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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> will soon join a growing list of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> cities allocating housing for public school teachers, as districts across the state \u003ca href=\"https://www.kqed.org/forum/2010101913422/campus-closures-and-teacher-layoffs-bay-area-public-schools-in-crisis\">raise concerns \u003c/a>about the cost of living for educators, leading many to leave urban districts — and the profession.\u003c/p>\n\u003cp>The Oakland Fund, a nonprofit based in the city, announced Thursday that it purchased a 33-unit residential building in the Temescal District, with the goal of providing affordable housing for Oakland Unified School District educators.\u003c/p>\n\u003cp>“For a teacher to not have to worry about whether they can pay their rent, or whether they can even afford to stay in the community that they love … it’s going to make such a difference,” OUSD interim Superintendent Denise Saddler said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I know what difference it’ll make in terms of when we’re responsible for getting our best people here to do what is so important,” Saddler said\u003c/p>\n\u003cp>In recent years, as the \u003ca href=\"https://www.kqed.org/forum/2010101913161/how-do-you-get-by-in-the-pricey-bay-area\">cost of living\u003c/a> outpaces the rate of teachers’ salaries, cities across the Bay Area, including San Francisco, have introduced workforce housing developments.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.kqed.org/news/12044911/san-francisco-starts-construction-on-its-second-teacher-housing-project\">opened a 134-unit building in October\u003c/a> and broke ground on another 75-unit project last June. San Mateo’s Jefferson Union High School District also has a 122-unit development, which houses about 25% of its eligible workforce.\u003c/p>\n\u003cfigure id=\"attachment_12078519\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078519\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mayor Barbara Lee, Kyra Mungia, co-founder of Rooted, politicians, teachers and supporters participate in a ribbon cutting during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The housing model’s appeal is growing as teachers’ strikes mount in several Bay Area school districts. Earlier this year, Oakland’s teachers union \u003ca href=\"https://www.kqed.org/news/12074272/oakland-teachers-approve-a-strike-as-report-calls-districts-pay-not-competitive\">threatened to strike\u003c/a> after a year of contract negotiations, citing low pay and sky-high costs of living in the city. Union President Kampala Taiz-Rancifer said about 60% of the district’s teachers can’t afford to live in Oakland with their current salaries.\u003c/p>\n\u003cp>The lack of affordable housing options for educators has made it difficult for the district to attract and retain educators. Oakland loses about 400 teachers each year, according to the teachers’ union.\u003c/p>\n\u003cp>Kyra Mungia, The Oakland Fund’s chief executive officer, said that when staffing instability and classroom vacancies occur, “it’s our kids who end up paying the price.”\u003c/p>\n\u003cp>“Today, we are showing that a different path is possible,” Mungia said.\u003c/p>\n\u003cfigure id=\"attachment_12078514\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078514\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Kyra Mungia, co-founder of Rooted, speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike many of the workforce housing developments that Bay Area districts have pursued, the housing will be converted from existing residential units, not built from the ground up. Transferring the units to educators will be a gradual process, as turnover among tenants occurs naturally.\u003c/p>\n\u003cp>According to the nonprofit, rental rates will vary by unit and be set at 30% of educators’ household income. One bedrooms will be priced between $1,120 and $2,240, while two bedrooms could cost up to $2,560.\u003c/p>\n\u003cp>Melanie Turner, a special education teacher at Emerson Elementary School, moved into the Idora building in 2024.\u003c/p>\n\u003cfigure id=\"attachment_12078518\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078518\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Oakland teacher Melanie Turner speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’ve been here for now my third year, and I don’t plan on going anywhere anytime soon because of where I live,” she said at the press conference.\u003c/p>\n\u003cp>During the pandemic, prior to becoming a teacher, Turner and her preschool-aged son had been couch-hopping at friends’ and family members’ homes.\u003c/p>\n\u003cp>“I was not able to provide for my child in the way that I expected to,” she said. “Now, I can stand here in front of you and say, not only am I able to do that, but I can have savings.[aside postID=news_12078253 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240104-PEOPLES-PARK-MD-05-1020x680.jpg']She originally got a lowered price on the unit through a separate program called Teachers Rooted In Oakland. Now her rent will be reduced to 30% of her income.\u003c/p>\n\u003cp>“I don’t have to worry about, ‘Do I have enough to pay my rent and my groceries and my medical bills and commute costs, if I need to have them?’ I am at peace,” Turner said.\u003c/p>\n\u003cp>The nonprofit has raised $14 million to purchase a total of 150 residential units for educator housing over the next three years. It also partnered with the city, which committed more than $7.6 million in affordable housing financing toward the first acquisition, the Idora Building.\u003c/p>\n\u003cp>Mungia said that currently, the city’s multifamily real estate market is depressed, meaning “buildings like these are changing hands.” The Idora Building on Claremont Avenue sold for $12.6 million, half the price it sold for in 2017.\u003c/p>\n\u003cp>“The question is, who will own Oakland?” she said.\u003c/p>\n\u003cp>“We are choosing Oakland, owning Oakland,” Mungia said. “We are choosing to invest in the very people who make the city work: Our educators.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/epeppel\">\u003cem>Eliza Peppel\u003c/em>\u003c/a>\u003cem> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> will soon join a growing list of \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> cities allocating housing for public school teachers, as districts across the state \u003ca href=\"https://www.kqed.org/forum/2010101913422/campus-closures-and-teacher-layoffs-bay-area-public-schools-in-crisis\">raise concerns \u003c/a>about the cost of living for educators, leading many to leave urban districts — and the profession.\u003c/p>\n\u003cp>The Oakland Fund, a nonprofit based in the city, announced Thursday that it purchased a 33-unit residential building in the Temescal District, with the goal of providing affordable housing for Oakland Unified School District educators.\u003c/p>\n\u003cp>“For a teacher to not have to worry about whether they can pay their rent, or whether they can even afford to stay in the community that they love … it’s going to make such a difference,” OUSD interim Superintendent Denise Saddler said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I know what difference it’ll make in terms of when we’re responsible for getting our best people here to do what is so important,” Saddler said\u003c/p>\n\u003cp>In recent years, as the \u003ca href=\"https://www.kqed.org/forum/2010101913161/how-do-you-get-by-in-the-pricey-bay-area\">cost of living\u003c/a> outpaces the rate of teachers’ salaries, cities across the Bay Area, including San Francisco, have introduced workforce housing developments.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.kqed.org/news/12044911/san-francisco-starts-construction-on-its-second-teacher-housing-project\">opened a 134-unit building in October\u003c/a> and broke ground on another 75-unit project last June. San Mateo’s Jefferson Union High School District also has a 122-unit development, which houses about 25% of its eligible workforce.\u003c/p>\n\u003cfigure id=\"attachment_12078519\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078519\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-30-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mayor Barbara Lee, Kyra Mungia, co-founder of Rooted, politicians, teachers and supporters participate in a ribbon cutting during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The housing model’s appeal is growing as teachers’ strikes mount in several Bay Area school districts. Earlier this year, Oakland’s teachers union \u003ca href=\"https://www.kqed.org/news/12074272/oakland-teachers-approve-a-strike-as-report-calls-districts-pay-not-competitive\">threatened to strike\u003c/a> after a year of contract negotiations, citing low pay and sky-high costs of living in the city. Union President Kampala Taiz-Rancifer said about 60% of the district’s teachers can’t afford to live in Oakland with their current salaries.\u003c/p>\n\u003cp>The lack of affordable housing options for educators has made it difficult for the district to attract and retain educators. Oakland loses about 400 teachers each year, according to the teachers’ union.\u003c/p>\n\u003cp>Kyra Mungia, The Oakland Fund’s chief executive officer, said that when staffing instability and classroom vacancies occur, “it’s our kids who end up paying the price.”\u003c/p>\n\u003cp>“Today, we are showing that a different path is possible,” Mungia said.\u003c/p>\n\u003cfigure id=\"attachment_12078514\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078514\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-02-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Kyra Mungia, co-founder of Rooted, speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike many of the workforce housing developments that Bay Area districts have pursued, the housing will be converted from existing residential units, not built from the ground up. Transferring the units to educators will be a gradual process, as turnover among tenants occurs naturally.\u003c/p>\n\u003cp>According to the nonprofit, rental rates will vary by unit and be set at 30% of educators’ household income. One bedrooms will be priced between $1,120 and $2,240, while two bedrooms could cost up to $2,560.\u003c/p>\n\u003cp>Melanie Turner, a special education teacher at Emerson Elementary School, moved into the Idora building in 2024.\u003c/p>\n\u003cfigure id=\"attachment_12078518\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078518\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-OAKTEACHERHOUSING-25-BL_QED-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Oakland teacher Melanie Turner speaks during a press conference announcing new affordable housing for Oakland Unified School District teachers and school employees at a recently purchased residential building in Oakland on April 2, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’ve been here for now my third year, and I don’t plan on going anywhere anytime soon because of where I live,” she said at the press conference.\u003c/p>\n\u003cp>During the pandemic, prior to becoming a teacher, Turner and her preschool-aged son had been couch-hopping at friends’ and family members’ homes.\u003c/p>\n\u003cp>“I was not able to provide for my child in the way that I expected to,” she said. “Now, I can stand here in front of you and say, not only am I able to do that, but I can have savings.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>She originally got a lowered price on the unit through a separate program called Teachers Rooted In Oakland. Now her rent will be reduced to 30% of her income.\u003c/p>\n\u003cp>“I don’t have to worry about, ‘Do I have enough to pay my rent and my groceries and my medical bills and commute costs, if I need to have them?’ I am at peace,” Turner said.\u003c/p>\n\u003cp>The nonprofit has raised $14 million to purchase a total of 150 residential units for educator housing over the next three years. It also partnered with the city, which committed more than $7.6 million in affordable housing financing toward the first acquisition, the Idora Building.\u003c/p>\n\u003cp>Mungia said that currently, the city’s multifamily real estate market is depressed, meaning “buildings like these are changing hands.” The Idora Building on Claremont Avenue sold for $12.6 million, half the price it sold for in 2017.\u003c/p>\n\u003cp>“The question is, who will own Oakland?” she said.\u003c/p>\n\u003cp>“We are choosing Oakland, owning Oakland,” Mungia said. “We are choosing to invest in the very people who make the city work: Our educators.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/epeppel\">\u003cem>Eliza Peppel\u003c/em>\u003c/a>\u003cem> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "san-jose-unified-plans-to-close-5-schools",
