9 California Counties Far From Universities Struggle to Recruit Teachers, Says Report
Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement
Growing Protests Over the Israel-Hamas War Puts Spotlight on College Endowments
This Literary Expert Reveals the Key Problem Undermining American Education
Planned Cal Grant Expansion for Public College Students in Jeopardy Amid Growing State Deficit
California’s Future Educators Divided on How to Teach Reading
Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event
Despite California's Investments in Public Preschool, Child Care Challenges Continue
California Court to Weigh In on Fight Over Transgender Ballot Measure Proposal Language
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to the report, “\u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/californias-teacher-education-deserts/\" target=\"_blank\" rel=\"noopener\">California’s Teacher Education Deserts: An Overlooked and Growing Equity Challenge.\u003c/a>”\u003c/p>\n\u003cp>“We know that research suggests that teachers are more likely to complete their student teaching and also secure employment close to where they receive their teacher training,” said Kai Mathews, project director for the UCLA Center for the Transformation of Schools.\u003c/p>\n\u003cp>As a result, six of the nine counties have a higher percentage of underprepared teachers than the state average of 4% to 5%, according to the study. Of the nine counties, Modoc and Lassen have the highest percentage of underprepared teachers at 14% and 17% respectively.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Underprepared teachers work on intern credentials or emergency-style permits that don’t require them to complete teacher training, or on waivers that allow them to teach a subject outside their credential.\u003c/p>\n\u003cp>Because the state requires that districts only hire underprepared teachers if fully qualified teachers are not available, high rates of underprepared teachers are an indicator that districts in that county are struggling to recruit and hire qualified teachers, said UCLA researchers.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Rural teachers scarce\u003c/h2>\n\u003cp>There could be many reasons teachers are hard to find in rural areas, including fewer nearby institutions of higher education, which leads to a lower than average percentage of residents with bachelor’s degrees and therefore a smaller pool of potential teacher candidates, according to the study.\u003c/p>\n\u003cp>Counties that border other states and countries also have significantly higher teacher vacancy rates compared with nonborder districts, said Hui Huang, a researcher on the project. All nine of the California counties classified as teacher education deserts are bordered by either Oregon, Nevada, Arizona or Mexico.\u003c/p>\n\u003cp>“Rural school districts face significant challenges in recruiting and retaining teachers,” said Yuri Calderon, executive director of the Small School Districts’ Association. “In addition to the proximity to teacher educational programs, rural communities face challenges related to competition from higher urban compensation schedules, housing shortages and a lack of support resources commonly found in urban areas.”\u003c/p>\n\u003cp>Rural counties also lose talented young residents who go to urban and suburban areas for more opportunity, Huang said. In small districts, the loss of even one teacher can impact course availability for students, according to \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/blog/teacher-shortages-take-center-stage\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a> research.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Teacher shortage affects students\u003c/h2>\n\u003cp>The geographic location of a school district plays a significant role in teacher recruitment and retention, and ultimately in the educational outcomes of the district’s students, according to the report.\u003c/p>\n\u003cp>Students in each of these counties, except Mono, fell below the state average on the English language arts portion of the California Assessment of Student Performance and Progress, also known as CAASPP, in the 2022–23 school year. All nine counties fell below the state average of students who meet standards on the math portion of the test.\u003c/p>\n\u003cp>Low-performing schools may struggle to attract teachers due to negative public perceptions, Huang said. Research also indicates that highly qualified educators are substantially more likely to leave low-performing schools.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Time for creative solutions\u003c/h2>\n\u003cp>School districts in Mono County have had to get creative to fill teacher positions, despite their prime location near Yosemite National Park and Mammoth Lakes, said Stacey Adler, Mono County superintendent of schools. One district with a dual-immersion program hired teachers from South America to fill open teaching positions, she said.\u003c/p>\n\u003cp>The high cost of housing and a growing disinterest in the profession among young people are the biggest hurdles to hiring new teachers in Mono County, Adler said.\u003c/p>\n\u003cp>“We have got to start them early because, quite frankly, there aren’t a lot of kids that say they want to be teachers these days,” she said.\u003c/p>\n\u003cp>Adler taught child development at Mammoth High School for two years in an attempt to get students interested in teaching, she said. Now the school plans to use a portion of a recent grant to develop a K–12 education pathway at the school.\u003c/p>\n\u003cp>“Our rural students and our rural teacher workforce, as small as it is, is suffering,” said Annamarie Francois, associate dean of public engagement at UCLA and a member of the California Commission on Teacher Credentialing. “We have a responsibility and an obligation to our community to bring our creative solutions and innovations to bear on those parts of our state.”\u003c/p>\n\u003cp>One answer may be creating teacher credentialing programs at community colleges in these counties, according to the study. Although all nine teaching education deserts are not located near a university teacher preparation program, five are within 60 miles of a community college.\u003c/p>\n\u003cp>Early childhood education programs already in place at community colleges could be expanded to K–12 licensing programs, according to the report. The state could also work with county offices of education to develop residency programs so that teacher candidates could earn a credential without leaving the area to take classes or to student teach.\u003c/p>\n\u003cp>Multiple states, like Florida, Texas and Washington, already offer similar credentialing pathways.\u003c/p>\n\u003cp>“Expanding local college programs to include K–12 certification, particularly at community colleges, can be a positive solution to address the challenges faced by rural school districts,” Small School Districts’ Association Director Calderon said. “By growing teachers from within these communities, rural districts can improve recruitment and retention efforts.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11928042,news_11923873,news_11918450\"]Although the study recommended that community college credentialing programs focus on residents who already hold bachelor’s degrees, Steve Bautista of the Center for Teacher Education at Santa Ana College suggested that the 39 bachelor’s degrees already being offered in community colleges be expanded to include degrees that could lead to teacher preparation programs.\u003c/p>\n\u003cp>“Five of the nine TEP deserts will fall away if we were able to utilize, in some capacity, community colleges to license teachers,” UCLA’s Mathews said.\u003c/p>\n\u003cp>UCLA researchers also recommend that the state take a comprehensive approach to recruiting and retaining teachers in these counties, including financial support, mentorship programs and professional development targeted to rural teachers. County offices of education should also collaborate to develop a regional marketing campaign to recruit teachers, according to the report.\u003c/p>\n\u003cp>State policy would have to change to put many of these programs in place, Francois said. Leaders from the state’s community colleges, universities and the California Commission on Teacher Credentialing could work together to produce a feasibility study on how to create a seamless bachelor’s degree and credential program at rural community colleges, she said.\u003c/p>\n\u003cp>“It’s going to take collaboration among folks that maybe haven’t collaborated together in bold thinking, and some courage to think about how we might do this differently in unique spaces,” she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/rural-counties-far-from-universities-struggle-to-recruit-teachers/710566\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"The UCLA report defines 9 rural counties as 'teacher education deserts' and says allowing community colleges to offer K–12 credentials could be a solution.","status":"publish","parent":0,"modified":1714250181,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1214},"headData":{"title":"9 California Counties Far From Universities Struggle to Recruit Teachers, Says Report | KQED","description":"The UCLA report defines 9 rural counties as 'teacher education deserts' and says allowing community colleges to offer K–12 credentials could be a solution.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"9 California Counties Far From Universities Struggle to Recruit Teachers, Says Report","datePublished":"2024-04-28T17:00:02.000Z","dateModified":"2024-04-27T20:36:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11984302/9-california-counties-far-from-universities-struggle-to-recruit-teachers-says-report","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nine rural California counties, most struggling with student achievement and teacher recruitment, are in teacher education deserts, according to a report released Tuesday from the UCLA Center for the Transformation of Schools.\u003c/p>\n\u003cp>Alpine, Del Norte, Imperial, Inyo, Lassen, Modoc, Mono, Sierra and Siskiyou counties do not have teacher preparation programs within 60 miles of their county offices of education, according to the report, “\u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/californias-teacher-education-deserts/\" target=\"_blank\" rel=\"noopener\">California’s Teacher Education Deserts: An Overlooked and Growing Equity Challenge.\u003c/a>”\u003c/p>\n\u003cp>“We know that research suggests that teachers are more likely to complete their student teaching and also secure employment close to where they receive their teacher training,” said Kai Mathews, project director for the UCLA Center for the Transformation of Schools.\u003c/p>\n\u003cp>As a result, six of the nine counties have a higher percentage of underprepared teachers than the state average of 4% to 5%, according to the study. Of the nine counties, Modoc and Lassen have the highest percentage of underprepared teachers at 14% and 17% respectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Underprepared teachers work on intern credentials or emergency-style permits that don’t require them to complete teacher training, or on waivers that allow them to teach a subject outside their credential.\u003c/p>\n\u003cp>Because the state requires that districts only hire underprepared teachers if fully qualified teachers are not available, high rates of underprepared teachers are an indicator that districts in that county are struggling to recruit and hire qualified teachers, said UCLA researchers.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Rural teachers scarce\u003c/h2>\n\u003cp>There could be many reasons teachers are hard to find in rural areas, including fewer nearby institutions of higher education, which leads to a lower than average percentage of residents with bachelor’s degrees and therefore a smaller pool of potential teacher candidates, according to the study.\u003c/p>\n\u003cp>Counties that border other states and countries also have significantly higher teacher vacancy rates compared with nonborder districts, said Hui Huang, a researcher on the project. All nine of the California counties classified as teacher education deserts are bordered by either Oregon, Nevada, Arizona or Mexico.\u003c/p>\n\u003cp>“Rural school districts face significant challenges in recruiting and retaining teachers,” said Yuri Calderon, executive director of the Small School Districts’ Association. “In addition to the proximity to teacher educational programs, rural communities face challenges related to competition from higher urban compensation schedules, housing shortages and a lack of support resources commonly found in urban areas.”\u003c/p>\n\u003cp>Rural counties also lose talented young residents who go to urban and suburban areas for more opportunity, Huang said. In small districts, the loss of even one teacher can impact course availability for students, according to \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/blog/teacher-shortages-take-center-stage\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a> research.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Teacher shortage affects students\u003c/h2>\n\u003cp>The geographic location of a school district plays a significant role in teacher recruitment and retention, and ultimately in the educational outcomes of the district’s students, according to the report.\u003c/p>\n\u003cp>Students in each of these counties, except Mono, fell below the state average on the English language arts portion of the California Assessment of Student Performance and Progress, also known as CAASPP, in the 2022–23 school year. All nine counties fell below the state average of students who meet standards on the math portion of the test.\u003c/p>\n\u003cp>Low-performing schools may struggle to attract teachers due to negative public perceptions, Huang said. Research also indicates that highly qualified educators are substantially more likely to leave low-performing schools.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Time for creative solutions\u003c/h2>\n\u003cp>School districts in Mono County have had to get creative to fill teacher positions, despite their prime location near Yosemite National Park and Mammoth Lakes, said Stacey Adler, Mono County superintendent of schools. One district with a dual-immersion program hired teachers from South America to fill open teaching positions, she said.\u003c/p>\n\u003cp>The high cost of housing and a growing disinterest in the profession among young people are the biggest hurdles to hiring new teachers in Mono County, Adler said.