca href=\"http://www.ousd.org/\" target=\"_blank\">Oakland Unified\u003c/a>, the mere mention of school vouchers strikes fear in the heart of many families who support public schools.\u003c/p>\n\u003cp>They say Oakland is already losing hundreds of students to charter and private schools every year. A federal school voucher program would be a death knell for the district.\u003c/p>\n\u003cp>“It’s outrageous,” says Kim Davis, an organizer with \u003ca href=\"https://ousdparentsunited.wordpress.com/\" target=\"_blank\">Parents United for Public Schools in Oakland\u003c/a>. “I think it would be devastating to a community like Oakland. And to me, our public schools should be the most important focus.”\u003c/p>\n\u003cfigure id=\"attachment_11307534\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11307534\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/02/Class-2-800x532.jpg\" alt=\"Oak Ridge Elementary School in Sacramento strives to ensure each classroom is well-organized, student-centered and colorful so children feel welcomed.\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-1020x678.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-375x249.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/02/Class-2-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oak Ridge Elementary School in Sacramento strives to ensure each classroom is well-organized, student-centered and colorful so that children feel welcomed. \u003ccite>(Gabriel Salcedo/KQED )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Leading education finance experts say constitutional challenges will likely block any attempt to create a federal voucher program using existing \u003ca href=\"https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html\" target=\"_blank\">Title I\u003c/a> money intended for disadvantaged students.\u003c/p>\n\u003cp>DeVos’ first order of business is to find a different approach.\u003c/p>\n\u003cp>Another possible option? A federal scholarship tax credit.\u003c/p>\n\u003cp>Here’s how it could work:\u003c/p>\n\u003cp>A federal tax credit would be created for K–12 scholarships. If you donate to any eligible, existing scholarship fund, you could reduce the amount of money you owe on your tax bill by the amount of your donation.\u003c/p>\n\u003cp>Families could, in turn, tap into this fund to shop for the school of their choice, be it public or private.\u003c/p>\n\u003cp>According to the \u003ca href=\"https://edexcellence.net/articles/a-federal-scholarship-tax-credit-trumps-only-fifty-state-school-choice-option?utm_source=Fordham+Updates&utm_campaign=fa4e3392f0-EMAIL_CAMP\" target=\"_blank\">Thomas Fordham Institute\u003c/a>, a conservative education policy think tank, this approach is \"Trump's only 50-state school-choice option,\" which could \"unlock school choice for children in every state in the land.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">California State Board of Education President Michael Kirst\u003c/a> agrees this approach offers the Trump-DeVos education team a quicker \"political pathway.\" He says states like Florida have already implemented versions of it.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"There is certainly rising concern,\" Kirst says. \"We don't incentivize private schools in California. But I don’t think many people had thought of this federal tax credit option.\"\u003c/p>\n\u003cp>One group you’d think might like this brand of school choice is charter school supporters in California.\u003c/p>\n\u003cp>But they worry families might pull their kids out of charters in favor of private schools.\u003c/p>\n\u003cp>“Families already have plenty of options in California,” says Hilary Harmssen, the Bay Area regional director at the \u003ca href=\"http://www.ccsa.org/\" target=\"_blank\">California Charter Schools Association.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Which is why if Trump’s plan does come to be, California might finally see a coming together of public school supporters and charter advocates as they fight a new common enemy: a federal scholarship tax credit program.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's looking like voters will have one chance to extend income taxes on California's wealthiest residents this fall -- and supporters of the ballot measure are hoping their latest version will appease the state's most powerful voter: Gov. Jerry Brown.\u003c/p>\n\u003cp>A compromise proposed ballot measure authored by unions and other groups representing teachers, the health care industry and advocates for kids was \u003ca href=\"https://oag.ca.gov/system/files/initiatives/pdfs/15-0115%20%28Temporary%20Tax%20Increase%29_0.pdf?\" target=\"_blank\">updated Monday with new language\u003c/a> aimed at appeasing a skeptical Brown.