"title": "San José Unified Plans to Close 5 Schools",
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"content": "\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003cspan data-slate-fragment=\"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\">Last week, the San José Unified Board of Education voted 3-2 to close 5 elementary schools and relocate another. District leaders, citing declining enrollment, say that these closures will make it easier to provide adequate services and programs to students. But many parents are furious and are vowing to fight back.\u003c/span>\u003c/p>\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cstrong>Links:\u003c/strong>\u003c/span>\u003c/span>\u003c/p>\n\u003cul class=\"sc-kpDqfm eIbtbk\" data-slate-node=\"element\" 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data-slate-node=\"element\">\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003ca class=\"e-10223-text-link e-10223-overflow-wrap-anywhere encore-internal-color-text-announcement e-10223-text-link--use-focus sc-cPiKLX jzJBXG\" href=\"https://www.kqed.org/news/12077803/san-jose-school-district-moves-to-close-5-elementary-schools\" data-encore-id=\"textLink\" data-slate-node=\"element\" data-slate-inline=\"true\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cu>San José School District Moves to Close 5 Elementary Schools | KQED\u003c/u>\u003c/span>\u003c/span>\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli data-slate-node=\"element\">\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003ca class=\"e-10223-text-link e-10223-overflow-wrap-anywhere encore-internal-color-text-announcement e-10223-text-link--use-focus sc-cPiKLX jzJBXG\" href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\" data-encore-id=\"textLink\" data-slate-node=\"element\" data-slate-inline=\"true\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cu>Alleging Discrimination, San José Parents Try to Fight School Closures | KQED\u003c/u>\u003c/span>\u003c/span>\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli data-slate-node=\"element\">\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">Email us: \u003c/span>\u003c/span>\u003ca class=\"e-10223-text-link e-10223-overflow-wrap-anywhere encore-internal-color-text-announcement e-10223-text-link--use-focus sc-cPiKLX jzJBXG\" href=\"mailto:thebay@kqed.org\" data-encore-id=\"textLink\" data-slate-node=\"element\" data-slate-inline=\"true\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cu>thebay@kqed.org\u003c/u>\u003c/span>\u003c/span>\u003c/a>\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2492719115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists, San Francisco-Northern California Local.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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District leaders, citing declining enrollment, say that these closures will make it easier to provide adequate services and programs to students. But many parents are furious and are vowing to fight back.\u003c/span>\u003c/p>\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cstrong>Links:\u003c/strong>\u003c/span>\u003c/span>\u003c/p>\n\u003cul class=\"sc-kpDqfm eIbtbk\" data-slate-node=\"element\" 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data-slate-node=\"element\">\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003ca class=\"e-10223-text-link e-10223-overflow-wrap-anywhere encore-internal-color-text-announcement e-10223-text-link--use-focus sc-cPiKLX jzJBXG\" href=\"https://www.kqed.org/news/12077803/san-jose-school-district-moves-to-close-5-elementary-schools\" data-encore-id=\"textLink\" data-slate-node=\"element\" data-slate-inline=\"true\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cu>San José School District Moves to Close 5 Elementary Schools | KQED\u003c/u>\u003c/span>\u003c/span>\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli data-slate-node=\"element\">\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003ca class=\"e-10223-text-link e-10223-overflow-wrap-anywhere encore-internal-color-text-announcement e-10223-text-link--use-focus sc-cPiKLX jzJBXG\" href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\" data-encore-id=\"textLink\" data-slate-node=\"element\" data-slate-inline=\"true\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cu>Alleging Discrimination, San José Parents Try to Fight School Closures | KQED\u003c/u>\u003c/span>\u003c/span>\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli data-slate-node=\"element\">\n\u003cp class=\"e-10223-text encore-text-body-medium\" data-encore-id=\"text\" data-slate-node=\"element\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">Email us: \u003c/span>\u003c/span>\u003ca class=\"e-10223-text-link e-10223-overflow-wrap-anywhere encore-internal-color-text-announcement e-10223-text-link--use-focus sc-cPiKLX jzJBXG\" href=\"mailto:thebay@kqed.org\" data-encore-id=\"textLink\" data-slate-node=\"element\" data-slate-inline=\"true\">\u003cspan data-slate-node=\"text\">\u003cspan class=\"sc-dAlyuH hNlDMA\" data-slate-leaf=\"true\">\u003cu>thebay@kqed.org\u003c/u>\u003c/span>\u003c/span>\u003c/a>\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2492719115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists, San Francisco-Northern California Local.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Beloved San José Charter School Faces Potential Closure",
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"content": "\u003cp>Escuela Popular, a beloved charter school that has served immigrant families in \u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> for more than 40 years, may be forced to close its doors for good.\u003c/p>\n\u003cp>The East Side Union High School District’s Board of Trustees meets \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/Portal/MeetingInformation.aspx?Org=Cal&Id=757\">Thursday evening \u003c/a>to provide a final decision on whether to revoke Escuela Popular’s charter. The superintendent and district staff \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/f0359982-ade5-4335-b463-f1ac037b9cdf/\">recommended\u003c/a> that the Board revoke both of the charters after finding that teachers at the school did not meet credential requirements.\u003c/p>\n\u003cp>Patricia Reguerin, executive director of Escuela Popular and daughter of the school’s founder, said she hopes that the upcoming vote will instead redirect the staff and the school to work together for the sake of the students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our students … cannot be served by traditional school systems. They need a customized, supportive environment to be successful. And that doesn’t exist in San José. We are the only ones that do that,” Reguerin said.\u003c/p>\n\u003cp>Escuela Popular was founded in 1986 by \u003ca href=\"https://info.ccsa.org/blog/escuela-popular-a-community-school-worth-fighting-for\">Lidia Reguerin\u003c/a> as a grassroots school to address the growing needs of the South Bay’s immigrant community. The school operated as a nonprofit until 2001, when it received its charter from the district. Of Escuela Popular’s roughly 750 students today, more than 80% are English learners.\u003c/p>\n\u003cp>Two of Escuela Popular’s charters — a K-12 school serving primarily first and second-generation immigrant students as well as unaccompanied minors, and the Center for Training and Careers, a high school serving students over the age of 19 — now face the prospect of being revoked.\u003c/p>\n\u003cfigure id=\"attachment_12078507\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078507\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Escuela Popular in San José on Apr. 2, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2019, California passed a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB1505\">law\u003c/a> that tightened charter school oversight. While Escuela Popular said it has spent the past five years working to get its teaching staff the appropriate credentials, experts acknowledge the process is long and complex in California.\u003c/p>\n\u003cp>“ Typically, a teacher needs to go through a pretty traditional pathway where they have to get a bachelor’s degree, and then they have to get a certification in teaching that requires a master’s,” said Carrie Hahnel, senior associate partner at Bellwether, an education consulting firm. “It can be a time-consuming and expensive pathway for a lot of people.”\u003c/p>\n\u003cp>The bar is even higher for teachers at Escuela Popular — where teachers are being asked to receive an additional bilingual teaching certification, in addition to a regular teaching certification. According to the district \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/3f0146c0-baa8-4e3f-9753-94c539e49475/\">staff report\u003c/a> issued ahead of Thursday’s meeting, Escuela Popular has “failed to take sufficient corrective actions to address the violations.”[aside postID=news_12077803 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-02-BL.jpg']“Any of the items that they feel that we are out of compliance, are circumstances that all districts and charter schools in the nation are struggling with,” Reguerin said. “There’s a national shortage of credentialing and credentialed teachers.”\u003c/p>\n\u003cp>The East Side Unified School District and board of trustees did not respond to requests for comment.\u003c/p>\n\u003cp>To the school’s leadership, the severity of the decision seems out of step with past decisions.\u003c/p>\n\u003cp>“The fact that East Side has moved very quickly in this direction has been very surprising to us,” Reguerin said.\u003c/p>\n\u003cp>Reguerin said that the school “demonstrated compliance and, at the very least, demonstrated measurable progress towards that.”\u003c/p>\n\u003cp>Vanessa Gutierrez, an Escuela Popular parent, said her kids have been worried, asking her if their school is going to close. While she said she keeps assuring them that they’re “trying to fix this as adults,” the closure would be devastating.\u003c/p>\n\u003cp>“I know there’s no other school like Escuela Popular,” Gutierrez said.\u003c/p>\n\u003cp>When Gutierrez decided to return to school to earn a high school diploma, Escuela Popular provided child care. As her children grew up, she knew she wanted to send them to Escuela Popular because the school felt like a family.\u003c/p>\n\u003cp>“I was born in the U.S., so I know what it feels like to be at a regular school, and it honestly has no comparison.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/tychehendricks\">\u003cem>Tyche Hendricks\u003c/em>\u003c/a>\u003cem> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Escuela Popular, a beloved charter school that has served immigrant families in \u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> for more than 40 years, may be forced to close its doors for good.\u003c/p>\n\u003cp>The East Side Union High School District’s Board of Trustees meets \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/Portal/MeetingInformation.aspx?Org=Cal&Id=757\">Thursday evening \u003c/a>to provide a final decision on whether to revoke Escuela Popular’s charter. The superintendent and district staff \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/f0359982-ade5-4335-b463-f1ac037b9cdf/\">recommended\u003c/a> that the Board revoke both of the charters after finding that teachers at the school did not meet credential requirements.\u003c/p>\n\u003cp>Patricia Reguerin, executive director of Escuela Popular and daughter of the school’s founder, said she hopes that the upcoming vote will instead redirect the staff and the school to work together for the sake of the students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our students … cannot be served by traditional school systems. They need a customized, supportive environment to be successful. And that doesn’t exist in San José. We are the only ones that do that,” Reguerin said.