\u003c/p>\n\u003cp>“We have got to start them early because, quite frankly, there aren’t a lot of kids that say they want to be teachers these days,” she said.\u003c/p>\n\u003cp>Adler taught child development at Mammoth High School for two years in an attempt to get students interested in teaching, she said. Now the school plans to use a portion of a recent grant to develop a K–12 education pathway at the school.\u003c/p>\n\u003cp>“Our rural students and our rural teacher workforce, as small as it is, is suffering,” said Annamarie Francois, associate dean of public engagement at UCLA and a member of the California Commission on Teacher Credentialing. “We have a responsibility and an obligation to our community to bring our creative solutions and innovations to bear on those parts of our state.”\u003c/p>\n\u003cp>One answer may be creating teacher credentialing programs at community colleges in these counties, according to the study. Although all nine teaching education deserts are not located near a university teacher preparation program, five are within 60 miles of a community college.\u003c/p>\n\u003cp>Early childhood education programs already in place at community colleges could be expanded to K–12 licensing programs, according to the report. The state could also work with county offices of education to develop residency programs so that teacher candidates could earn a credential without leaving the area to take classes or to student teach.\u003c/p>\n\u003cp>Multiple states, like Florida, Texas and Washington, already offer similar credentialing pathways.\u003c/p>\n\u003cp>“Expanding local college programs to include K–12 certification, particularly at community colleges, can be a positive solution to address the challenges faced by rural school districts,” Small School Districts’ Association Director Calderon said. “By growing teachers from within these communities, rural districts can improve recruitment and retention efforts.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11928042,news_11923873,news_11918450"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Although the study recommended that community college credentialing programs focus on residents who already hold bachelor’s degrees, Steve Bautista of the Center for Teacher Education at Santa Ana College suggested that the 39 bachelor’s degrees already being offered in community colleges be expanded to include degrees that could lead to teacher preparation programs.\u003c/p>\n\u003cp>“Five of the nine TEP deserts will fall away if we were able to utilize, in some capacity, community colleges to license teachers,” UCLA’s Mathews said.\u003c/p>\n\u003cp>UCLA researchers also recommend that the state take a comprehensive approach to recruiting and retaining teachers in these counties, including financial support, mentorship programs and professional development targeted to rural teachers. County offices of education should also collaborate to develop a regional marketing campaign to recruit teachers, according to the report.\u003c/p>\n\u003cp>State policy would have to change to put many of these programs in place, Francois said. Leaders from the state’s community colleges, universities and the California Commission on Teacher Credentialing could work together to produce a feasibility study on how to create a seamless bachelor’s degree and credential program at rural community colleges, she said.\u003c/p>\n\u003cp>“It’s going to take collaboration among folks that maybe haven’t collaborated together in bold thinking, and some courage to think about how we might do this differently in unique spaces,” she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/rural-counties-far-from-universities-struggle-to-recruit-teachers/710566\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11984302/9-california-counties-far-from-universities-struggle-to-recruit-teachers-says-report","authors":["byline_news_11984302"],"categories":["news_18540","news_8"],"tags":["news_32580","news_20013","news_27626","news_21463","news_21603"],"featImg":"news_11984304","label":"source_news_11984302"},"news_11984203":{"type":"posts","id":"news_11984203","meta":{"index":"posts_1591205157","site":"news","id":"11984203","score":null,"sort":[1714226413000]},"guestAuthors":[],"slug":"pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war","title":"Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement","publishDate":1714226413,"format":"standard","headTitle":"Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement | KQED","labelTerm":{"site":"news"},"content":"\u003cp>Capping a week where student protesters at colleges across California staged actions decrying their universities’ business dealings with Israeli-linked companies, students at Stanford University became the latest to join the fray on Thursday evening.\u003c/p>\n\u003cp>This week, students at Cal Poly Humboldt began occupying a building on that campus, police clashed with student protesters at the University of Southern California and UC Berkeley attendees started an encampment in front of Sproul Hall.\u003c/p>\n\u003cp>On Thursday, around 200 students peacefully marched around the Stanford campus for over an hour. The protest coincided with the university’s “Admit Weekend,” when prospective students are on campus for orientation activities.\u003c/p>\n\u003cfigure id=\"attachment_11984137\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11984137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hundreds of pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024, calling for the university to divest from Israel. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once the protest passed White Plaza, what the university calls its “designated free speech zone,” students rushed to quickly form a perimeter around the plaza and throw down tents and tarps. Yungsu Kim, a student at Stanford and one of the organizers of the protest there, said they were setting up a “People’s University” and planned to stay at least through Friday and hold free classes on the subjects of Palestine and the effect of United States imperialism.\u003c/p>\n\u003cp>https://twitter.com/zuliemann/status/1783651064425877558\u003c/p>\n\u003cp>Students like Kim are not only calling on the University to divest but to first disclose their investments, saying there is a lack of transparency by Stanford in its investments.\u003c/p>\n\u003cp>“They play this shadowy game where they refuse to shed any light on which companies the university is actually invested in,” Kim said.\u003c/p>\n\u003cfigure id=\"attachment_11984143\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984143 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement to KQED, director of university public relations Charlene Gage wrote:\u003c/p>\n\u003cp>“The university’s endowment has no direct holdings in Israeli companies, or direct holdings in defense contractors, beyond small exposures resulting from passive funds that track broad indexes such as the S&P 500,” Gage wrote.\u003c/p>\n\u003cp>But that doesn’t necessarily mean that the university doesn’t invest in companies that do business in Israel.\u003c/p>\n\u003cp>“Divestment decisions are made by Stanford’s Board of Trustees. In 2015, the Board declined a proposal to divest of certain companies doing business in Israel. The Board has not received another formal divestment petition on this subject, and its 2015 decision remains in place,” wrote Gage.\u003c/p>\n\u003cfigure id=\"attachment_11984142\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984142 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators listen to speakers before marching through the Stanford University campus in Stanford on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beheshta Kohistani was among the new students on campus on Thursday for Admit Weekend. The prospective student plans to study biology at Stanford and said that watching how universities respond to peaceful protests like these is “very telling,” especially after seeing how police violently arrested at least 100 people at a student encampment at Columbia University in New York City last week.\u003c/p>\n\u003cp>“I think the violent response from Columbia is very telling of the environment, and I wouldn’t want to be in that type of environment learning. So I’m really interested to see how Stanford responds to these student protests because they are largely peaceful, and I think they’re for the good,” Kohistani said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stanford has maintained that the university “respects the interest of students in advocating for their views” but has maintained that overnight camping on the campus is prohibited and poses a safety risk.\u003c/p>\n\u003cp>On Friday, Stanford President Richard Saller and Provost Jenny Martinez released a statement that said, “Last night after 8 p.m., university staff handed out letters signed by the two of us to approximately 60 students who remained on White Plaza, notifying them of the university policies they were violating.”\u003c/p>\n\u003cp>The letter said: “The submission of students’ names to the Office of Community Standards (OCS) has begun.” As graduation approaches, a previous letter from the University noted that “the initiation of an OCS proceeding at this time of year may inhibit the timely conferral of a diploma.”\u003c/p>\n\u003cfigure id=\"attachment_11984134\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984134 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Organizer Yungsu Kim said he is aware of the risks of protesting.\u003c/p>\n\u003cp>“I am also continuing a legacy of sorts of student involvement in mass movements, where all sectors of society are involved because they know that things like this just cannot continue. Injustice like this can’t continue,” Kim said.\u003c/p>\n\u003cp>An encampment that began Monday is ongoing and growing at UC Berkeley’s Sproul Plaza.\u003c/p>\n\u003cfigure id=\"attachment_11984220\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Monday, students like Lev Collins unfurled their tents across the iconic Sproul steps, home to the 1960s Free Speech movement, which made an indelible mark on campus activism and the country at large.\u003c/p>\n\u003cp>“I am here because of the genocide that’s going on in Gaza. It is completely unacceptable and tragic, and it’s upsetting that our tuition money and our tax dollars are funding this genocide,” Collins said.\u003c/p>\n\u003cp>Students have vowed to stay there until UC stops investing in companies that benefit Israel.\u003c/p>\n\u003cfigure id=\"attachment_11984215\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984215 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley students at the UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 23, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yousuf Abubakr studies mechanical engineering at Cal. He has just three weeks left to graduate and said he’s doing his best to juggle his studies while running security for the new overnight encampment.\u003c/p>\n\u003cp>“A lot of us are falling behind in school, whatever. But, you know, you look at the struggles that we’re seeing on the other side of the world, and we can’t let that go,” Abubakr said.\u003c/p>\n\u003cfigure id=\"attachment_11984219\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984219 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Signs set beside tents at UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, UC Berkeley said it has no plans to change its investment policies and practices, and UC’s Office of the Chief Investment Officer declined to comment.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Protests on college campuses over the Israel-Hamas War in Gaza are spreading throughout California. KQED captured images of demonstrations taking place at UC Berkeley and Stanford University.","status":"publish","parent":0,"modified":1714238521,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1061},"headData":{"title":"Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement | KQED","description":"Protests on college campuses over the Israel-Hamas War in Gaza are spreading throughout California. KQED captured images of demonstrations taking place at UC Berkeley and Stanford University.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Pro-Palestinian Protests Sweep Bay Area College Campuses Amid Surging National Movement","datePublished":"2024-04-27T14:00:13.000Z","dateModified":"2024-04-27T17:22:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Capping a week where student protesters at colleges across California staged actions decrying their universities’ business dealings with Israeli-linked companies, students at Stanford University became the latest to join the fray on Thursday evening.\u003c/p>\n\u003cp>This week, students at Cal Poly Humboldt began occupying a building on that campus, police clashed with student protesters at the University of Southern California and UC Berkeley attendees started an encampment in front of Sproul Hall.\u003c/p>\n\u003cp>On Thursday, around 200 students peacefully marched around the Stanford campus for over an hour. The protest coincided with the university’s “Admit Weekend,” when prospective students are on campus for orientation activities.\u003c/p>\n\u003cfigure id=\"attachment_11984137\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11984137\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-023-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hundreds of pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024, calling for the university to divest from Israel. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once the protest passed White Plaza, what the university calls its “designated free speech zone,” students rushed to quickly form a perimeter around the plaza and throw down tents and tarps. Yungsu Kim, a student at Stanford and one of the organizers of the protest there, said they were setting up a “People’s University” and planned to stay at least through Friday and hold free classes on the subjects of Palestine and the effect of United States imperialism.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1783651064425877558"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Students like Kim are not only calling on the University to divest but to first disclose their investments, saying there is a lack of transparency by Stanford in its investments.\u003c/p>\n\u003cp>“They play this shadowy game where they refuse to shed any light on which companies the university is actually invested in,” Kim said.