\u003c/p>\n\u003cp>Last week, the governor \u003ca href=\"http://www.latimes.com/politics/la-pol-sac-brown-initiatives-20160108-story.html\" target=\"_blank\">criticized a provision in the original initiative \u003c/a>that would have exempted any additional state revenue raised by the ballot measure from being earmarked for the state's rainy day fund (Brown has worked hard to grow the state's reserves since taking office five years ago and has generally \u003ca href=\"http://ww2.kqed.org/news/2016/01/07/browns-budget-mantra-caution\" target=\"_blank\">pushed a message of fiscal restraint, including in last week's budget proposal\u003c/a>).\u003c/p>\n\u003cp>[contextly_sidebar id=\"4zA8jWfhsWlLxBbcNRDHlXiZA7phvB8q\"]\u003c/p>\n\u003cp>“Those tax measures don't incorporate what people said they wanted \u003ca href=\"http://www.mercurynews.com/drought/ci_26866537/california-propositions-1-and-2-appear-be-sailing\" target=\"_blank\">by an overwhelming supermajority,\u003c/a>” Brown said, calling that omission \"a fatal flaw.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So this week, the measure's backers -- including the powerful California Teachers Association and the California Hospital Association -- removed that exemption and made other tweaks they hope will satisfy critics.\u003c/p>\n\u003cp>The initiative \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article43012443.html\" target=\"_blank\">grew out of competing proposals\u003c/a> authored by the CTA and \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article35998542.html\" target=\"_blank\">the health care and children's groups\u003c/a>, respectively. The compromise measure seeks to extend through 2030 an increase in personal income taxes on couples who make more than $500,000 a year. Those increases were originally instated by 2012's Prop. 30, which also raised sales taxes in the state through the end of 2016.\u003c/p>\n\u003cp>Brown championed Prop. 30's temporary tax increases -- the income tax increases were set to expire in 2018 -- as a way to stabilize California's budget at a time of deep cuts. But he promised from the beginning that the increases would be temporary. So even with the tweaks, it's an open question whether the governor will actually support the compromise ballot measure.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Backers of the tax extensions now have several months to collect the 585,407 signatures needed to place the measure before voters in November. It's likely to be \u003ca href=\"http://ww2.kqed.org/news/2014/11/12-might-california-low-voter-turnout-spark-2016-initiative-frenzy/\" target=\"_blank\">a crowded ballot\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's looking like voters will have one chance to extend income taxes on California's wealthiest residents this fall -- and supporters of the ballot measure are hoping their latest version will appease the state's most powerful voter: Gov. Jerry Brown.\u003c/p>\n\u003cp>A compromise proposed ballot measure authored by unions and other groups representing teachers, the health care industry and advocates for kids was \u003ca href=\"https://oag.ca.gov/system/files/initiatives/pdfs/15-0115%20%28Temporary%20Tax%20Increase%29_0.pdf?\" target=\"_blank\">updated Monday with new language\u003c/a> aimed at appeasing a skeptical Brown.\u003c/p>\n\u003cp>Last week, the governor \u003ca href=\"http://www.latimes.com/politics/la-pol-sac-brown-initiatives-20160108-story.html\" target=\"_blank\">criticized a provision in the original initiative \u003c/a>that would have exempted any additional state revenue raised by the ballot measure from being earmarked for the state's rainy day fund (Brown has worked hard to grow the state's reserves since taking office five years ago and has generally \u003ca href=\"http://ww2.kqed.org/news/2016/01/07/browns-budget-mantra-caution\" target=\"_blank\">pushed a message of fiscal restraint, including in last week's budget proposal\u003c/a>).\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Those tax measures don't incorporate what people said they wanted \u003ca href=\"http://www.mercurynews.com/drought/ci_26866537/california-propositions-1-and-2-appear-be-sailing\" target=\"_blank\">by an overwhelming supermajority,\u003c/a>” Brown said, calling that omission \"a fatal flaw.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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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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"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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"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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"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.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"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.",
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},
"radiolab": {
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"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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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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