\u003c/p>\n\u003cp>Escuela Popular was founded in 1986 by \u003ca href=\"https://info.ccsa.org/blog/escuela-popular-a-community-school-worth-fighting-for\">Lidia Reguerin\u003c/a> as a grassroots school to address the growing needs of the South Bay’s immigrant community. The school operated as a nonprofit until 2001, when it received its charter from the district. Of Escuela Popular’s roughly 750 students today, more than 80% are English learners.\u003c/p>\n\u003cp>Two of Escuela Popular’s charters — a K-12 school serving primarily first and second-generation immigrant students as well as unaccompanied minors, and the Center for Training and Careers, a high school serving students over the age of 19 — now face the prospect of being revoked.\u003c/p>\n\u003cfigure id=\"attachment_12078507\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12078507\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/04/260402-ESCUELA-POPULAR-MD-03-KQED-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Escuela Popular in San José on Apr. 2, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2019, California passed a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB1505\">law\u003c/a> that tightened charter school oversight. While Escuela Popular said it has spent the past five years working to get its teaching staff the appropriate credentials, experts acknowledge the process is long and complex in California.\u003c/p>\n\u003cp>“ Typically, a teacher needs to go through a pretty traditional pathway where they have to get a bachelor’s degree, and then they have to get a certification in teaching that requires a master’s,” said Carrie Hahnel, senior associate partner at Bellwether, an education consulting firm. “It can be a time-consuming and expensive pathway for a lot of people.”\u003c/p>\n\u003cp>The bar is even higher for teachers at Escuela Popular — where teachers are being asked to receive an additional bilingual teaching certification, in addition to a regular teaching certification. According to the district \u003ca href=\"https://esuhsd.community.diligentoneplatform.com/document/3f0146c0-baa8-4e3f-9753-94c539e49475/\">staff report\u003c/a> issued ahead of Thursday’s meeting, Escuela Popular has “failed to take sufficient corrective actions to address the violations.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Any of the items that they feel that we are out of compliance, are circumstances that all districts and charter schools in the nation are struggling with,” Reguerin said. “There’s a national shortage of credentialing and credentialed teachers.”\u003c/p>\n\u003cp>The East Side Unified School District and board of trustees did not respond to requests for comment.\u003c/p>\n\u003cp>To the school’s leadership, the severity of the decision seems out of step with past decisions.\u003c/p>\n\u003cp>“The fact that East Side has moved very quickly in this direction has been very surprising to us,” Reguerin said.\u003c/p>\n\u003cp>Reguerin said that the school “demonstrated compliance and, at the very least, demonstrated measurable progress towards that.”\u003c/p>\n\u003cp>Vanessa Gutierrez, an Escuela Popular parent, said her kids have been worried, asking her if their school is going to close. While she said she keeps assuring them that they’re “trying to fix this as adults,” the closure would be devastating.\u003c/p>\n\u003cp>“I know there’s no other school like Escuela Popular,” Gutierrez said.\u003c/p>\n\u003cp>When Gutierrez decided to return to school to earn a high school diploma, Escuela Popular provided child care. As her children grew up, she knew she wanted to send them to Escuela Popular because the school felt like a family.\u003c/p>\n\u003cp>“I was born in the U.S., so I know what it feels like to be at a regular school, and it honestly has no comparison.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003c/em>\u003ca href=\"https://www.kqed.org/author/tychehendricks\">\u003cem>Tyche Hendricks\u003c/em>\u003c/a>\u003cem> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>While shockwaves reverberated from sexual abuse allegations against \u003ca href=\"https://www.kqed.org/news/tag/cesar-chavez\">César Chavez\u003c/a> this month, Maria Rodriguez-Salazar, a San Francisco mariachi teacher, immediately thought of her students.\u003c/p>\n\u003cp>They were putting the finishing touches on the public school district’s annual mariachi showcase planned for that Friday, and a song that 100 of the high schoolers had spent months preparing, “Corrido de las Heladas,” referenced the late leader of California’s farmworker movement.\u003c/p>\n\u003cp>“One of the sentences says, ‘Come, dove, and say to César Chavez to stop shedding tears for us,’” Rodriguez-Salazar said. “When I was listening to the news on that Wednesday, I thought, ‘Uh-oh.’”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She and the program’s director quickly swapped his name for “campesinos,” which means “farmers,” and the show went on.\u003c/p>\n\u003cp>But in the aftermath of \u003cem>The New York Times’ \u003c/em>investigation revealing allegations that Chavez sexually abused two young girls in the 1970s and raped United Farm Workers co-founder Dolores Huerta in the 1960s, teachers across the state are grappling with how to address his \u003ca href=\"https://www.kqed.org/news/12077789/farmworker-advocates-grapple-with-legacy-changes-as-california-replaces-chavez-holiday\">widely studied and once-revered legacy\u003c/a>.\u003c/p>\n\u003ch2>Shifting lesson plans\u003c/h2>\n\u003cp>David Ko, a ninth-grade ethnic studies teacher at George Washington High School, said his students wanted to talk about the news immediately after the investigation was published on March 18.\u003c/p>\n\u003cp>“I had some students who, even before classes started, during passing period, asked me about it,” he said.\u003c/p>\n\u003cp>Every year, Ko teaches a lesson about Chavez just before his birthday on March 31, a state holiday that many students have had off school for years. In the past, he would ask his classes what they knew about César Chavez Day and teach them about Chavez’s roles in the Delano grape strike and the founding of the United Farm Workers labor union.\u003c/p>\n\u003cfigure id=\"attachment_12005220\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12005220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">George Washington High School on March 30, 2020, in San Francisco, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he said, that lesson plan will be more complicated.\u003c/p>\n\u003cp>Ahead of the holiday, which falls during the San Francisco Unified School District’s spring break, Ko last week gave a broad overview of the \u003cem>Times\u003c/em>’ investigation. He also pointed out that the state has already renamed its holiday to Farmworkers Day, and that cities and institutions are moving to swiftly \u003ca href=\"https://www.kqed.org/news/12077059/san-francisco-fought-to-name-a-major-street-after-cesar-chavez-will-it-be-renamed-again\">scrub his name\u003c/a> from streets, parks and more.\u003c/p>\n\u003cp>Chavez is prevalent in California’s curriculum frameworks and model lesson plans, and the state provides a long list of activities and resources for every grade level framed around César Chavez Day.\u003c/p>\n\u003cp>But Ko said he didn’t have to throw his existing curriculum out the window last week; he’s never portrayed Chavez as solely a \u003ca href=\"https://www.kqed.org/news/12077073/cesar-chavez-was-a-hero-to-farmworkers-now-they-confront-the-pain-of-alleged-abuse\">“hero” in the farmworker movement\u003c/a>.\u003c/p>\n\u003cp>“There’s people who have done remarkable, amazing accomplishments in advancing people’s rights, and also, even before the most recent allegations, it’s also possible for those same people to have harmful ideas,” Ko told KQED.\u003c/p>\n\u003ch2>A complex legacy\u003c/h2>\n\u003cp>For years, Ko’s classes have studied the more nuanced parts of \u003ca href=\"https://www.kqed.org/news/12077230/californias-political-reckoning-with-cesar-chavezs-legacy-after-allegations\">Chavez’s legacy\u003c/a>, such as his opposition to undocumented immigrants working on farms.\u003c/p>\n\u003cp>At least in San Francisco, many educators have shifted their focus away from Chavez when they cover the farmworker movement.\u003c/p>\n\u003cp>“Students are often taught, ‘This one great man who was so exceptional, did all these amazing things and they are the reason that these rights happened,’” ethnic studies teacher Samantha Aguirre said. “What they don’t always learn is that it was hundreds, tens of thousands of people behind them in the movement.”\u003c/p>\n\u003cfigure id=\"attachment_12076905\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">United Farm Workers and their supporters march through Walnut Grove on Day 22 of a 24-day “March for the Governor’s Signature” on Wednesday, Aug. 24, 2022, to convince Gov. Gavin Newsom to sign Assembly Bill 2183, the Agricultural Labor Relations Voting Choice Act. The march started in the Central Valley and will conclude with a rally in Sacramento on Aug. 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She focuses on the lesser-known Filipino leaders of the movement, including Larry Itliong and Philip Vera Cruz, as well as the contributions of women like Huerta.\u003c/p>\n\u003cp>“The Filipino farmworkers formed AWOC [the Agricultural Workers Organizing Committee] and started staging resistance movements and protests before Latino groups,” she said. “If it wasn’t for those Filipino farmworkers, it wouldn’t have galvanized and they wouldn’t have worked together and helped the Latino farmworkers form the United Farm Workers.”\u003c/p>\n\u003cp>Now, Aguirre plans to include the allegations against Chavez as another part of the movement’s complex history.\u003c/p>\n\u003cp>“Hearing Dolores Huerta saying, ‘He assaulted me, but I felt like I couldn’t say anything because it would be bad for the movement,’ I think that is an important lesson,” Aguirre said. “It is important for students to know and be able to speak out when things are wrong.”\u003c/p>\n\u003ch2>How to address a delicate subject?\u003c/h2>\n\u003cp>Integrating the revelations into class won’t look the same for all grade levels.\u003c/p>\n\u003cp>Ko said that with his high schoolers, he pointed out that Chavez is accused of targeting young girls, but he referred his students to \u003cem>The New York Times\u003c/em> and other trusted news sources if they wanted to read specifics, to avoid sharing information that could be unnecessarily triggering.\u003c/p>\n\u003cp>When it comes to addressing the allegations with younger students, Aguirre said, “there are developmentally appropriate ways for teachers to acknowledge and to talk about it.”[aside postID=news_12077789 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/049_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg']“It’s fair to say something like, ‘A man that we learned about, who we celebrate and we learned about in history, we found out that he hurt people,’” she told KQED.\u003c/p>\n\u003cp>Whether the state will offer guidance for teachers to address the revelations isn’t yet known.\u003c/p>\n\u003cp>The California Department of Education’s history and social science framework suggests teaching about his legacy in fourth, ninth and 11th grades, along with the plans for César Chavez Day.\u003c/p>\n\u003cp>Last week, after the state Legislature passed a resolution to \u003ca href=\"https://www.kqed.org/news/12077691/california-lawmakers-pass-bill-to-rename-cesar-chavez-day-following-sexual-abuse-allegations\">rename the March 31 holiday\u003c/a> Farmworkers Day, the Department of Education put a pop-up advisory on its pages of Chavez curriculum and teaching materials, telling educators to “focus on the movement as a struggle that is greater than one man.” It also compiled a new page of teaching resources on the broader movement under a “Farmworkers Day” page.\u003c/p>\n\u003cp>But the department did not respond to requests for comment about whether it plans to alter or remove any of its model curriculum dedicated to Chavez, or add lessons about the new allegations.\u003c/p>\n\u003cp>In the meantime, Aguirre said it will be up to teachers to evolve with the history.\u003c/p>\n\u003cp>“New information came out, and it’s our responsibility as historians, as educators, to take that new information and change what we teach and we know,” she said. “You’re not erasing a history; it’s just history is maybe just more complicated.