\u003c/p>\n\u003cfigure id=\"attachment_11984143\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984143 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-014-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement to KQED, director of university public relations Charlene Gage wrote:\u003c/p>\n\u003cp>“The university’s endowment has no direct holdings in Israeli companies, or direct holdings in defense contractors, beyond small exposures resulting from passive funds that track broad indexes such as the S&P 500,” Gage wrote.\u003c/p>\n\u003cp>But that doesn’t necessarily mean that the university doesn’t invest in companies that do business in Israel.\u003c/p>\n\u003cp>“Divestment decisions are made by Stanford’s Board of Trustees. In 2015, the Board declined a proposal to divest of certain companies doing business in Israel. The Board has not received another formal divestment petition on this subject, and its 2015 decision remains in place,” wrote Gage.\u003c/p>\n\u003cfigure id=\"attachment_11984142\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984142 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-009-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators listen to speakers before marching through the Stanford University campus in Stanford on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beheshta Kohistani was among the new students on campus on Thursday for Admit Weekend. The prospective student plans to study biology at Stanford and said that watching how universities respond to peaceful protests like these is “very telling,” especially after seeing how police violently arrested at least 100 people at a student encampment at Columbia University in New York City last week.\u003c/p>\n\u003cp>“I think the violent response from Columbia is very telling of the environment, and I wouldn’t want to be in that type of environment learning. So I’m really interested to see how Stanford responds to these student protests because they are largely peaceful, and I think they’re for the good,” Kohistani said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford has maintained that the university “respects the interest of students in advocating for their views” but has maintained that overnight camping on the campus is prohibited and poses a safety risk.\u003c/p>\n\u003cp>On Friday, Stanford President Richard Saller and Provost Jenny Martinez released a statement that said, “Last night after 8 p.m., university staff handed out letters signed by the two of us to approximately 60 students who remained on White Plaza, notifying them of the university policies they were violating.”\u003c/p>\n\u003cp>The letter said: “The submission of students’ names to the Office of Community Standards (OCS) has begun.” As graduation approaches, a previous letter from the University noted that “the initiation of an OCS proceeding at this time of year may inhibit the timely conferral of a diploma.”\u003c/p>\n\u003cfigure id=\"attachment_11984134\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984134 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240425-StanfordGazaProtest-020-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pro-Palestinian demonstrators march through the Stanford University campus on April 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Organizer Yungsu Kim said he is aware of the risks of protesting.\u003c/p>\n\u003cp>“I am also continuing a legacy of sorts of student involvement in mass movements, where all sectors of society are involved because they know that things like this just cannot continue. Injustice like this can’t continue,” Kim said.\u003c/p>\n\u003cp>An encampment that began Monday is ongoing and growing at UC Berkeley’s Sproul Plaza.\u003c/p>\n\u003cfigure id=\"attachment_11984220\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-06_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Monday, students like Lev Collins unfurled their tents across the iconic Sproul steps, home to the 1960s Free Speech movement, which made an indelible mark on campus activism and the country at large.\u003c/p>\n\u003cp>“I am here because of the genocide that’s going on in Gaza. It is completely unacceptable and tragic, and it’s upsetting that our tuition money and our tax dollars are funding this genocide,” Collins said.\u003c/p>\n\u003cp>Students have vowed to stay there until UC stops investing in companies that benefit Israel.\u003c/p>\n\u003cfigure id=\"attachment_11984215\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984215 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240423-BERKELEY-GAZA-ENCAMPMENT-MD-05_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley students at the UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 23, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yousuf Abubakr studies mechanical engineering at Cal. He has just three weeks left to graduate and said he’s doing his best to juggle his studies while running security for the new overnight encampment.\u003c/p>\n\u003cp>“A lot of us are falling behind in school, whatever. But, you know, you look at the struggles that we’re seeing on the other side of the world, and we can’t let that go,” Abubakr said.\u003c/p>\n\u003cfigure id=\"attachment_11984219\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11984219 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240424-BERKELEY-GAZA-ENCAMPMENT-MD-03_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Signs set beside tents at UC Berkeley Gaza Solidarity Encampment in front of Sproul Hall on April 24, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, UC Berkeley said it has no plans to change its investment policies and practices, and UC’s Office of the Chief Investment Officer declined to comment.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war","authors":["11785"],"categories":["news_18540","news_8"],"tags":["news_1386","news_18538","news_20013","news_27626","news_6631","news_33333","news_745","news_1928","news_17597","news_33765"],"featImg":"news_11984136","label":"news"},"news_11984140":{"type":"posts","id":"news_11984140","meta":{"index":"posts_1591205157","site":"news","id":"11984140","score":null,"sort":[1714158049000]},"guestAuthors":[],"slug":"growing-protests-over-the-israel-hamas-war-puts-spotlight-on-college-endowments","title":"Growing Protests Over the Israel-Hamas War Puts Spotlight on College Endowments","publishDate":1714158049,"format":"standard","headTitle":"Growing Protests Over the Israel-Hamas War Puts Spotlight on College Endowments | KQED","labelTerm":{"site":"news"},"content":"\u003cp>“Divest from death,” read the bubble letters written in chalk on the sidewalk outside The New School in New York City on Tuesday.\u003c/p>\n\u003cp>The slogan articulates one of the demands of the \u003ca href=\"https://apnews.com/article/columbia-yale-israel-palestinians-protests-56c3d9d0a278c15ed8e4132a75ea9599\">anti-war protests on campuses\u003c/a>, which call on colleges or universities to \u003ca href=\"https://apnews.com/article/college-protests-israel-divestment-palestinians-3f37f96f7be8e1124f266842d9caa627\">divest their endowments\u003c/a> from companies profiting from the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>.\u003c/p>\n\u003cp>Campaigns to pressure universities to divest for political or ethical reasons go back decades, at least to the 1970s when students pressured schools to withdraw from investments that benefited South Africa under apartheid rule. More recently, in the early aughts, schools made rules barring investments in things like alcohol, tobacco and gambling, according to a report from the National Association of College and University Business Officers (NACUBO) and Commonfund.\u003c/p>\n\u003cp>By the beginning of the next decade, a sizeable minority of endowments included some \u003ca href=\"https://apnews.com/article/what-is-esg-investing-3a98b6f584357b8e10c31b1ff93ce4b6\">environmental, social and governance criteria\u003c/a> in their portfolios, which expanded the factors considered in weighing the value of an investment beyond profits and losses.\u003c/p>\n\u003cp>College and university endowments hold hundreds of billions of dollars in assets, for example, with Columbia University’s reaching $13.6 billion in 2023. Now, campus protests are bringing attention to who controls university endowments and how decisions about those investments get made.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>What are endowments?\u003c/h2>\n\u003cp>Endowments are the holdings and investments that institutions of higher education, foundations and some nonprofits manage as a kind of perpetual savings account. Many use the financial returns generated by those assets each year to help fund the institution’s ongoing work. Donors often give to institution’s endowments to ensure it will have resources well into the future.\u003c/p>\n\u003ch2>Who manages the investments of an endowment?\u003c/h2>\n\u003cp>Many schools, from the largest to the smallest, work with outside investment managers, like investment banks, hedge funds or specialized firms that have access to investing vehicles that aren’t available to retail investors, said Todd Ely, an associate professor in the School of Public Affairs at the University of Colorado Denver.\u003c/p>\n\u003cp>“Colleges and universities have fairly limited discretion in the actual specific investments that their endowment funds are going towards because they’ve hired these external experts to make those decisions. And sometimes those decisions are even proprietary,” Ely said, meaning the investors do not publicly share what’s in their portfolio.\u003c/p>\n\u003cp>A board of trustees usually manages endowments at the university, and the donors agree upon the purpose of any endowment, usually to benefit the institution. They don’t “belong” to current students, faculty or alumni but rather to the organization itself.\u003c/p>\n\u003ch2>How difficult is it to change investments?\u003c/h2>\n\u003cp>Georges Dyer, executive director and co-founder of the Intentional Endowments Network, said it could take time and be difficult to identify what exposure a school’s endowment might have to a specific company.\u003c/p>\n\u003cp>“It’s not as simple as some people think — maybe it’s just selling some stocks at a certain company. That said, I think anything is possible in today’s financial services industry,” Dyer said.\u003c/p>\n\u003cp>His network helps connect organizations with endowments to learn from each other about how to align their endowments with their mission and to make their investments sustainable and responsible, for example, in the context of climate change. The network also recommends that transparency be one principle of sustainable and mission-driven investing.\u003c/p>\n\u003cp>The calls for divestment from fossil fuel companies, which started in 2011, make a moral argument but also a financial one, he said, which helps gain the support of the trustees and boards that direct university investments.\u003c/p>\n\u003cp>“The tie back to the investment, and the financial performance and the investment performance case, is not always very clear,” Dyer said of calls for divestment based on geopolitical issues.\u003c/p>\n\u003cp>The protesters’ demands also raise questions about what a university’s priorities and responsibilities are, Ely said.\u003c/p>\n\u003cp>“Are you trying to maximize returns or promote a social or political agenda?” Ely asked. “And for those actually managing the endowments on a day-to-day basis, they are focused on risk and returns until they’re directed otherwise by those with governance authority for the college or university.”\u003c/p>\n\u003ch2>Have any schools made changes?\u003c/h2>\n\u003cp>Despite the \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">pressure that student protesters\u003c/a> from California to Columbia University in New York City are putting on the leadership of their schools, Dyer of the Intentional Endowments Network said he has not heard much from their member schools and institutions about divestment in this context.\u003c/p>\n\u003cp>Fierce disagreement about support or opposition to the war within campus communities is another reason schools have likely not taken action. Many on campuses hear calls for divestment from Israel or an end to the war as \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">an attack on Jewish people more broadly\u003c/a> or as glossing over the deaths and pain caused by Hamas’ attack on Oct. 7, which killed 1,200 people.\u003c/p>\n\u003cp>Jennie C. Stephens, a professor at Northeastern University’s policy school and a climate justice fellow at Harvard-Radcliffe, has written a forthcoming book about the movement for climate justice at universities, including calls for divestment from fossil fuels. She said the initial reaction from universities when called on to divest from fossil fuels was also to say that their funds were co-mingled with other investors, managed by third parties or that they didn’t know what they were invested in. Eventually, though, those schools that committed to divesting from fossil fuels figured out how to do it.\u003c/p>\n\u003cp>“These elite institutions with big endowments have a lot of power, and they concentrate wealth and power through their endowments,” Stephens said. “And they do have control over how that money is invested.”\u003c/p>\n\u003ch2>Do trustees have to listen to student demands?\u003c/h2>\n\u003cp>No. However, divestment campaigns have succeeded by using a variety of tactics.[aside label='Related Coverage' tag='gaza']At Pomona College, students voted in February to approve a referendum that included calls for the school to disclose any investments in weapons manufacturers or companies that benefit from what it called the “apartheid” system in Israel and then to divest from those companies. Kouross Esmaeli, a visiting assistant professor of media studies at Pomona College, said school leaders and trustees have told students and professors that they can’t disclose all of their investments.\u003c/p>\n\u003cp>“’Oh, we can’t disclose this. This is difficult to do. This is impossible to parse out where our investment is,’” Esmaeli said. “All these kinds of excuses about why we can’t have control over our own money as an institution, and no one’s buying it.”\u003c/p>\n\u003cp>Pomona College spokesperson Mark Kendall said the administration has offered to meet with protesters and provide information about their investment policies and will continue to do so.\u003c/p>\n\u003cp>“Endowment investing supports our educational mission, including academic excellence and generous financial aid, over the long term,” Kendall said in an emailed statement.