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While shockwaves reverberated from sexual abuse allegations against \u003ca href=\"https://www.kqed.org/news/tag/cesar-chavez\">César Chavez\u003c/a> this month, Maria Rodriguez-Salazar, a San Francisco mariachi teacher, immediately thought of her students.\u003c/p>\n\u003cp>They were putting the finishing touches on the public school district’s annual mariachi showcase planned for that Friday, and a song that 100 of the high schoolers had spent months preparing, “Corrido de las Heladas,” referenced the late leader of California’s farmworker movement.\u003c/p>\n\u003cp>“One of the sentences says, ‘Come, dove, and say to César Chavez to stop shedding tears for us,’” Rodriguez-Salazar said. “When I was listening to the news on that Wednesday, I thought, ‘Uh-oh.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She and the program’s director quickly swapped his name for “campesinos,” which means “farmers,” and the show went on.\u003c/p>\n\u003cp>But in the aftermath of \u003cem>The New York Times’ \u003c/em>investigation revealing allegations that Chavez sexually abused two young girls in the 1970s and raped United Farm Workers co-founder Dolores Huerta in the 1960s, teachers across the state are grappling with how to address his \u003ca href=\"https://www.kqed.org/news/12077789/farmworker-advocates-grapple-with-legacy-changes-as-california-replaces-chavez-holiday\">widely studied and once-revered legacy\u003c/a>.\u003c/p>\n\u003ch2>Shifting lesson plans\u003c/h2>\n\u003cp>David Ko, a ninth-grade ethnic studies teacher at George Washington High School, said his students wanted to talk about the news immediately after the investigation was published on March 18.\u003c/p>\n\u003cp>“I had some students who, even before classes started, during passing period, asked me about it,” he said.\u003c/p>\n\u003cp>Every year, Ko teaches a lesson about Chavez just before his birthday on March 31, a state holiday that many students have had off school for years. In the past, he would ask his classes what they knew about César Chavez Day and teach them about Chavez’s roles in the Delano grape strike and the founding of the United Farm Workers labor union.\u003c/p>\n\u003cfigure id=\"attachment_12005220\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12005220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">George Washington High School on March 30, 2020, in San Francisco, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he said, that lesson plan will be more complicated.\u003c/p>\n\u003cp>Ahead of the holiday, which falls during the San Francisco Unified School District’s spring break, Ko last week gave a broad overview of the \u003cem>Times\u003c/em>’ investigation. He also pointed out that the state has already renamed its holiday to Farmworkers Day, and that cities and institutions are moving to swiftly \u003ca href=\"https://www.kqed.org/news/12077059/san-francisco-fought-to-name-a-major-street-after-cesar-chavez-will-it-be-renamed-again\">scrub his name\u003c/a> from streets, parks and more.\u003c/p>\n\u003cp>Chavez is prevalent in California’s curriculum frameworks and model lesson plans, and the state provides a long list of activities and resources for every grade level framed around César Chavez Day.\u003c/p>\n\u003cp>But Ko said he didn’t have to throw his existing curriculum out the window last week; he’s never portrayed Chavez as solely a \u003ca href=\"https://www.kqed.org/news/12077073/cesar-chavez-was-a-hero-to-farmworkers-now-they-confront-the-pain-of-alleged-abuse\">“hero” in the farmworker movement\u003c/a>.\u003c/p>\n\u003cp>“There’s people who have done remarkable, amazing accomplishments in advancing people’s rights, and also, even before the most recent allegations, it’s also possible for those same people to have harmful ideas,” Ko told KQED.\u003c/p>\n\u003ch2>A complex legacy\u003c/h2>\n\u003cp>For years, Ko’s classes have studied the more nuanced parts of \u003ca href=\"https://www.kqed.org/news/12077230/californias-political-reckoning-with-cesar-chavezs-legacy-after-allegations\">Chavez’s legacy\u003c/a>, such as his opposition to undocumented immigrants working on farms.\u003c/p>\n\u003cp>At least in San Francisco, many educators have shifted their focus away from Chavez when they cover the farmworker movement.\u003c/p>\n\u003cp>“Students are often taught, ‘This one great man who was so exceptional, did all these amazing things and they are the reason that these rights happened,’” ethnic studies teacher Samantha Aguirre said. “What they don’t always learn is that it was hundreds, tens of thousands of people behind them in the movement.”\u003c/p>\n\u003cfigure id=\"attachment_12076905\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">United Farm Workers and their supporters march through Walnut Grove on Day 22 of a 24-day “March for the Governor’s Signature” on Wednesday, Aug. 24, 2022, to convince Gov. Gavin Newsom to sign Assembly Bill 2183, the Agricultural Labor Relations Voting Choice Act. The march started in the Central Valley and will conclude with a rally in Sacramento on Aug. 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She focuses on the lesser-known Filipino leaders of the movement, including Larry Itliong and Philip Vera Cruz, as well as the contributions of women like Huerta.\u003c/p>\n\u003cp>“The Filipino farmworkers formed AWOC [the Agricultural Workers Organizing Committee] and started staging resistance movements and protests before Latino groups,” she said. “If it wasn’t for those Filipino farmworkers, it wouldn’t have galvanized and they wouldn’t have worked together and helped the Latino farmworkers form the United Farm Workers.”\u003c/p>\n\u003cp>Now, Aguirre plans to include the allegations against Chavez as another part of the movement’s complex history.\u003c/p>\n\u003cp>“Hearing Dolores Huerta saying, ‘He assaulted me, but I felt like I couldn’t say anything because it would be bad for the movement,’ I think that is an important lesson,” Aguirre said. “It is important for students to know and be able to speak out when things are wrong.”\u003c/p>\n\u003ch2>How to address a delicate subject?\u003c/h2>\n\u003cp>Integrating the revelations into class won’t look the same for all grade levels.\u003c/p>\n\u003cp>Ko said that with his high schoolers, he pointed out that Chavez is accused of targeting young girls, but he referred his students to \u003cem>The New York Times\u003c/em> and other trusted news sources if they wanted to read specifics, to avoid sharing information that could be unnecessarily triggering.\u003c/p>\n\u003cp>When it comes to addressing the allegations with younger students, Aguirre said, “there are developmentally appropriate ways for teachers to acknowledge and to talk about it.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s fair to say something like, ‘A man that we learned about, who we celebrate and we learned about in history, we found out that he hurt people,’” she told KQED.\u003c/p>\n\u003cp>Whether the state will offer guidance for teachers to address the revelations isn’t yet known.\u003c/p>\n\u003cp>The California Department of Education’s history and social science framework suggests teaching about his legacy in fourth, ninth and 11th grades, along with the plans for César Chavez Day.\u003c/p>\n\u003cp>Last week, after the state Legislature passed a resolution to \u003ca href=\"https://www.kqed.org/news/12077691/california-lawmakers-pass-bill-to-rename-cesar-chavez-day-following-sexual-abuse-allegations\">rename the March 31 holiday\u003c/a> Farmworkers Day, the Department of Education put a pop-up advisory on its pages of Chavez curriculum and teaching materials, telling educators to “focus on the movement as a struggle that is greater than one man.” It also compiled a new page of teaching resources on the broader movement under a “Farmworkers Day” page.\u003c/p>\n\u003cp>But the department did not respond to requests for comment about whether it plans to alter or remove any of its model curriculum dedicated to Chavez, or add lessons about the new allegations.\u003c/p>\n\u003cp>In the meantime, Aguirre said it will be up to teachers to evolve with the history.\u003c/p>\n\u003cp>“New information came out, and it’s our responsibility as historians, as educators, to take that new information and change what we teach and we know,” she said. “You’re not erasing a history; it’s just history is maybe just more complicated.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>San José’s school district will \u003ca href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\">shutter five elementary schools\u003c/a> and relocate another at the end of the year, despite pleas from parents and community members to halt the closure process.\u003c/p>\n\u003cp>The school board voted three to two late Thursday night in favor of the consolidation plan, which will close Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>School Board Vice President Brian Wheatley and trustee Nicole Gribstad voted against the plan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It would not be honest to suggest that a recommendation like this comes without loss. There is grief and change, especially when it touches schools and neighborhoods that people love,” Superintendent Nancy Albarrán said. “But there is also hope … the goal of this work is to create stronger, more stable, more resource school communities for students now and into the future.”\u003c/p>\n\u003cp>SJUSD staff said it would alert families who will be affected by the closures on Friday and finalize students’ new school assignments by May 1.\u003c/p>\n\u003cp>The closures come as districts across the Bay Area combat significant enrollment declines. San José Unified School District’s student population has shrunk 20% — a total of 6,000 students — since 2017.\u003c/p>\n\u003cfigure id=\"attachment_12077727\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077727\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gardner Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District staff said that SJUSD cannot continue to provide the necessary resources to fully staff and resource its current number of small campuses.\u003c/p>\n\u003cp>“As schools get smaller, it becomes harder to provide the level of programming, staffing stability, teacher collaboration, student supports and enrichment opportunities that our students deserve,” Albarrán said. “This is not about buildings alone. It is about whether we’re willing to act so that students have access to the kind of school experience we want every child in this district to have.”\u003c/p>\n\u003cp>In September, the district announced a plan to consider school closures, known as the “Schools of Tomorrow” initiative, and earlier this month, a committee made up of parents, staff and community volunteers recommended the plan that was ultimately approved by the board.[aside postID=news_12077640 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-08-BL.jpg']The committee identified the schools based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>But parents and educators packed into the district’s office for Thursday night’s meeting said the process has been rushed, and closures will cause stress and instability that harms their children.\u003c/p>\n\u003cp>Canoas Elementary teacher Dina Solnit told district leaders she’s worried about how her students will get to their new schools.\u003c/p>\n\u003cp>“Transportation is a real barrier for our families,” she said during Thursday’s meeting. “Many of our families live far from the proposed schools. If a student misses a bus, their only options may be an unsafe walk or missing school altogether.”\u003c/p>\n\u003cp>SJUSD has said it will provide students who live more than a mile and a half from their new school with transportation, but has only guaranteed that for the next year.\u003c/p>\n\u003cp>Another chief concern among parents is that the closures will disproportionately affect Latino and socio-economically disadvantaged students.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 70% of students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data. All five are Title I campuses.\u003c/p>\n\u003cp>“Parents are not just frustrated, they feel that their voices have not been heard, and that their concerns about the proposed school closures are not being taken seriously,” parent and teacher Tatiana Pineda said. “This lack of representation is especially pervasive among our Spanish-speaking parents, whose voices have been underrepresented and misrepresented in this process.”