\u003c/p>\n\u003cp>Esmaeli acknowledged that divestment may take time and that the endowment may be complex, but he said the first demand of student protesters and faculty is for the university to commit to divesting from companies profiting from the war. He said the university could start with the ones identified by the Boycott, Divest, and Sanction movement.\u003c/p>\n\u003cp>“Different choices can be made, and rules can be changed in order to allow us to have an open endowment, where we know where our endowment is going,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"One of the demands of anti-war protesters on college campuses is for their schools to divest their endowments from companies that are profiting from Israel’s war against Hamas in Gaza. ","status":"publish","parent":0,"modified":1714162732,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1275},"headData":{"title":"Growing Protests Over the Israel-Hamas War Puts Spotlight on College Endowments | KQED","description":"One of the demands of anti-war protesters on college campuses is for their schools to divest their endowments from companies that are profiting from Israel’s war against Hamas in Gaza. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Growing Protests Over the Israel-Hamas War Puts Spotlight on College Endowments","datePublished":"2024-04-26T19:00:49.000Z","dateModified":"2024-04-26T20:18:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Thalia Beaty\u003cbr>Associated Press","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11984140/growing-protests-over-the-israel-hamas-war-puts-spotlight-on-college-endowments","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Divest from death,” read the bubble letters written in chalk on the sidewalk outside The New School in New York City on Tuesday.\u003c/p>\n\u003cp>The slogan articulates one of the demands of the \u003ca href=\"https://apnews.com/article/columbia-yale-israel-palestinians-protests-56c3d9d0a278c15ed8e4132a75ea9599\">anti-war protests on campuses\u003c/a>, which call on colleges or universities to \u003ca href=\"https://apnews.com/article/college-protests-israel-divestment-palestinians-3f37f96f7be8e1124f266842d9caa627\">divest their endowments\u003c/a> from companies profiting from the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>.\u003c/p>\n\u003cp>Campaigns to pressure universities to divest for political or ethical reasons go back decades, at least to the 1970s when students pressured schools to withdraw from investments that benefited South Africa under apartheid rule. More recently, in the early aughts, schools made rules barring investments in things like alcohol, tobacco and gambling, according to a report from the National Association of College and University Business Officers (NACUBO) and Commonfund.\u003c/p>\n\u003cp>By the beginning of the next decade, a sizeable minority of endowments included some \u003ca href=\"https://apnews.com/article/what-is-esg-investing-3a98b6f584357b8e10c31b1ff93ce4b6\">environmental, social and governance criteria\u003c/a> in their portfolios, which expanded the factors considered in weighing the value of an investment beyond profits and losses.\u003c/p>\n\u003cp>College and university endowments hold hundreds of billions of dollars in assets, for example, with Columbia University’s reaching $13.6 billion in 2023. Now, campus protests are bringing attention to who controls university endowments and how decisions about those investments get made.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>What are endowments?\u003c/h2>\n\u003cp>Endowments are the holdings and investments that institutions of higher education, foundations and some nonprofits manage as a kind of perpetual savings account. Many use the financial returns generated by those assets each year to help fund the institution’s ongoing work. Donors often give to institution’s endowments to ensure it will have resources well into the future.\u003c/p>\n\u003ch2>Who manages the investments of an endowment?\u003c/h2>\n\u003cp>Many schools, from the largest to the smallest, work with outside investment managers, like investment banks, hedge funds or specialized firms that have access to investing vehicles that aren’t available to retail investors, said Todd Ely, an associate professor in the School of Public Affairs at the University of Colorado Denver.\u003c/p>\n\u003cp>“Colleges and universities have fairly limited discretion in the actual specific investments that their endowment funds are going towards because they’ve hired these external experts to make those decisions. And sometimes those decisions are even proprietary,” Ely said, meaning the investors do not publicly share what’s in their portfolio.\u003c/p>\n\u003cp>A board of trustees usually manages endowments at the university, and the donors agree upon the purpose of any endowment, usually to benefit the institution. They don’t “belong” to current students, faculty or alumni but rather to the organization itself.\u003c/p>\n\u003ch2>How difficult is it to change investments?\u003c/h2>\n\u003cp>Georges Dyer, executive director and co-founder of the Intentional Endowments Network, said it could take time and be difficult to identify what exposure a school’s endowment might have to a specific company.\u003c/p>\n\u003cp>“It’s not as simple as some people think — maybe it’s just selling some stocks at a certain company. That said, I think anything is possible in today’s financial services industry,” Dyer said.\u003c/p>\n\u003cp>His network helps connect organizations with endowments to learn from each other about how to align their endowments with their mission and to make their investments sustainable and responsible, for example, in the context of climate change. The network also recommends that transparency be one principle of sustainable and mission-driven investing.\u003c/p>\n\u003cp>The calls for divestment from fossil fuel companies, which started in 2011, make a moral argument but also a financial one, he said, which helps gain the support of the trustees and boards that direct university investments.\u003c/p>\n\u003cp>“The tie back to the investment, and the financial performance and the investment performance case, is not always very clear,” Dyer said of calls for divestment based on geopolitical issues.\u003c/p>\n\u003cp>The protesters’ demands also raise questions about what a university’s priorities and responsibilities are, Ely said.\u003c/p>\n\u003cp>“Are you trying to maximize returns or promote a social or political agenda?” Ely asked. “And for those actually managing the endowments on a day-to-day basis, they are focused on risk and returns until they’re directed otherwise by those with governance authority for the college or university.”\u003c/p>\n\u003ch2>Have any schools made changes?\u003c/h2>\n\u003cp>Despite the \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">pressure that student protesters\u003c/a> from California to Columbia University in New York City are putting on the leadership of their schools, Dyer of the Intentional Endowments Network said he has not heard much from their member schools and institutions about divestment in this context.\u003c/p>\n\u003cp>Fierce disagreement about support or opposition to the war within campus communities is another reason schools have likely not taken action. Many on campuses hear calls for divestment from Israel or an end to the war as \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">an attack on Jewish people more broadly\u003c/a> or as glossing over the deaths and pain caused by Hamas’ attack on Oct. 7, which killed 1,200 people.\u003c/p>\n\u003cp>Jennie C. Stephens, a professor at Northeastern University’s policy school and a climate justice fellow at Harvard-Radcliffe, has written a forthcoming book about the movement for climate justice at universities, including calls for divestment from fossil fuels. She said the initial reaction from universities when called on to divest from fossil fuels was also to say that their funds were co-mingled with other investors, managed by third parties or that they didn’t know what they were invested in. Eventually, though, those schools that committed to divesting from fossil fuels figured out how to do it.\u003c/p>\n\u003cp>“These elite institutions with big endowments have a lot of power, and they concentrate wealth and power through their endowments,” Stephens said. “And they do have control over how that money is invested.”\u003c/p>\n\u003ch2>Do trustees have to listen to student demands?\u003c/h2>\n\u003cp>No. However, divestment campaigns have succeeded by using a variety of tactics.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Coverage ","tag":"gaza"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>At Pomona College, students voted in February to approve a referendum that included calls for the school to disclose any investments in weapons manufacturers or companies that benefit from what it called the “apartheid” system in Israel and then to divest from those companies. Kouross Esmaeli, a visiting assistant professor of media studies at Pomona College, said school leaders and trustees have told students and professors that they can’t disclose all of their investments.\u003c/p>\n\u003cp>“’Oh, we can’t disclose this. This is difficult to do. This is impossible to parse out where our investment is,’” Esmaeli said. “All these kinds of excuses about why we can’t have control over our own money as an institution, and no one’s buying it.”\u003c/p>\n\u003cp>Pomona College spokesperson Mark Kendall said the administration has offered to meet with protesters and provide information about their investment policies and will continue to do so.\u003c/p>\n\u003cp>“Endowment investing supports our educational mission, including academic excellence and generous financial aid, over the long term,” Kendall said in an emailed statement.\u003c/p>\n\u003cp>Esmaeli acknowledged that divestment may take time and that the endowment may be complex, but he said the first demand of student protesters and faculty is for the university to commit to divesting from companies profiting from the war. He said the university could start with the ones identified by the Boycott, Divest, and Sanction movement.\u003c/p>\n\u003cp>“Different choices can be made, and rules can be changed in order to allow us to have an open endowment, where we know where our endowment is going,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11984140/growing-protests-over-the-israel-hamas-war-puts-spotlight-on-college-endowments","authors":["byline_news_11984140"],"categories":["news_18540","news_8"],"tags":["news_32239","news_20013","news_6631","news_33333","news_745","news_1242","news_33765"],"featImg":"news_11984188","label":"news"},"news_11983918":{"type":"posts","id":"news_11983918","meta":{"index":"posts_1591205157","site":"news","id":"11983918","score":null,"sort":[1714055427000]},"guestAuthors":[],"slug":"this-literary-expert-reveals-the-key-problem-undermining-american-education","title":"This Literary Expert Reveals the Key Problem Undermining American Education","publishDate":1714055427,"format":"standard","headTitle":"This Literary Expert Reveals the Key Problem Undermining American Education | KQED","labelTerm":{},"content":"\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.[aside postID=\"news_11983654,news_11982920,news_11982920\" label=\"Related Stories\"]\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Everybody loves a cliffhanger.\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"Amid a literacy crisis, there’s been a focus on how to close the achievement gap, but literary expert Natalie Wexler sees the key problem undermining the American educational system a little differently.","status":"publish","parent":0,"modified":1713996945,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1457},"headData":{"title":"This Literary Expert Reveals the Key Problem Undermining American Education | KQED","description":"Amid a literacy crisis, there’s been a focus on how to close the achievement gap, but literary expert Natalie Wexler sees the key problem undermining the American educational system a little differently.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"This Literary Expert Reveals the Key Problem Undermining American Education","datePublished":"2024-04-25T14:30:27.000Z","dateModified":"2024-04-24T22:15:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org","sticky":false,"nprByline":"Karen D'Souza, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983918/this-literary-expert-reveals-the-key-problem-undermining-american-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11983654,news_11982920,news_11982920","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Everybody loves a cliffhanger.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983918/this-literary-expert-reveals-the-key-problem-undermining-american-education","authors":["byline_news_11983918"],"categories":["news_18540","news_8"],"tags":["news_32584","news_20013","news_18500","news_4398"],"featImg":"news_11983930","label":"source_news_11983918"},"news_11983823":{"type":"posts","id":"news_11983823","meta":{"index":"posts_1591205157","site":"news","id":"11983823","score":null,"sort":[1713906044000]},"guestAuthors":[],"slug":"planned-cal-grant-expansion-for-public-college-students-in-jeopardy-amid-growing-state-deficit","title":"Planned Cal Grant Expansion for Public College Students in Jeopardy Amid Growing State Deficit","publishDate":1713906044,"format":"standard","headTitle":"Planned Cal Grant Expansion for Public College Students in Jeopardy Amid Growing State Deficit | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>When California’s budget surplus was in the tens of billions of dollars two years ago, legislators passed a law that would expand the state’s nationally renowned free-tuition and cash-aid program to an additional 137,000 college students by fall 2024 — \u003ca href=\"https://ebudget.ca.gov/2022-23/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=10\">but only if the money was there\u003c/a>.\u003c/p>\n\u003cp>Whether the Cal Grant tuition program grows will play out in the next two months as state legislators and Gov. Gavin Newsom grapple with a budget deficit now estimated at between \u003ca href=\"https://calmatters.org/politics/2024/01/newsom-budget-california/\">$38 billion\u003c/a> and \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">$73 billion\u003c/a>, depending on whom you ask.\u003c/p>\n\u003cp>Early signs suggest California’s upcoming budget, which legislators and the governor must finalize by late June, won’t be able to shoulder the new expenses. “Based on current revenue projections, those conditions are unlikely to be met in 2024–25,” wrote Lisa Qing, an analyst with the nonpartisan Legislative Analyst’s Office, in an email last week.\u003c/p>\n\u003cp>Full expansion \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">would cost $245 million\u003c/a>, on top of the \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">$2.4 billion the state already spends on the Cal Grant\u003c/a> program. The financial aid juggernaut fully covers tuition at the University of California and California State University and provides cash awards to community college students of $1,650, though some \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with children get more\u003c/a>. Private college students receive partial tuition waivers.\u003c/p>\n\u003cp>If implemented, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">much of the increased benefit\u003c/a> would go to lower-income community college students who aren’t eligible for the Cal Grant due to GPA restrictions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some lawmakers are asking whether the state could partially expand the grant program in the hopes that more money will be available next year — no sure bet as projections show California will battle \u003ca href=\"https://calmatters.org/politics/2024/01/california-budget-lao-review-newsom/#:~:text=Worse%2C%20both%20the%20governor%20and%20Legislative%20Analyst%E2%80%99s%20Office%20predict%20large%20deficits%20of%20about%20%2430%20billion%20annually%20through%202027%2D28.\">$30 billion deficits through 2028\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, the UC system has asked lawmakers to delay changes to the Cal Grant until next year. An official cited the colossal problems caused by new \u003ca href=\"https://calmatters.org/education/higher-education/2024/03/financial-aid/\">changes to the federal financial aid application\u003c/a>, known as FAFSA, that have upended the normal workflow of financial aid offices across the country.\u003c/p>\n\u003cp>Another reason is that the proposed Cal Grant changes would generally lower the income eligibility cutoff, ultimately making fewer UC students eligible for the grant over time.\u003c/p>\n\u003cp>“Given that and the challenges that we’re facing this year with FAFSA, we would prefer that Cal Grant reform be enacted for ’25–’26,” said Shawn Brick, UC’s director of financial aid, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=630&f=4bdaaf3f51f0652e230d2df807380a98\">at a March Assembly hearing\u003c/a>.\u003c/p>\n\u003ch2>What full Cal Grant expansion would look like\u003c/h2>\n\u003cp>Right now, Cal Grant consists of eight programs, each with its own rules and award amounts that collectively benefit about 400,000 students. The law to revamp Cal Grant would collapse all those programs into just two: the Cal Grant 2 for community colleges and the Cal Grant 4 for four-year universities.\u003c/p>\n\u003cp>The overhaul would expand eligibility to roughly 185,000 additional students \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">but exclude 48,000 students currently eligible\u003c/a> — a net increase of 137,000 students. Those already getting the award would continue to receive it.\u003c/p>\n\u003cp>Students would be \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">newly eligible for several reasons\u003c/a>. If they’re community college students, they’ll no longer need to satisfy a minimum GPA of 2.0. This builds on a 2021 law that \u003ca href=\"https://ebudget.ca.gov/2021-22/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=9\">allowed more than 100,000 community college students\u003c/a> to receive the Cal Grant for the first time. University students would be newly eligible because the rules \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">would no longer limit the award\u003c/a> to students under 28.\u003c/p>\n\u003cp>[aside label=\"more higher ed coverage\" tag=\"higher-education\"]The new rules would also make students eligible for the Cal Grant even if they enroll directly into a university more than a year after finishing high school, removing the time-out-of-high school restriction.\u003c/p>\n\u003cp>However, the overhaul would also lower the income ceiling, excluding about 48,000 students who are now eligible for it. For example, under current rules, the income ceiling for a family of four with a dependent student going to college is $131,000. It would drop to $76,000 under the Cal Grant overhaul, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=96&f=4bdaaf3f51f0652e230d2df807380a98\">Qing said at a March legislative hearing\u003c/a>.\u003c/p>\n\u003cp>Also, university students \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=130&f=4bdaaf3f51f0652e230d2df807380a98\">would no longer be eligible\u003c/a> for some cash awards, with the expectation that campus financial aid programs \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=159&f=4bdaaf3f51f0652e230d2df807380a98\">pick up the slack\u003c/a>. At the same time, some university students who now only receive a $1,650 cash award as freshmen would instead be granted the tuition waiver, which is a higher value.\u003c/p>\n\u003cp>Also, under the new Cal Grant rules, an additional 45,000 lower-income students who are parents would be eligible for the award, and \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with dependent children \u003c/a>could receive an additional $6,000.\u003c/p>\n\u003ch2>Most of the new awards would go to community college students\u003c/h2>\n\u003cp>The agency that oversees financial aid, the California Student Aid Commission, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">projects that by the end of the decade\u003c/a>, 120,000 more community college students will receive a Cal Grant annually under the overhaul.\u003c/p>\n\u003cp>It’s a different story for UC students. Under existing rules, the number of UC students receiving a Cal Grant is projected to grow by 17,000 by 2030. But under the overhauled Cal Grant, only 5,500 more UC students would get the award by then.\u003c/p>\n\u003cp>Still, students at UC, which has the highest tuition, would collectively receive more Cal Grant dollars than students elsewhere.\u003c/p>\n\u003cp>Assemblymember David Alvarez, a Democrat from Chula Vista, noted at a March hearing that UC is \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-13-final-agenda.pdf#page=6\">enrolling a smaller percentage of lower-income students\u003c/a> than in the past, which he thinks is the reason why the system is projected to see fewer of its students acquire a Cal Grant under the overhaul.\u003c/p>\n\u003cp>“Let’s identify more of our California students that are lower income to be able to attend our UC system,” \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=1632&f=4bdaaf3f51f0652e230d2df807380a98\">Alvarez said\u003c/a>. “And therefore, I think Cal Grant can be a net benefit for the UC system.”\u003c/p>\n\u003cp>Alvarez, who leads the Assembly’s budget subcommittee on education, wants to see the Cal Grant expanded in some capacity by July when the state’s 2024–25 budget begins. “We know it will happen, but we are in a budget situation where we need to think about how that is going to happen. But I believe it must start this year,” he said.\u003c/p>\n\u003cp>Last month, state senators asked the Student Aid Commission to float some ideas for a \u003ca href=\"https://sbud.senate.ca.gov/sites/sbud.senate.ca.gov/files/March%207%202024_%20CA%20Student%20Aid%20Commission%20UC%20CSU%20CCC%20UC%20College%20of%20the%20Law%20SF%20State%20Library.pdf#page=8\">partial rollout that limits costs\u003c/a>.\u003c/p>\n\u003cp>One idea is to increase the size of the community college cash awards this year so they’re tied to inflation — one of the changes that would kick in under a full Cal Grant overhaul anyway.\u003c/p>\n\u003cp>Another option is to expand the number of students who are also parents receiving the cash award but lower the amount each student receives. An official with the commission, Jake Brymner, told lawmakers at a March hearing that doing so would mean 45,000 more students receive the cash award but that everyone \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=410&f=cf17d1310e8ea48f9120dabd65ef74b0\">would get between $3,000 and $4,000\u003c/a> — less than the $6,000 students get now.\u003c/p>\n\u003cp>Brymner \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=305&f=cf17d1310e8ea48f9120dabd65ef74b0\">also suggested\u003c/a> limiting the Cal Grant for community college students to those who meet the current 2.0 GPA rule.\u003c/p>\n\u003cp>Finally, lawmakers could overhaul the Cal Grant but \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=452&f=cf17d1310e8ea48f9120dabd65ef74b0\">lower the income ceilings even more\u003c/a> to limit costs, Brymner said. That idea is likely the least popular.\u003c/p>\n\u003cp>“I would hate to see a reduction to the income ceilings,” Noelia Gonzalez, Cal State’s director for financial aid programs, said \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=620&f=cf17d1310e8ea48f9120dabd65ef74b0\">at the same hearing\u003c/a>. She said it would come at a particularly poor time for middle-class students.\u003c/p>\n\u003cp>Because of the state’s budget deficit, Newsom favors nixing a planned one-time increase to the \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/middle-class-scholarship-california/\">Middle Class Scholarship\u003c/a>, a relatively new financial aid program funded at around $630 million in 2022–23 and $860 million in 2023–24. Last year, lawmakers had promised to put \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">an additional $60 million into the scholarship\u003c/a>. Instead, Newsom wants to cut it back to around $630 million.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">would drop average awards\u003c/a> from above $2,500 to just below $2,000 for the roughly 300,000 UC and Cal State students receiving them.\u003c/p>\n\n","blocks":[],"excerpt":"Two years ago, state legislators planned to offer the Cal Grant, which fully covers tuition at the University of California and California State University, to 137,000 additional students. But it's unclear if that will happen.","status":"publish","parent":0,"modified":1713906384,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1363},"headData":{"title":"Planned Cal Grant Expansion for Public College Students in Jeopardy Amid Growing State Deficit | KQED","description":"Two years ago, state legislators planned to offer the Cal Grant, which fully covers tuition at the University of California and California State University, to 137,000 additional students. But it's unclear if that will happen.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Planned Cal Grant Expansion for Public College Students in Jeopardy Amid Growing State Deficit","datePublished":"2024-04-23T21:00:44.000Z","dateModified":"2024-04-23T21:06:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Mikhail Zinshteyn\u003cbr>CalMatters\u003c/br>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983823/planned-cal-grant-expansion-for-public-college-students-in-jeopardy-amid-growing-state-deficit","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When California’s budget surplus was in the tens of billions of dollars two years ago, legislators passed a law that would expand the state’s nationally renowned free-tuition and cash-aid program to an additional 137,000 college students by fall 2024 — \u003ca href=\"https://ebudget.ca.gov/2022-23/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=10\">but only if the money was there\u003c/a>.\u003c/p>\n\u003cp>Whether the Cal Grant tuition program grows will play out in the next two months as state legislators and Gov. Gavin Newsom grapple with a budget deficit now estimated at between \u003ca href=\"https://calmatters.org/politics/2024/01/newsom-budget-california/\">$38 billion\u003c/a> and \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">$73 billion\u003c/a>, depending on whom you ask.\u003c/p>\n\u003cp>Early signs suggest California’s upcoming budget, which legislators and the governor must finalize by late June, won’t be able to shoulder the new expenses. “Based on current revenue projections, those conditions are unlikely to be met in 2024–25,” wrote Lisa Qing, an analyst with the nonpartisan Legislative Analyst’s Office, in an email last week.\u003c/p>\n\u003cp>Full expansion \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">would cost $245 million\u003c/a>, on top of the \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">$2.4 billion the state already spends on the Cal Grant\u003c/a> program. The financial aid juggernaut fully covers tuition at the University of California and California State University and provides cash awards to community college students of $1,650, though some \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with children get more\u003c/a>. Private college students receive partial tuition waivers.\u003c/p>\n\u003cp>If implemented, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">much of the increased benefit\u003c/a> would go to lower-income community college students who aren’t eligible for the Cal Grant due to GPA restrictions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some lawmakers are asking whether the state could partially expand the grant program in the hopes that more money will be available next year — no sure bet as projections show California will battle \u003ca href=\"https://calmatters.org/politics/2024/01/california-budget-lao-review-newsom/#:~:text=Worse%2C%20both%20the%20governor%20and%20Legislative%20Analyst%E2%80%99s%20Office%20predict%20large%20deficits%20of%20about%20%2430%20billion%20annually%20through%202027%2D28.\">$30 billion deficits through 2028\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, the UC system has asked lawmakers to delay changes to the Cal Grant until next year. An official cited the colossal problems caused by new \u003ca href=\"https://calmatters.org/education/higher-education/2024/03/financial-aid/\">changes to the federal financial aid application\u003c/a>, known as FAFSA, that have upended the normal workflow of financial aid offices across the country.\u003c/p>\n\u003cp>Another reason is that the proposed Cal Grant changes would generally lower the income eligibility cutoff, ultimately making fewer UC students eligible for the grant over time.\u003c/p>\n\u003cp>“Given that and the challenges that we’re facing this year with FAFSA, we would prefer that Cal Grant reform be enacted for ’25–’26,” said Shawn Brick, UC’s director of financial aid, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=630&f=4bdaaf3f51f0652e230d2df807380a98\">at a March Assembly hearing\u003c/a>.