\u003c/p>\n\u003cp>Earlier this week, some filed a legal complaint with the school district, alleging that the closure plan violates state and federal anti-discrimination regulations.\u003c/p>\n\u003cfigure id=\"attachment_12077728\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Thursday’s meeting, Silvia Scandar Mahan read a statement from her husband, San José Mayor Matt Mahan, calling on the district to consider the effect the plan would have on historically marginalized communities.\u003c/p>\n\u003cp>“I respectfully urge the board not to move forward with this Schools of Tomorrow proposal and instead work directly with parents and educators who are most affected by these decisions,” she read. “Please also do not neglect communities of color and low-income communities who have historically been left off of decision-making tables. Parents should be partners in shaping their schools, not an afterthought.”\u003c/p>\n\u003cp>The school district will have to investigate the parents’ discrimination claims and report their findings within 60 days. Depending on their conclusions, the parents could escalate the legal challenge to the state.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San José’s school district will \u003ca href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\">shutter five elementary schools\u003c/a> and relocate another at the end of the year, despite pleas from parents and community members to halt the closure process.\u003c/p>\n\u003cp>The school board voted three to two late Thursday night in favor of the consolidation plan, which will close Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>School Board Vice President Brian Wheatley and trustee Nicole Gribstad voted against the plan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It would not be honest to suggest that a recommendation like this comes without loss. There is grief and change, especially when it touches schools and neighborhoods that people love,” Superintendent Nancy Albarrán said. “But there is also hope … the goal of this work is to create stronger, more stable, more resource school communities for students now and into the future.”\u003c/p>\n\u003cp>SJUSD staff said it would alert families who will be affected by the closures on Friday and finalize students’ new school assignments by May 1.\u003c/p>\n\u003cp>The closures come as districts across the Bay Area combat significant enrollment declines. San José Unified School District’s student population has shrunk 20% — a total of 6,000 students — since 2017.\u003c/p>\n\u003cfigure id=\"attachment_12077727\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077727\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gardner Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District staff said that SJUSD cannot continue to provide the necessary resources to fully staff and resource its current number of small campuses.\u003c/p>\n\u003cp>“As schools get smaller, it becomes harder to provide the level of programming, staffing stability, teacher collaboration, student supports and enrichment opportunities that our students deserve,” Albarrán said. “This is not about buildings alone. It is about whether we’re willing to act so that students have access to the kind of school experience we want every child in this district to have.”\u003c/p>\n\u003cp>In September, the district announced a plan to consider school closures, known as the “Schools of Tomorrow” initiative, and earlier this month, a committee made up of parents, staff and community volunteers recommended the plan that was ultimately approved by the board.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The committee identified the schools based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>But parents and educators packed into the district’s office for Thursday night’s meeting said the process has been rushed, and closures will cause stress and instability that harms their children.\u003c/p>\n\u003cp>Canoas Elementary teacher Dina Solnit told district leaders she’s worried about how her students will get to their new schools.\u003c/p>\n\u003cp>“Transportation is a real barrier for our families,” she said during Thursday’s meeting. “Many of our families live far from the proposed schools. If a student misses a bus, their only options may be an unsafe walk or missing school altogether.”\u003c/p>\n\u003cp>SJUSD has said it will provide students who live more than a mile and a half from their new school with transportation, but has only guaranteed that for the next year.\u003c/p>\n\u003cp>Another chief concern among parents is that the closures will disproportionately affect Latino and socio-economically disadvantaged students.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 70% of students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data. All five are Title I campuses.\u003c/p>\n\u003cp>“Parents are not just frustrated, they feel that their voices have not been heard, and that their concerns about the proposed school closures are not being taken seriously,” parent and teacher Tatiana Pineda said. “This lack of representation is especially pervasive among our Spanish-speaking parents, whose voices have been underrepresented and misrepresented in this process.”\u003c/p>\n\u003cp>Earlier this week, some filed a legal complaint with the school district, alleging that the closure plan violates state and federal anti-discrimination regulations.\u003c/p>\n\u003cfigure id=\"attachment_12077728\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Thursday’s meeting, Silvia Scandar Mahan read a statement from her husband, San José Mayor Matt Mahan, calling on the district to consider the effect the plan would have on historically marginalized communities.\u003c/p>\n\u003cp>“I respectfully urge the board not to move forward with this Schools of Tomorrow proposal and instead work directly with parents and educators who are most affected by these decisions,” she read. “Please also do not neglect communities of color and low-income communities who have historically been left off of decision-making tables. Parents should be partners in shaping their schools, not an afterthought.”\u003c/p>\n\u003cp>The school district will have to investigate the parents’ discrimination claims and report their findings within 60 days. Depending on their conclusions, the parents could escalate the legal challenge to the state.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> parents are attempting to stop the city’s public school district from shuttering five campuses, alleging in a legal complaint that the plan would disproportionately impact low-income students and students of color.\u003c/p>\n\u003cp>Families filed the complaint with the San José Unified School District’s school board ahead of a vote on the closure plan on Thursday.\u003c/p>\n\u003cp>“This process has been discriminatory in its impact, misleading in how it has been presented to families, and procedurally deficient,” parent David Friedlander, who is leading the effort, said at a press conference on Wednesday.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Earlier this month, a committee of about 20 teachers, principals, parents and other community members recommended the board shutter Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>It said the reorganization plan, dubbed “Schools of Tomorrow,” aims to address a 20% decline in enrollment — a loss of 6,000 students — since 2017. In that time, the number of elementary schools with fewer than 350 students has doubled from six to 12.\u003c/p>\n\u003cp>The committee’s recommendation said that shrinking enrollment could lead to reduced staffing, hurting programs like art and music at small schools, and increasing the need for combined grade classes at district schools.\u003c/p>\n\u003cfigure id=\"attachment_12077731\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077731\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The Schools of Tomorrow process is a response to these challenges that will enable us to address declining enrollment in a positive, student-centered way,” SJUSD said on its website.\u003c/p>\n\u003cp>But parents say the plan to close schools has been rushed, and should be a “last resort.”\u003c/p>\n\u003cp>“We want our community to have input. We want to improve the programs that are in the schools. We want to do this in a thoughtful way,” Friedlander, a Hammer Montessori parent, told KQED.\u003c/p>\n\u003cp>They also said the final list of campuses that will close discriminates against students of color and low-income families.[aside postID=news_12055955 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/250909-BERRYESSAUNIONCLOSURES_03248_TV-KQED.jpg']According to Maeve Naughton, a parent at Terrell Elementary, all five of the campuses that could shutter are Title I schools.\u003c/p>\n\u003cp>“Title I schools exist for one reason — to serve children living in poverty. Children who already carry burdens that most of us will never fully understand,” she said in a statement.\u003c/p>\n\u003cp>Friedlander said that up to nine school closures were initially considered, but “when they moved to fewer schools, it really shifted to targeting entirely Title I schools.”\u003c/p>\n\u003cp>“These schools are heavily Latino. They are also primarily socioeconomically disadvantaged students, foster youth, kids with special needs,” he told KQED.\u003c/p>\n\u003cp>Between 72% and 91% of the students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data.\u003c/p>\n\u003cp>“Those are way higher on that metric than the district average, and those are the schools targeted,” Friedlander continued.\u003c/p>\n\u003cp>The complaint alleges that this discrimination violates state and federal protections and that the closure process hasn’t included enough community input or an analysis examining the equity for affected students.\u003c/p>\n\u003cp>SJUSD did not immediately respond to a request for comment on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district said it identified the schools to close based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>The district will be required to conduct an investigation into the claims and report its findings within 60 days. Depending on its conclusion, the parents could appeal to the state department of education.\u003c/p>\n\u003cp>Friedlander said, in part, parents filed the complaint to get ahead of any decision the school board makes Thursday night. He said, depending on the outcome of the meeting, further legal challenges could follow.\u003c/p>\n\u003cp>“We are not going away. We are organized, we are filing through proper legal channels, and we expect answers,” he said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The legal challenge comes ahead of a vote on the closure plan at a Thursday evening school board meeting. The South Bay district said enrollment has declined by 6,000 students since 2017. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> parents are attempting to stop the city’s public school district from shuttering five campuses, alleging in a legal complaint that the plan would disproportionately impact low-income students and students of color.\u003c/p>\n\u003cp>Families filed the complaint with the San José Unified School District’s school board ahead of a vote on the closure plan on Thursday.\u003c/p>\n\u003cp>“This process has been discriminatory in its impact, misleading in how it has been presented to families, and procedurally deficient,” parent David Friedlander, who is leading the effort, said at a press conference on Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Earlier this month, a committee of about 20 teachers, principals, parents and other community members recommended the board shutter Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>It said the reorganization plan, dubbed “Schools of Tomorrow,” aims to address a 20% decline in enrollment — a loss of 6,000 students — since 2017. In that time, the number of elementary schools with fewer than 350 students has doubled from six to 12.\u003c/p>\n\u003cp>The committee’s recommendation said that shrinking enrollment could lead to reduced staffing, hurting programs like art and music at small schools, and increasing the need for combined grade classes at district schools.\u003c/p>\n\u003cfigure id=\"attachment_12077731\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077731\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The Schools of Tomorrow process is a response to these challenges that will enable us to address declining enrollment in a positive, student-centered way,” SJUSD said on its website.\u003c/p>\n\u003cp>But parents say the plan to close schools has been rushed, and should be a “last resort.”\u003c/p>\n\u003cp>“We want our community to have input. We want to improve the programs that are in the schools. We want to do this in a thoughtful way,” Friedlander, a Hammer Montessori parent, told KQED.\u003c/p>\n\u003cp>They also said the final list of campuses that will close discriminates against students of color and low-income families.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>According to Maeve Naughton, a parent at Terrell Elementary, all five of the campuses that could shutter are Title I schools.\u003c/p>\n\u003cp>“Title I schools exist for one reason — to serve children living in poverty. Children who already carry burdens that most of us will never fully understand,” she said in a statement.\u003c/p>\n\u003cp>Friedlander said that up to nine school closures were initially considered, but “when they moved to fewer schools, it really shifted to targeting entirely Title I schools.”\u003c/p>\n\u003cp>“These schools are heavily Latino. They are also primarily socioeconomically disadvantaged students, foster youth, kids with special needs,” he told KQED.\u003c/p>\n\u003cp>Between 72% and 91% of the students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data.\u003c/p>\n\u003cp>“Those are way higher on that metric than the district average, and those are the schools targeted,” Friedlander continued.\u003c/p>\n\u003cp>The complaint alleges that this discrimination violates state and federal protections and that the closure process hasn’t included enough community input or an analysis examining the equity for affected students.\u003c/p>\n\u003cp>SJUSD did not immediately respond to a request for comment on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district said it identified the schools to close based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>The district will be required to conduct an investigation into the claims and report its findings within 60 days. Depending on its conclusion, the parents could appeal to the state department of education.\u003c/p>\n\u003cp>Friedlander said, in part, parents filed the complaint to get ahead of any decision the school board makes Thursday night. He said, depending on the outcome of the meeting, further legal challenges could follow.\u003c/p>\n\u003cp>“We are not going away. We are organized, we are filing through proper legal channels, and we expect answers,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "trump-administration-opens-investigation-into-race-in-admissions-at-stanford-medical-school",
"title": "Trump Administration Opens Investigation Into Race in Admissions at Stanford Medical School",
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"content": "\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cp>The Trump administration has opened investigations into how race is considered in admissions at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a>, Ohio State and the University of California, San Diego, ratcheting up its pressure campaign against colleges and universities.\u003c/p>\n\u003cp>Harmeet Dhillon, the Justice Department’s assistant attorney general for civil rights, \u003ca href=\"https://x.com/AAGDhillon/status/2037236817376743455\">announced\u003c/a> the investigations Wednesday on X.\u003c/p>\n\u003cp>Through a series of investigations and executive actions, President Donald Trump has been ramping up scrutiny of universities he decries as overrun by liberal influence. His administration previously has targeted undergraduate admissions at selective colleges, demanding they collect data to show they are in line with a 2023 Supreme Court decision forbidding affirmative action in college admissions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The investigations were reported first by \u003ca href=\"https://www.nytimes.com/2026/03/26/us/politics/trump-medical-schools-civil-rights.html\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>In a letter to Ohio State, Dhillon wrote that the Justice Department was seeking any documents related to “the use or lack of use of race” in evaluating applicants. She said they were also seeking all applicant-level admissions data and any reviews by the school of admissions trends or outcomes by race.\u003c/p>\n\u003cp>A separate, five-page document details the records the government is seeking. It includes data on standardized test scores, information collected or inferred on race and ethnicity, and admissions decisions for each applicant going back to the incoming class that started in 2019.\u003c/p>\n\u003cfigure id=\"attachment_12062228\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12062228\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk and bike past the fountain outside Memorial Auditorium at Stanford University in Stanford on Oct. 29, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ohio State spokesperson Benjamin Johnson said the school is compliant with state and federal regulations and legal rulings regarding admissions. “We’ve received the attached letter and will respond appropriately,” he said.\u003c/p>\n\u003cp>UC San Diego said in a written statement that it was reviewing the notice from the Justice Department. “UC San Diego is committed to fair processes in all of our programs and activities, including admissions, consistent with federal and state anti-discrimination laws,” the university said in a written statement.\u003c/p>\n\u003cp>[aside postID=news_12077496 hero='https://ww2.kqed.org/app/uploads/sites/10/2019/02/GettyImages-450371283-1020x680.jpg']\u003c/p>\n\u003cp>Stanford School of Medicine spokesperson Cecilia Arradaza said it was reviewing the letter. “Stanford School of Medicine prohibits unlawful discrimination on the basis of race, color, national or ethnic origin, or any other characteristic protected by applicable law,” Arradaza said in a written statement.\u003c/p>\n\u003cp>The Justice Department confirmed to KQED that the initial focus of the investigation is admissions.\u003c/p>\n\u003cp>The Supreme Court ruling that banned the use of \u003ca href=\"https://apnews.com/article/supreme-court-affirmative-action-college-race-f83d6318017ec9b9029b12ee2256e744\">affirmative action in admissions\u003c/a> said colleges could still consider how race has shaped students’ lives if applicants share that information in their admissions essays. Trump has raised concerns that colleges and universities were using personal statements and other proxies to consider race, which he views as illegal discrimination.\u003c/p>\n\u003cp>Earlier this month, a coalition of 17 Democratic state attorneys general filed a lawsuit challenging a \u003ca href=\"https://apnews.com/article/trump-race-college-admissions-executive-order-9fe070750d31879b24800032a013659d\">Trump administration policy\u003c/a> that requires higher education institutions to collect data showing they aren’t considering race in admissions. A federal judge in Massachusetts is weighing their request to block the demand.\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Gaiser contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cp>The Trump administration has opened investigations into how race is considered in admissions at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a>, Ohio State and the University of California, San Diego, ratcheting up its pressure campaign against colleges and universities.\u003c/p>\n\u003cp>Harmeet Dhillon, the Justice Department’s assistant attorney general for civil rights, \u003ca href=\"https://x.com/AAGDhillon/status/2037236817376743455\">announced\u003c/a> the investigations Wednesday on X.\u003c/p>\n\u003cp>Through a series of investigations and executive actions, President Donald Trump has been ramping up scrutiny of universities he decries as overrun by liberal influence. His administration previously has targeted undergraduate admissions at selective colleges, demanding they collect data to show they are in line with a 2023 Supreme Court decision forbidding affirmative action in college admissions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The investigations were reported first by \u003ca href=\"https://www.nytimes.com/2026/03/26/us/politics/trump-medical-schools-civil-rights.html\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>In a letter to Ohio State, Dhillon wrote that the Justice Department was seeking any documents related to “the use or lack of use of race” in evaluating applicants. She said they were also seeking all applicant-level admissions data and any reviews by the school of admissions trends or outcomes by race.\u003c/p>\n\u003cp>A separate, five-page document details the records the government is seeking. It includes data on standardized test scores, information collected or inferred on race and ethnicity, and admissions decisions for each applicant going back to the incoming class that started in 2019.\u003c/p>\n\u003cfigure id=\"attachment_12062228\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12062228\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk and bike past the fountain outside Memorial Auditorium at Stanford University in Stanford on Oct. 29, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ohio State spokesperson Benjamin Johnson said the school is compliant with state and federal regulations and legal rulings regarding admissions. “We’ve received the attached letter and will respond appropriately,” he said.\u003c/p>\n\u003cp>UC San Diego said in a written statement that it was reviewing the notice from the Justice Department. “UC San Diego is committed to fair processes in all of our programs and activities, including admissions, consistent with federal and state anti-discrimination laws,” the university said in a written statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford School of Medicine spokesperson Cecilia Arradaza said it was reviewing the letter. “Stanford School of Medicine prohibits unlawful discrimination on the basis of race, color, national or ethnic origin, or any other characteristic protected by applicable law,” Arradaza said in a written statement.\u003c/p>\n\u003cp>The Justice Department confirmed to KQED that the initial focus of the investigation is admissions.\u003c/p>\n\u003cp>The Supreme Court ruling that banned the use of \u003ca href=\"https://apnews.com/article/supreme-court-affirmative-action-college-race-f83d6318017ec9b9029b12ee2256e744\">affirmative action in admissions\u003c/a> said colleges could still consider how race has shaped students’ lives if applicants share that information in their admissions essays. Trump has raised concerns that colleges and universities were using personal statements and other proxies to consider race, which he views as illegal discrimination.\u003c/p>\n\u003cp>Earlier this month, a coalition of 17 Democratic state attorneys general filed a lawsuit challenging a \u003ca href=\"https://apnews.com/article/trump-race-college-admissions-executive-order-9fe070750d31879b24800032a013659d\">Trump administration policy\u003c/a> that requires higher education institutions to collect data showing they aren’t considering race in admissions. A federal judge in Massachusetts is weighing their request to block the demand.\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Gaiser contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As more than half of \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>’s public school students continue to fall short of grade-level standards in both math and English language arts, local legislators and education officials are proposing new legislation aimed at closing what they say is a state “accountability gap” contributing to lagging achievement outcomes.\u003c/p>\n\u003cp>The California School Board Association, which plans to campaign in Sacramento on Tuesday for a four-bill package, said the state currently lacks a coherent plan to increase student success.