\u003c/p>\n\u003ch2>What full Cal Grant expansion would look like\u003c/h2>\n\u003cp>Right now, Cal Grant consists of eight programs, each with its own rules and award amounts that collectively benefit about 400,000 students. The law to revamp Cal Grant would collapse all those programs into just two: the Cal Grant 2 for community colleges and the Cal Grant 4 for four-year universities.\u003c/p>\n\u003cp>The overhaul would expand eligibility to roughly 185,000 additional students \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">but exclude 48,000 students currently eligible\u003c/a> — a net increase of 137,000 students. Those already getting the award would continue to receive it.\u003c/p>\n\u003cp>Students would be \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">newly eligible for several reasons\u003c/a>. If they’re community college students, they’ll no longer need to satisfy a minimum GPA of 2.0. This builds on a 2021 law that \u003ca href=\"https://ebudget.ca.gov/2021-22/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=9\">allowed more than 100,000 community college students\u003c/a> to receive the Cal Grant for the first time. University students would be newly eligible because the rules \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">would no longer limit the award\u003c/a> to students under 28.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"more higher ed coverage ","tag":"higher-education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The new rules would also make students eligible for the Cal Grant even if they enroll directly into a university more than a year after finishing high school, removing the time-out-of-high school restriction.\u003c/p>\n\u003cp>However, the overhaul would also lower the income ceiling, excluding about 48,000 students who are now eligible for it. For example, under current rules, the income ceiling for a family of four with a dependent student going to college is $131,000. It would drop to $76,000 under the Cal Grant overhaul, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=96&f=4bdaaf3f51f0652e230d2df807380a98\">Qing said at a March legislative hearing\u003c/a>.\u003c/p>\n\u003cp>Also, university students \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=130&f=4bdaaf3f51f0652e230d2df807380a98\">would no longer be eligible\u003c/a> for some cash awards, with the expectation that campus financial aid programs \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=159&f=4bdaaf3f51f0652e230d2df807380a98\">pick up the slack\u003c/a>. At the same time, some university students who now only receive a $1,650 cash award as freshmen would instead be granted the tuition waiver, which is a higher value.\u003c/p>\n\u003cp>Also, under the new Cal Grant rules, an additional 45,000 lower-income students who are parents would be eligible for the award, and \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with dependent children \u003c/a>could receive an additional $6,000.\u003c/p>\n\u003ch2>Most of the new awards would go to community college students\u003c/h2>\n\u003cp>The agency that oversees financial aid, the California Student Aid Commission, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">projects that by the end of the decade\u003c/a>, 120,000 more community college students will receive a Cal Grant annually under the overhaul.\u003c/p>\n\u003cp>It’s a different story for UC students. Under existing rules, the number of UC students receiving a Cal Grant is projected to grow by 17,000 by 2030. But under the overhauled Cal Grant, only 5,500 more UC students would get the award by then.\u003c/p>\n\u003cp>Still, students at UC, which has the highest tuition, would collectively receive more Cal Grant dollars than students elsewhere.\u003c/p>\n\u003cp>Assemblymember David Alvarez, a Democrat from Chula Vista, noted at a March hearing that UC is \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-13-final-agenda.pdf#page=6\">enrolling a smaller percentage of lower-income students\u003c/a> than in the past, which he thinks is the reason why the system is projected to see fewer of its students acquire a Cal Grant under the overhaul.\u003c/p>\n\u003cp>“Let’s identify more of our California students that are lower income to be able to attend our UC system,” \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=1632&f=4bdaaf3f51f0652e230d2df807380a98\">Alvarez said\u003c/a>. “And therefore, I think Cal Grant can be a net benefit for the UC system.”\u003c/p>\n\u003cp>Alvarez, who leads the Assembly’s budget subcommittee on education, wants to see the Cal Grant expanded in some capacity by July when the state’s 2024–25 budget begins. “We know it will happen, but we are in a budget situation where we need to think about how that is going to happen. But I believe it must start this year,” he said.\u003c/p>\n\u003cp>Last month, state senators asked the Student Aid Commission to float some ideas for a \u003ca href=\"https://sbud.senate.ca.gov/sites/sbud.senate.ca.gov/files/March%207%202024_%20CA%20Student%20Aid%20Commission%20UC%20CSU%20CCC%20UC%20College%20of%20the%20Law%20SF%20State%20Library.pdf#page=8\">partial rollout that limits costs\u003c/a>.\u003c/p>\n\u003cp>One idea is to increase the size of the community college cash awards this year so they’re tied to inflation — one of the changes that would kick in under a full Cal Grant overhaul anyway.\u003c/p>\n\u003cp>Another option is to expand the number of students who are also parents receiving the cash award but lower the amount each student receives. An official with the commission, Jake Brymner, told lawmakers at a March hearing that doing so would mean 45,000 more students receive the cash award but that everyone \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=410&f=cf17d1310e8ea48f9120dabd65ef74b0\">would get between $3,000 and $4,000\u003c/a> — less than the $6,000 students get now.\u003c/p>\n\u003cp>Brymner \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=305&f=cf17d1310e8ea48f9120dabd65ef74b0\">also suggested\u003c/a> limiting the Cal Grant for community college students to those who meet the current 2.0 GPA rule.\u003c/p>\n\u003cp>Finally, lawmakers could overhaul the Cal Grant but \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=452&f=cf17d1310e8ea48f9120dabd65ef74b0\">lower the income ceilings even more\u003c/a> to limit costs, Brymner said. That idea is likely the least popular.\u003c/p>\n\u003cp>“I would hate to see a reduction to the income ceilings,” Noelia Gonzalez, Cal State’s director for financial aid programs, said \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=620&f=cf17d1310e8ea48f9120dabd65ef74b0\">at the same hearing\u003c/a>. She said it would come at a particularly poor time for middle-class students.\u003c/p>\n\u003cp>Because of the state’s budget deficit, Newsom favors nixing a planned one-time increase to the \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/middle-class-scholarship-california/\">Middle Class Scholarship\u003c/a>, a relatively new financial aid program funded at around $630 million in 2022–23 and $860 million in 2023–24. Last year, lawmakers had promised to put \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">an additional $60 million into the scholarship\u003c/a>. Instead, Newsom wants to cut it back to around $630 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">would drop average awards\u003c/a> from above $2,500 to just below $2,000 for the roughly 300,000 UC and Cal State students receiving them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983823/planned-cal-grant-expansion-for-public-college-students-in-jeopardy-amid-growing-state-deficit","authors":["byline_news_11983823"],"categories":["news_8"],"tags":["news_18085","news_20013","news_31715","news_22697","news_4843","news_797"],"affiliates":["news_18481"],"featImg":"news_11968957","label":"news_18481"},"news_11983654":{"type":"posts","id":"news_11983654","meta":{"index":"posts_1591205157","site":"news","id":"11983654","score":null,"sort":[1713812452000]},"guestAuthors":[],"slug":"californias-future-educators-divided-on-how-to-teach-reading","title":"California’s Future Educators Divided on How to Teach Reading","publishDate":1713812452,"format":"standard","headTitle":"California’s Future Educators Divided on How to Teach Reading | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth] \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.[aside postID=news_11945189 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg']Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”[aside postID=news_11914203 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg']Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.[aside label='Related Coverage' tag='education']But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Critics question accreditation of a program they say won't adhere to new standards on structured literacy.","status":"publish","parent":0,"modified":1713815072,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2152},"headData":{"title":"California’s Future Educators Divided on How to Teach Reading | KQED","description":"Critics question accreditation of a program they say won't adhere to new standards on structured literacy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California’s Future Educators Divided on How to Teach Reading","datePublished":"2024-04-22T19:00:52.000Z","dateModified":"2024-04-22T19:44:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"John Fensterwald, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983654/californias-future-educators-divided-on-how-to-teach-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp> \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11945189","hero":"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11914203","hero":"https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Coverage ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983654/californias-future-educators-divided-on-how-to-teach-reading","authors":["byline_news_11983654"],"categories":["news_18540","news_8"],"tags":["news_18538","news_32580","news_20013","news_27626","news_18500"],"affiliates":["news_33681"],"featImg":"news_11983657","label":"news_33681"},"news_11983572":{"type":"posts","id":"news_11983572","meta":{"index":"posts_1591205157","site":"news","id":"11983572","score":null,"sort":[1713642698000]},"guestAuthors":[],"slug":"angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event","title":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event","publishDate":1713642698,"format":"standard","headTitle":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event | KQED","labelTerm":{"site":"news"},"content":"\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Stories\"]“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Black student leaders from Castro Valley and Alameda high schools hosted the local activist and icon to learn from her legacy as they seek to combat hate speech on their campuses.","status":"publish","parent":0,"modified":1713812391,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1276},"headData":{"title":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event | KQED","description":"Black student leaders from Castro Valley and Alameda high schools hosted the local activist and icon to learn from her legacy as they seek to combat hate speech on their campuses.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event","datePublished":"2024-04-20T19:51:38.000Z","dateModified":"2024-04-22T18:59:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11983572/angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"education","label":"More Education Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983572/angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event","authors":["11296"],"categories":["news_223","news_31795","news_18540","news_28250","news_8"],"tags":["news_32282","news_20013","news_27626","news_21319","news_2997"],"featImg":"news_11983582","label":"news"},"news_11983586":{"type":"posts","id":"news_11983586","meta":{"index":"posts_1591205157","site":"news","id":"11983586","score":null,"sort":[1713640589000]},"guestAuthors":[],"slug":"despite-californias-investments-in-public-preschool-challenges-around-child-care-continue","title":"Despite California's Investments in Public Preschool, Child Care Challenges Continue","publishDate":1713640589,"format":"standard","headTitle":"Despite California’s Investments in Public Preschool, Child Care Challenges Continue | KQED","labelTerm":{"site":"news"},"content":"\u003cp>A year before I-Ting Quinn’s son was old enough for kindergarten, she and her husband had the option to enroll him in “transitional kindergarten,” a program offered for free by California elementary schools for some 4-year-olds.\u003c/p>\n\u003cp>Instead, they kept their son, Ethan, in a private day care center in Concord, Contra Costa County, at a cost of $400 a week.\u003c/p>\n\u003cp>Transitional kindergarten’s academic emphasis was appealing, but Ethan would have been in a half-day program, and options for after-school child care were limited. And for two parents with hectic work schedules in the hospitality industry, there was the convenience of having Ethan and his younger brother at the same day care, with a single stop for morning drop-off and evening pickup.\u003c/p>\n\u003cp>“Ethan is navigating changes at home with a new younger brother and then possibly a new school where he is the youngest,” Quinn said. “That doesn’t even include the concerns around drop-off and pickups, including transportation to and from his class to after-school care at a different location. It is just a lot to consider.”\u003c/p>\n\u003cp>Investments that California and other states have made in public preschool have helped many parents through a \u003ca href=\"https://apnews.com/article/daycare-child-care-democrats-congress-2919cf689423f62d90e28f7f40de2f39\">child care crisis\u003c/a>, in which quality options for early learners are often scarce and unaffordable. But many parents say the programs don’t work for their families. Even when Pre–K lasts the whole school day, working parents struggle to find child care before 9 a.m. and after 3 p.m.\u003c/p>\n\u003cp>No state has a more ambitious plan for universal preschool than California, which plans to extend eligibility for transitional kindergarten to all 4-year-olds by fall 2025 as part of a $2.7 billion, four-year expansion. The idea is to provide a two-year kindergarten program to prepare children earlier for the rigors of elementary school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enrollment in the optional program has grown more slowly than projected. Gov. Gavin Newsom, a Democrat, had estimated about 120,000 students would enroll last year; however, the average daily attendance was around 91,000 students.