\u003c/p>\n\u003cp>“While school districts and county offices of education are held solely responsible for closing achievement gaps, the state controls major policy and funding decisions, and its systems remain fragmented and inconsistent,” CSBA said in a statement. “Local leaders are expected to deliver positive student outcomes, but the state is not held accountable for whether its own policies, budgets and agencies are aligned to or effective in supporting local success.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fewer than 40% of California’s public school students are proficient in math, and less than half meet English language arts standards, according to state data, which compiles annual test scores from students in grades three through eight, as well as juniors in high school. Among low-income students, foster youth and Black and Latino students, proficiency drops as low as 20%.\u003c/p>\n\u003cp>Troy Flint, a spokesperson for CSBA, said that to close those gaps, there needs to be greater state coordination.\u003c/p>\n\u003cp>“If I asked you today, what is the state plan for closing achievement gaps, you would be hard pressed to find that,” he told KQED. “The state of California has many programs and initiatives which are designed to address student achievement in some way, but they don’t have a cohesive, aligned plan that coordinates budgets, programs, implementation and support so that all agencies are rowing in the same direction.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While California has comprehensive reports of individual schools and school districts’ performance, Flint said there isn’t similar oversight of the state’s efforts to improve student outcomes.\u003c/p>\n\u003cp>The bills would create a number of accountability measures, including an annual dashboard recording the progress of state efforts aimed at closing achievement gaps and a commission that identifies and assesses where school districts and other local educational agencies are seeing gaps in state support.\u003c/p>\n\u003cp>They would also require the State Board of Education and Department of Education to commission a plan of goals and benchmarks for the state to support local districts, and make changes to the \u003ca href=\"https://www.cde.ca.gov/ds/sp/cl/\">system\u003c/a> used to track attendance and other student data quarterly.\u003c/p>\n\u003cp>“California has invested billions in education, yet families still see achievement gaps that have not meaningfully improved in decades. We have a lot of programs, but not always a clear way to see whether the state’s investments are truly helping students,” said Stockton-area Assemblymember Rhodesia Ransom, who authored the \u003ca href=\"https://legiscan.com/CA/text/AB2514/id/3381923\">bill\u003c/a> to create the achievement gap dashboard.[aside postID=news_12076468 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-14-BL-KQED.jpg']In a statement, she said AB 2514 would bring about “transparency and alignment, so the state is working alongside our school districts, not simply asking them to solve this challenge on their own.”\u003c/p>\n\u003cp>Before the COVID-19 pandemic, which shuttered schools and disrupted learning, \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">just over half\u003c/a> of students were considered proficient or exceeding progress standards in English language arts based on annual state testing, while about 39.7% of students met or exceeded progress standards in math. Those numbers dropped after school closures and distance learning, to about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">47% and 33.4%\u003c/a> during the 2021-22 school year, respectively.\u003c/p>\n\u003cp>Over the last few years, student test rates have started to rebound slightly, but still lag behind pre-pandemic levels.\u003c/p>\n\u003cp>Experts are also concerned about long-term, and in some cases, \u003ca href=\"https://www.ppic.org/blog/recent-test-results-show-widening-gap-between-high-and-low-scoring-k-12-students/\">widening gaps\u003c/a> between the state’s highest and lowest performing students.\u003c/p>\n\u003cp>English language arts proficiency among Black students was \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">32.75%\u003c/a> last year, compared to \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">48.82% \u003c/a>overall. In Math, scores lagged about 17.24 percentage points behind overall scores, with 20.06% of students at or exceeding grade level standards.\u003c/p>\n\u003cp>Among Latino students, English and math figures were \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=78&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">38.8% and 25.74%\u003c/a>, respectively, while Asian students, who performed the highest, recorded \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=76&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">74.36% and 70%\u003c/a> proficiency.\u003c/p>\n\u003cfigure id=\"attachment_12067251\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12067251\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Socioeconomically disadvantaged students also had about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=3&lstSubGroup=31&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10% lower proficiency rates \u003c/a>in both subjects. Foster youth had a \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=17&lstSubGroup=240&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">larger gap\u003c/a>: just 22.46% were at or above grade level in English language arts, while 13.17% met or exceeded math standards. Slightly more than \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10%\u003c/a> of English language learning students met or exceeded English and math expectations.\u003c/p>\n\u003cp>Flint said more affluent urban and suburban school districts also see higher achievement levels than rural areas.\u003c/p>\n\u003cp>The campaign to improve state oversight, Flint said, is about lifting overall student performance.\u003c/p>\n\u003cp>“The only way you’re going to do that really anywhere, but especially in a state with California’s demographics, is by targeting the achievement gap,” Flint told KQED. “We’re taking a broad perspective on this about how we can provide universally high education that reaches across all barriers and boundaries to support students … It’s about every student group that we can identify that’s struggling and uplifting them.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As more than half of \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>’s public school students continue to fall short of grade-level standards in both math and English language arts, local legislators and education officials are proposing new legislation aimed at closing what they say is a state “accountability gap” contributing to lagging achievement outcomes.\u003c/p>\n\u003cp>The California School Board Association, which plans to campaign in Sacramento on Tuesday for a four-bill package, said the state currently lacks a coherent plan to increase student success.\u003c/p>\n\u003cp>“While school districts and county offices of education are held solely responsible for closing achievement gaps, the state controls major policy and funding decisions, and its systems remain fragmented and inconsistent,” CSBA said in a statement. “Local leaders are expected to deliver positive student outcomes, but the state is not held accountable for whether its own policies, budgets and agencies are aligned to or effective in supporting local success.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fewer than 40% of California’s public school students are proficient in math, and less than half meet English language arts standards, according to state data, which compiles annual test scores from students in grades three through eight, as well as juniors in high school. Among low-income students, foster youth and Black and Latino students, proficiency drops as low as 20%.\u003c/p>\n\u003cp>Troy Flint, a spokesperson for CSBA, said that to close those gaps, there needs to be greater state coordination.\u003c/p>\n\u003cp>“If I asked you today, what is the state plan for closing achievement gaps, you would be hard pressed to find that,” he told KQED. “The state of California has many programs and initiatives which are designed to address student achievement in some way, but they don’t have a cohesive, aligned plan that coordinates budgets, programs, implementation and support so that all agencies are rowing in the same direction.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While California has comprehensive reports of individual schools and school districts’ performance, Flint said there isn’t similar oversight of the state’s efforts to improve student outcomes.\u003c/p>\n\u003cp>The bills would create a number of accountability measures, including an annual dashboard recording the progress of state efforts aimed at closing achievement gaps and a commission that identifies and assesses where school districts and other local educational agencies are seeing gaps in state support.\u003c/p>\n\u003cp>They would also require the State Board of Education and Department of Education to commission a plan of goals and benchmarks for the state to support local districts, and make changes to the \u003ca href=\"https://www.cde.ca.gov/ds/sp/cl/\">system\u003c/a> used to track attendance and other student data quarterly.\u003c/p>\n\u003cp>“California has invested billions in education, yet families still see achievement gaps that have not meaningfully improved in decades. We have a lot of programs, but not always a clear way to see whether the state’s investments are truly helping students,” said Stockton-area Assemblymember Rhodesia Ransom, who authored the \u003ca href=\"https://legiscan.com/CA/text/AB2514/id/3381923\">bill\u003c/a> to create the achievement gap dashboard.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In a statement, she said AB 2514 would bring about “transparency and alignment, so the state is working alongside our school districts, not simply asking them to solve this challenge on their own.”\u003c/p>\n\u003cp>Before the COVID-19 pandemic, which shuttered schools and disrupted learning, \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">just over half\u003c/a> of students were considered proficient or exceeding progress standards in English language arts based on annual state testing, while about 39.7% of students met or exceeded progress standards in math. Those numbers dropped after school closures and distance learning, to about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">47% and 33.4%\u003c/a> during the 2021-22 school year, respectively.\u003c/p>\n\u003cp>Over the last few years, student test rates have started to rebound slightly, but still lag behind pre-pandemic levels.\u003c/p>\n\u003cp>Experts are also concerned about long-term, and in some cases, \u003ca href=\"https://www.ppic.org/blog/recent-test-results-show-widening-gap-between-high-and-low-scoring-k-12-students/\">widening gaps\u003c/a> between the state’s highest and lowest performing students.\u003c/p>\n\u003cp>English language arts proficiency among Black students was \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">32.75%\u003c/a> last year, compared to \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">48.82% \u003c/a>overall. In Math, scores lagged about 17.24 percentage points behind overall scores, with 20.06% of students at or exceeding grade level standards.\u003c/p>\n\u003cp>Among Latino students, English and math figures were \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=78&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">38.8% and 25.74%\u003c/a>, respectively, while Asian students, who performed the highest, recorded \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=76&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">74.36% and 70%\u003c/a> proficiency.\u003c/p>\n\u003cfigure id=\"attachment_12067251\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12067251\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Socioeconomically disadvantaged students also had about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=3&lstSubGroup=31&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10% lower proficiency rates \u003c/a>in both subjects. Foster youth had a \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=17&lstSubGroup=240&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">larger gap\u003c/a>: just 22.46% were at or above grade level in English language arts, while 13.17% met or exceeded math standards. Slightly more than \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10%\u003c/a> of English language learning students met or exceeded English and math expectations.\u003c/p>\n\u003cp>Flint said more affluent urban and suburban school districts also see higher achievement levels than rural areas.\u003c/p>\n\u003cp>The campaign to improve state oversight, Flint said, is about lifting overall student performance.\u003c/p>\n\u003cp>“The only way you’re going to do that really anywhere, but especially in a state with California’s demographics, is by targeting the achievement gap,” Flint told KQED. “We’re taking a broad perspective on this about how we can provide universally high education that reaches across all barriers and boundaries to support students … It’s about every student group that we can identify that’s struggling and uplifting them.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "san-francisco-kids-with-special-needs-get-delayed-and-unequal-access-to-services",