\u003c/p>\n\u003cp>Through December of this school year, the average daily attendance was about 125,000 students, said Sara Cortez, a policy analyst for the California Legislative Analyst’s Office.\u003c/p>\n\u003cp>Coming out of the COVID-19 pandemic, some families \u003ca href=\"https://apnews.com/article/kindergarten-school-registration-homeschool-f6a0c3a8f97f8d6cf616f201f68c04fe\">no longer see the same value\u003c/a> in traditional kindergarten. Some are just as happy with programs that don’t have an academic component. School days requiring midday pickups also can sway families toward private day cares, \u003ca href=\"https://apnews.com/article/head-start-preschool-child-care-teacher-pay-256a66cc4df8a331a2d0badcba7f72e8\">Head Start programs\u003c/a> and other alternatives offering full-day care.\u003c/p>\n\u003cp>Some schools hosting transitional kindergarten offer child care before or after instruction, but not all.\u003c/p>\n\u003cp>“If your school doesn’t offer those wraparound child care services at the beginning or end of school days, then staying in child care may be the only option parents have,” said Deborah Stipek, a former dean of the Graduate School of Education at Stanford University, who has advocated for equitable access to early childhood education in California.\u003c/p>\n\u003cp>States including Iowa, Michigan, New Jersey and Washington have provided early learning options similar to transitional kindergarten, and there is evidence of the program’s benefits.\u003c/p>\n\u003cp>In California, where the programs are taught by educators with the same credential requirements as kindergarten teachers, a five-year study found their students \u003ca href=\"https://www.air.org/project/study-californias-transitional-kindergarten-program\">entered kindergarten\u003c/a> with stronger mathematics and literacy skills. In Michigan, where the transitional kindergarten program is not offered statewide, the programs have been linked to \u003ca href=\"https://edworkingpapers.com/ai24-920\">increases in third-grade test scores\u003c/a> in math and English. A California study, however, found \u003ca href=\"https://www.ppic.org/publication/assessing-transitional-kindergartens-impact-on-elementary-school-trajectories/\">no such test score increase\u003c/a> by third or fourth grade.\u003c/p>\n\u003cp>“Kids are getting the opportunity to become familiar with the school environment before they start kindergarten,” said Anna Shapiro, a policy researcher at RAND who has studied early childhood program effectiveness for about a decade and analyzed the TK program in Michigan.\u003c/p>\n\u003cp>Another benefit to transitional kindergarten is that it’s free.\u003c/p>\n\u003cp>María Maldonado, who has seven children and works at a deli in Los Angeles, sends her 4-year-old daughter, Audrey, to transitional kindergarten at Para Los Niños Charter Elementary School. Her daughter likes it so much, Maldonado said she would happily pay even if it wasn’t free.\u003c/p>\n\u003cp>The program includes after-school care, so Audrey remains at the school from 7 a.m. until 6 p.m. Audrey is learning to read and can count to 35, and asks to stay at the school longer when her parents arrive well before pickup time, her mother said.\u003c/p>\n\u003cp>Maldonado only wishes she had heard about the program sooner for her other children. She said she was sold on the school after visiting and speaking to the teachers.\u003c/p>\n\u003cp>“Academically, they have to learn everything they’re taught. But if the atmosphere is good, that’s a combination that will keep kids happy. As a result, this girl loves going to school,” she said.\u003c/p>\n\u003cp>As of this school year, California’s transitional kindergarten was open only to 4-year-old children who turn 5 by early April. The cutoff will widen to include more kids this fall in a graduated expansion.\u003c/p>\n\u003cp>For Ethan’s parents, the emphasis on play-based learning at his day care center, run by KinderCare, was an important factor in their decision to keep him there, in addition to the all-day care.\u003c/p>\n\u003cp>“There are families who choose to stay with us because we have full-time, full-year care,” said Margot Gould, senior manager of government relations for KinderCare, which operates in 40 states.\u003c/p>\n\u003cp>Ethan’s father, Scott Quinn, recalls thinking, “How bad can it be?” when they opted out of transitional kindergarten. But he has been discouraged to see Ethan — one of the oldest kids in his day care class — pick up the behavior of kids who are several years younger than him.\u003c/p>\n\u003cp>“In retrospect, it would have been better to send him to school to be around kids his age and older,” he said.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11983016,news_11979071,news_11982934\"]I-Ting Quinn said she also has feelings of regret as she sees Ethan outgrow some of his previous needs, including a midday nap. The couple considered enrolling him in TK midway through the school year, but ultimately decided it would cause too much stress in managing the logistics of their work schedules.\u003c/p>\n\u003cp>Raising Ethan was her first exposure to the fragmented landscape of early education, and she said she wishes she started considering the options even before she was pregnant.\u003c/p>\n\u003cp>“That’s easier said than done,” she said. The Quinns are planning to move to Connecticut this year to be closer to family and are looking into kindergarten options for Ethan. “We are for sure enrolling him in a public kindergarten. Not only is he ready, but we are.”\u003c/p>\n\u003cp>\u003cem>The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s \u003ca href=\"https://www.ap.org/about/standards-for-working-with-outside-groups/\">standards\u003c/a> for working with philanthropies, a list of supporters and funded coverage areas at \u003ca href=\"https://www.ap.org/discover/Supporting-AP\">AP.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Investments in public preschool have helped many parents through a child care crisis, but some parents say the programs don't work for them.","status":"publish","parent":0,"modified":1713640853,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1238},"headData":{"title":"Despite California's Investments in Public Preschool, Child Care Challenges Continue | KQED","description":"Investments in public preschool have helped many parents through a child care crisis, but some parents say the programs don't work for them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Despite California's Investments in Public Preschool, Child Care Challenges Continue","datePublished":"2024-04-20T19:16:29.000Z","dateModified":"2024-04-20T19:20:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Cheyanne Mumphrey\u003cbr>Associated Press","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983586/despite-californias-investments-in-public-preschool-challenges-around-child-care-continue","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year before I-Ting Quinn’s son was old enough for kindergarten, she and her husband had the option to enroll him in “transitional kindergarten,” a program offered for free by California elementary schools for some 4-year-olds.\u003c/p>\n\u003cp>Instead, they kept their son, Ethan, in a private day care center in Concord, Contra Costa County, at a cost of $400 a week.\u003c/p>\n\u003cp>Transitional kindergarten’s academic emphasis was appealing, but Ethan would have been in a half-day program, and options for after-school child care were limited. And for two parents with hectic work schedules in the hospitality industry, there was the convenience of having Ethan and his younger brother at the same day care, with a single stop for morning drop-off and evening pickup.\u003c/p>\n\u003cp>“Ethan is navigating changes at home with a new younger brother and then possibly a new school where he is the youngest,” Quinn said. “That doesn’t even include the concerns around drop-off and pickups, including transportation to and from his class to after-school care at a different location. It is just a lot to consider.”\u003c/p>\n\u003cp>Investments that California and other states have made in public preschool have helped many parents through a \u003ca href=\"https://apnews.com/article/daycare-child-care-democrats-congress-2919cf689423f62d90e28f7f40de2f39\">child care crisis\u003c/a>, in which quality options for early learners are often scarce and unaffordable. But many parents say the programs don’t work for their families. Even when Pre–K lasts the whole school day, working parents struggle to find child care before 9 a.m. and after 3 p.m.\u003c/p>\n\u003cp>No state has a more ambitious plan for universal preschool than California, which plans to extend eligibility for transitional kindergarten to all 4-year-olds by fall 2025 as part of a $2.7 billion, four-year expansion. The idea is to provide a two-year kindergarten program to prepare children earlier for the rigors of elementary school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enrollment in the optional program has grown more slowly than projected. Gov. Gavin Newsom, a Democrat, had estimated about 120,000 students would enroll last year; however, the average daily attendance was around 91,000 students.\u003c/p>\n\u003cp>Through December of this school year, the average daily attendance was about 125,000 students, said Sara Cortez, a policy analyst for the California Legislative Analyst’s Office.\u003c/p>\n\u003cp>Coming out of the COVID-19 pandemic, some families \u003ca href=\"https://apnews.com/article/kindergarten-school-registration-homeschool-f6a0c3a8f97f8d6cf616f201f68c04fe\">no longer see the same value\u003c/a> in traditional kindergarten. Some are just as happy with programs that don’t have an academic component. School days requiring midday pickups also can sway families toward private day cares, \u003ca href=\"https://apnews.com/article/head-start-preschool-child-care-teacher-pay-256a66cc4df8a331a2d0badcba7f72e8\">Head Start programs\u003c/a> and other alternatives offering full-day care.\u003c/p>\n\u003cp>Some schools hosting transitional kindergarten offer child care before or after instruction, but not all.\u003c/p>\n\u003cp>“If your school doesn’t offer those wraparound child care services at the beginning or end of school days, then staying in child care may be the only option parents have,” said Deborah Stipek, a former dean of the Graduate School of Education at Stanford University, who has advocated for equitable access to early childhood education in California.\u003c/p>\n\u003cp>States including Iowa, Michigan, New Jersey and Washington have provided early learning options similar to transitional kindergarten, and there is evidence of the program’s benefits.\u003c/p>\n\u003cp>In California, where the programs are taught by educators with the same credential requirements as kindergarten teachers, a five-year study found their students \u003ca href=\"https://www.air.org/project/study-californias-transitional-kindergarten-program\">entered kindergarten\u003c/a> with stronger mathematics and literacy skills. In Michigan, where the transitional kindergarten program is not offered statewide, the programs have been linked to \u003ca href=\"https://edworkingpapers.com/ai24-920\">increases in third-grade test scores\u003c/a> in math and English. A California study, however, found \u003ca href=\"https://www.ppic.org/publication/assessing-transitional-kindergartens-impact-on-elementary-school-trajectories/\">no such test score increase\u003c/a> by third or fourth grade.\u003c/p>\n\u003cp>“Kids are getting the opportunity to become familiar with the school environment before they start kindergarten,” said Anna Shapiro, a policy researcher at RAND who has studied early childhood program effectiveness for about a decade and analyzed the TK program in Michigan.\u003c/p>\n\u003cp>Another benefit to transitional kindergarten is that it’s free.\u003c/p>\n\u003cp>María Maldonado, who has seven children and works at a deli in Los Angeles, sends her 4-year-old daughter, Audrey, to transitional kindergarten at Para Los Niños Charter Elementary School. Her daughter likes it so much, Maldonado said she would happily pay even if it wasn’t free.\u003c/p>\n\u003cp>The program includes after-school care, so Audrey remains at the school from 7 a.m. until 6 p.m. Audrey is learning to read and can count to 35, and asks to stay at the school longer when her parents arrive well before pickup time, her mother said.\u003c/p>\n\u003cp>Maldonado only wishes she had heard about the program sooner for her other children. She said she was sold on the school after visiting and speaking to the teachers.\u003c/p>\n\u003cp>“Academically, they have to learn everything they’re taught. But if the atmosphere is good, that’s a combination that will keep kids happy. As a result, this girl loves going to school,” she said.\u003c/p>\n\u003cp>As of this school year, California’s transitional kindergarten was open only to 4-year-old children who turn 5 by early April. The cutoff will widen to include more kids this fall in a graduated expansion.\u003c/p>\n\u003cp>For Ethan’s parents, the emphasis on play-based learning at his day care center, run by KinderCare, was an important factor in their decision to keep him there, in addition to the all-day care.\u003c/p>\n\u003cp>“There are families who choose to stay with us because we have full-time, full-year care,” said Margot Gould, senior manager of government relations for KinderCare, which operates in 40 states.\u003c/p>\n\u003cp>Ethan’s father, Scott Quinn, recalls thinking, “How bad can it be?” when they opted out of transitional kindergarten. But he has been discouraged to see Ethan — one of the oldest kids in his day care class — pick up the behavior of kids who are several years younger than him.\u003c/p>\n\u003cp>“In retrospect, it would have been better to send him to school to be around kids his age and older,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11983016,news_11979071,news_11982934"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>I-Ting Quinn said she also has feelings of regret as she sees Ethan outgrow some of his previous needs, including a midday nap. The couple considered enrolling him in TK midway through the school year, but ultimately decided it would cause too much stress in managing the logistics of their work schedules.