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"content": "\u003cp>Babies and toddlers with special needs are not getting the therapies they’re entitled to receive in \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> in a timely way, if at all, according to a survey released Monday of more than 400 early child educators and providers.\u003c/p>\n\u003cp>The \u003ca href=\"https://felton.org/wp-content/uploads/2026/03/WHITE-PAPER_EII-Equity-Taskforce_11-2025.pdf\">report, from a task force made up of early childhood education advocates\u003c/a>, found the agencies responsible for delivering them are disconnected from one another. These challenges make it \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">especially hard for immigrant and low-income families\u003c/a> to access services aimed at supporting children’s language, physical and social-emotional development.\u003c/p>\n\u003cp>The report calls for building a system that better coordinates services — something the San Francisco Department of Early Childhood is looking into.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of programs are fragmented, and it’s up to us to start putting those pieces together,” said Ingrid Mezquita, director of the department.\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/crs-product/R43631\">Federal law guarantees\u003c/a> services like speech therapy, occupational therapy and physical therapy for children under the age of 3 who may have a disability. Experts say getting these services during the early years, when children’s brains are the most adaptable, can head off the need for special education services when they’re older. Any delay can have long-term consequences for their development.\u003c/p>\n\u003cfigure id=\"attachment_12076657\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12076657 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg\" alt=\"\" width=\"2000\" height=\"1126\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1536x865.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1200x675.jpg 1200w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babies and toddlers with special needs in San Francisco are not receiving therapies they’re entitled to in a timely way — if at all — according to a new survey of more than 400 early childhood educators and providers. \u003ccite>(Andrew Stelzer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And yet we see time and time again, particularly for children in certain zip codes, children of certain races, children who speak certain languages, that they are waiting long periods of time or never being connected to the services,” said Heidi Lamar, program director for Compass Family Services’ Children Center, and coleader of the task force.\u003c/p>\n\u003cp>Usually, caregivers or pediatricians who observe a developmental concern refer families to the Golden Gate Regional Center, a nonprofit responsible for getting children assessed, determining their eligibility and arranging early intervention services. The services are funded by a blend of state and federal grants.\u003c/p>\n\u003cp>If a child needs therapies after turning 3, their families must go to the San Francisco Unified School District to request continuing services.[aside postID=news_11979071 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg']But early childhood educators and providers reported in the survey that limited coordination and communications between these systems and underfunding of the services often result in delayed and unequal access to the therapies.\u003c/p>\n\u003cp>The report noted that Black and Latinx students, and children with special needs, scored the lowest in SFUSD’s kindergarten readiness evaluations.\u003c/p>\n\u003cp>Karla Ramos said her daughter, who has Down syndrome, lost access to therapies after turning three last Fall and had to wait months to restart them through the school district.\u003c/p>\n\u003cp>“Imagine a child who’s already struggling — she’s still in diapers, and she just learned to walk in October — still maneuvering and learning a lot of things,” Ramos said. “I felt that it’s a great disservice for children with needs.”\u003c/p>\n\u003cp>Some child care programs have taken it upon themselves to hire in-house early intervention specialists, but have a hard time recruiting and retaining them.\u003c/p>\n\u003cp>Mezquita said the city is also looking into “building the capacity” at early learning programs to provide the services to children.\u003c/p>\n\u003cfigure id=\"attachment_12076655\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076655\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to child care by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Besides calling for better coordination between child care providers, the school district, regional centers and health care providers, the task force also urged the city to fund the “true cost” of supporting children with disabilities, including smaller class sizes staffed with specialists.\u003c/p>\n\u003cp>Lamar said most of the people involved in caring for or providing early intervention services want to make improvements.\u003c/p>\n\u003cp>“There’s interest, there’s motivation, there is care,” she said. “There are also some feelings of being daunted by the huge workload it’s going to take to really make sure that no child is falling through the cracks.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Babies and toddlers with special needs are not getting the therapies they’re entitled to receive in \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> in a timely way, if at all, according to a survey released Monday of more than 400 early child educators and providers.\u003c/p>\n\u003cp>The \u003ca href=\"https://felton.org/wp-content/uploads/2026/03/WHITE-PAPER_EII-Equity-Taskforce_11-2025.pdf\">report, from a task force made up of early childhood education advocates\u003c/a>, found the agencies responsible for delivering them are disconnected from one another. These challenges make it \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">especially hard for immigrant and low-income families\u003c/a> to access services aimed at supporting children’s language, physical and social-emotional development.\u003c/p>\n\u003cp>The report calls for building a system that better coordinates services — something the San Francisco Department of Early Childhood is looking into.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot of programs are fragmented, and it’s up to us to start putting those pieces together,” said Ingrid Mezquita, director of the department.\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/crs-product/R43631\">Federal law guarantees\u003c/a> services like speech therapy, occupational therapy and physical therapy for children under the age of 3 who may have a disability. Experts say getting these services during the early years, when children’s brains are the most adaptable, can head off the need for special education services when they’re older. Any delay can have long-term consequences for their development.\u003c/p>\n\u003cfigure id=\"attachment_12076657\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12076657 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg\" alt=\"\" width=\"2000\" height=\"1126\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1536x865.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1200x675.jpg 1200w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babies and toddlers with special needs in San Francisco are not receiving therapies they’re entitled to in a timely way — if at all — according to a new survey of more than 400 early childhood educators and providers. \u003ccite>(Andrew Stelzer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And yet we see time and time again, particularly for children in certain zip codes, children of certain races, children who speak certain languages, that they are waiting long periods of time or never being connected to the services,” said Heidi Lamar, program director for Compass Family Services’ Children Center, and coleader of the task force.\u003c/p>\n\u003cp>Usually, caregivers or pediatricians who observe a developmental concern refer families to the Golden Gate Regional Center, a nonprofit responsible for getting children assessed, determining their eligibility and arranging early intervention services. The services are funded by a blend of state and federal grants.\u003c/p>\n\u003cp>If a child needs therapies after turning 3, their families must go to the San Francisco Unified School District to request continuing services.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But early childhood educators and providers reported in the survey that limited coordination and communications between these systems and underfunding of the services often result in delayed and unequal access to the therapies.\u003c/p>\n\u003cp>The report noted that Black and Latinx students, and children with special needs, scored the lowest in SFUSD’s kindergarten readiness evaluations.\u003c/p>\n\u003cp>Karla Ramos said her daughter, who has Down syndrome, lost access to therapies after turning three last Fall and had to wait months to restart them through the school district.\u003c/p>\n\u003cp>“Imagine a child who’s already struggling — she’s still in diapers, and she just learned to walk in October — still maneuvering and learning a lot of things,” Ramos said. “I felt that it’s a great disservice for children with needs.”\u003c/p>\n\u003cp>Some child care programs have taken it upon themselves to hire in-house early intervention specialists, but have a hard time recruiting and retaining them.\u003c/p>\n\u003cp>Mezquita said the city is also looking into “building the capacity” at early learning programs to provide the services to children.\u003c/p>\n\u003cfigure id=\"attachment_12076655\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076655\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to child care by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Besides calling for better coordination between child care providers, the school district, regional centers and health care providers, the task force also urged the city to fund the “true cost” of supporting children with disabilities, including smaller class sizes staffed with specialists.\u003c/p>\n\u003cp>Lamar said most of the people involved in caring for or providing early intervention services want to make improvements.\u003c/p>\n\u003cp>“There’s interest, there’s motivation, there is care,” she said. “There are also some feelings of being daunted by the huge workload it’s going to take to really make sure that no child is falling through the cracks.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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},
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1MDAyODE4NTgz",
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},
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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},
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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},
"freakonomics-radio": {
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
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},
"link": "/radio/program/freakonomics-radio",
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},
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
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