\u003c/p>\n\u003cp>Raising Ethan was her first exposure to the fragmented landscape of early education, and she said she wishes she started considering the options even before she was pregnant.\u003c/p>\n\u003cp>“That’s easier said than done,” she said. The Quinns are planning to move to Connecticut this year to be closer to family and are looking into kindergarten options for Ethan. “We are for sure enrolling him in a public kindergarten. Not only is he ready, but we are.”\u003c/p>\n\u003cp>\u003cem>The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s \u003ca href=\"https://www.ap.org/about/standards-for-working-with-outside-groups/\">standards\u003c/a> for working with philanthropies, a list of supporters and funded coverage areas at \u003ca href=\"https://www.ap.org/discover/Supporting-AP\">AP.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983586/despite-californias-investments-in-public-preschool-challenges-around-child-care-continue","authors":["byline_news_11983586"],"categories":["news_8"],"tags":["news_20754","news_22570","news_20013","news_22350","news_17763"],"featImg":"news_11983592","label":"news"},"news_11983554":{"type":"posts","id":"news_11983554","meta":{"index":"posts_1591205157","site":"news","id":"11983554","score":null,"sort":[1713610813000]},"guestAuthors":[],"slug":"california-court-to-weigh-in-on-fight-over-transgender-ballot-measure-proposal-language","title":"California Court to Weigh In on Fight Over Transgender Ballot Measure Proposal Language","publishDate":1713610813,"format":"standard","headTitle":"California Court to Weigh In on Fight Over Transgender Ballot Measure Proposal Language | KQED","labelTerm":{"site":"news"},"content":"\u003cdiv class=\"meta-details ng-star-inserted\">\n\u003cp>A group backing a proposed ballot measure in California that would require school staff to notify parents if their child asks to change gender identification at schools is battling the attorney general in court Friday, arguing he released misleading information about the proposal to the public.\u003c/p>\n\u003cp>The group is suing Attorney General Rob Bonta in Sacramento Superior Court. They want the measure’s title to be changed from the “Restrict Rights of Transgender Youth” initiative to the “Protect Kids of California Act” and update what they say is a biased summary of the proposal.\u003c/p>\n\u003cp>“It’s an abuse of the attorney general’s power to oversee these ballot measures where he’s legally obligated to be neutral and draft a title and summary that’s impartial,” said Dean McGee, a lawyer with the Liberty Justice Center, which is representing proponents of the measure.\u003c/p>\n\u003cp>The initiative would also ban transgender girls in grades seven through college from participating in girls and women’s sports, along with barring gender-affirming surgeries for minors, with some exceptions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It is part of a nationwide debate over local school districts and the rights of parents and LGBTQ+ students. States across the country have sought to \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">impose bans on gender-affirming care\u003c/a>, bar \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">trans athletes\u003c/a> from girls and women’s sports, and require schools to “out” trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills in their legislatures with \u003ca href=\"https://apnews.com/article/transgender-students-pronouns-names-ec0b2c5de329d82c563ffb95262935f3\">broad language requiring that parents be notified\u003c/a> of any changes to their child’s emotional health or well-being.\u003c/p>\n\u003cp>The proposed ballot measure in California has so far received at least a quarter of the more than 500,000 signatures it needs by May 28 to end up on the ballot in November, according to the secretary of state’s office. But backers of the measure say the title and summary Bonta released for the proposal are hindering their ability to garner enough support before time runs out. They want the secretary of state to extend their deadline by 180 days.\u003c/p>\n\u003cp>They want to remove language released by Bonta’s office that says the initiative would bar gender-affirming care for transgender youth “even if parents consent or treatment is medically recommended” and require schools to notify parents of their child’s request to be treated as a gender different from school records “without exception for student safety.” They also want the summary to say the measure would define “male” and “female.”\u003c/p>\n\u003cp>Bonta’s office did not respond to emails seeking comment Thursday on the lawsuit.\u003c/p>\n\u003cp>California citizens can place initiatives on the ballot if they gather enough supporting signatures, but the attorney general is typically responsible for writing the title and summary language that appears before voters. California judges can step in if they rule the attorney general is not using impartial language. In recent years, California judges have ordered the state to correct misleading information about proposals to \u003ca href=\"https://apnews.com/b4b3408dbcab4e6c9358b1751347b5a8\">repeal a gas tax\u003c/a> and \u003ca href=\"https://apnews.com/general-news-83c55e8790e2d0546f689dd0d08c91a9\">raise taxes on business properties\u003c/a>.\u003c/p>\n\u003cp>Ballot measure summary language released by the attorney general can have a “huge impact” on how people vote, said Bob Stern, former president of the Center for Governmental Studies.\u003c/p>\n\u003cp>“For some people, that’s the only time that they’ll see any information about the measure — is when they go in to vote,” Stern said.\u003c/p>\n\u003cp>Stern believes the nonpartisan Legislative Analyst’s Office, not the attorney general, should release ballot measure summaries, because attorney generals are elected officials who often have a future in politics. Bonta, for example, is expected to run for governor in 2026.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11978725,news_11962571,news_11959451\"]Bonta is currently \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">fighting a Southern California school district\u003c/a> in court over a policy that, in part, required school staff to notify parents if their child asked to change their gender identification at school. Bonta said the policy discriminated against gender non-conforming students. The district, Chino Valley Unified, \u003ca href=\"https://apnews.com/article/california-chino-gender-pronouns-school-board-a8d3f17ec89b2ec8a2e946da37284e5c\">updated the rule\u003c/a> last month to remove mention of gender identification changes. The updated rule is more broad, requiring school staff to notify parents if a child requests any changes to their “official or unofficial records.”\u003c/p>\n\u003cp>Kathie Moehlig, head of San Diego-based nonprofit TransFamily Support Services, said the proposed ballot measure and similar proposals at the school district level have left children she works with scared that “their very being is going to be legislated out of existence.”\u003c/p>\n\u003cp>“Schools don’t have an agenda to make kids trans. Schools have an agenda to keep all students safe.” Moehlig said. “The unfortunate truth is that there are some kids who are in homes where sharing about their gender identity or sexual orientation would make them unsafe.”\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Proponents of a measure that would require school staff to notify parents if their child asks to change gender identification at schools say Attorney General Rob Bonta released misleading information about the proposal to the public.","status":"publish","parent":0,"modified":1713578467,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":852},"headData":{"title":"California Court to Weigh In on Fight Over Transgender Ballot Measure Proposal Language | KQED","description":"Proponents of a measure that would require school staff to notify parents if their child asks to change gender identification at schools say Attorney General Rob Bonta released misleading information about the proposal to the public.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Court to Weigh In on Fight Over Transgender Ballot Measure Proposal Language","datePublished":"2024-04-20T11:00:13.000Z","dateModified":"2024-04-20T02:01:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Sophie Austin\u003cbr>Associated Press","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983554/california-court-to-weigh-in-on-fight-over-transgender-ballot-measure-proposal-language","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"meta-details ng-star-inserted\">\n\u003cp>A group backing a proposed ballot measure in California that would require school staff to notify parents if their child asks to change gender identification at schools is battling the attorney general in court Friday, arguing he released misleading information about the proposal to the public.\u003c/p>\n\u003cp>The group is suing Attorney General Rob Bonta in Sacramento Superior Court. They want the measure’s title to be changed from the “Restrict Rights of Transgender Youth” initiative to the “Protect Kids of California Act” and update what they say is a biased summary of the proposal.\u003c/p>\n\u003cp>“It’s an abuse of the attorney general’s power to oversee these ballot measures where he’s legally obligated to be neutral and draft a title and summary that’s impartial,” said Dean McGee, a lawyer with the Liberty Justice Center, which is representing proponents of the measure.\u003c/p>\n\u003cp>The initiative would also ban transgender girls in grades seven through college from participating in girls and women’s sports, along with barring gender-affirming surgeries for minors, with some exceptions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It is part of a nationwide debate over local school districts and the rights of parents and LGBTQ+ students. States across the country have sought to \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">impose bans on gender-affirming care\u003c/a>, bar \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">trans athletes\u003c/a> from girls and women’s sports, and require schools to “out” trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills in their legislatures with \u003ca href=\"https://apnews.com/article/transgender-students-pronouns-names-ec0b2c5de329d82c563ffb95262935f3\">broad language requiring that parents be notified\u003c/a> of any changes to their child’s emotional health or well-being.\u003c/p>\n\u003cp>The proposed ballot measure in California has so far received at least a quarter of the more than 500,000 signatures it needs by May 28 to end up on the ballot in November, according to the secretary of state’s office. But backers of the measure say the title and summary Bonta released for the proposal are hindering their ability to garner enough support before time runs out. They want the secretary of state to extend their deadline by 180 days.\u003c/p>\n\u003cp>They want to remove language released by Bonta’s office that says the initiative would bar gender-affirming care for transgender youth “even if parents consent or treatment is medically recommended” and require schools to notify parents of their child’s request to be treated as a gender different from school records “without exception for student safety.” They also want the summary to say the measure would define “male” and “female.”\u003c/p>\n\u003cp>Bonta’s office did not respond to emails seeking comment Thursday on the lawsuit.\u003c/p>\n\u003cp>California citizens can place initiatives on the ballot if they gather enough supporting signatures, but the attorney general is typically responsible for writing the title and summary language that appears before voters. California judges can step in if they rule the attorney general is not using impartial language. In recent years, California judges have ordered the state to correct misleading information about proposals to \u003ca href=\"https://apnews.com/b4b3408dbcab4e6c9358b1751347b5a8\">repeal a gas tax\u003c/a> and \u003ca href=\"https://apnews.com/general-news-83c55e8790e2d0546f689dd0d08c91a9\">raise taxes on business properties\u003c/a>.\u003c/p>\n\u003cp>Ballot measure summary language released by the attorney general can have a “huge impact” on how people vote, said Bob Stern, former president of the Center for Governmental Studies.\u003c/p>\n\u003cp>“For some people, that’s the only time that they’ll see any information about the measure — is when they go in to vote,” Stern said.\u003c/p>\n\u003cp>Stern believes the nonpartisan Legislative Analyst’s Office, not the attorney general, should release ballot measure summaries, because attorney generals are elected officials who often have a future in politics. Bonta, for example, is expected to run for governor in 2026.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11978725,news_11962571,news_11959451"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Bonta is currently \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">fighting a Southern California school district\u003c/a> in court over a policy that, in part, required school staff to notify parents if their child asked to change their gender identification at school. Bonta said the policy discriminated against gender non-conforming students. The district, Chino Valley Unified, \u003ca href=\"https://apnews.com/article/california-chino-gender-pronouns-school-board-a8d3f17ec89b2ec8a2e946da37284e5c\">updated the rule\u003c/a> last month to remove mention of gender identification changes. The updated rule is more broad, requiring school staff to notify parents if a child requests any changes to their “official or unofficial records.”\u003c/p>\n\u003cp>Kathie Moehlig, head of San Diego-based nonprofit TransFamily Support Services, said the proposed ballot measure and similar proposals at the school district level have left children she works with scared that “their very being is going to be legislated out of existence.”\u003c/p>\n\u003cp>“Schools don’t have an agenda to make kids trans. Schools have an agenda to keep all students safe.” Moehlig said. “The unfortunate truth is that there are some kids who are in homes where sharing about their gender identity or sexual orientation would make them unsafe.”\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983554/california-court-to-weigh-in-on-fight-over-transgender-ballot-measure-proposal-language","authors":["byline_news_11983554"],"categories":["news_8"],"tags":["news_20013","news_5135","news_2486"],"featImg":"news_11983558","label":"news"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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